Information Literacy: An International State of the Art

E. Training the Trainers (Professional Development)
For librarians in Australia, professional development has arisen as a major concern and focus. As Bundy¹¹ notes, “most specialist professions, where requisite knowledge and skill is taught and learned pre practice, expertise in education does not come as an inherent product of either academic pursuit or librarianship education.” However, it is these professionals who have undertaken a significant responsibility to lead their organisations in addressing information literacy education is new ways and to new ends. Thus, the onus has fallen to administrators, faculties, libraries, governance groups and associations and individuals to take an active role in, and share responsibility for, the evolving professional development needs of academic teachers and academic librarians in Australia¹².
Professional development activities and initiatives in this realm focus specifically on developing knowledge and skills in learning and teaching generally, and specifically in areas such as curriculum design, classroom management, assessment, online education, and active and adult learning.
The professional development of the librarian as educator is an issue which is addressed by many of the groups listed above (see Section 2) and via the professional forums (see Section 4/Conferences) at a broad, national level. However, in most instances, responsibility for extensive and directed professional development of librarians in teaching and learning areas is undertaken at an organisational level.

1. 
   ANZIIL Professional Development Group
   

http://www.anziil.org/groups/pd/pd.htm
At a national level, ANZIIL has a mandate to develop and provide developmental activities for tertiary teaching librarians (higher education and vocational).
ANZIIL recognises that systemic and systematic change is required in the design and delivery of core curricula to allow for the mastery of information literacy concepts and skills in a sequential, hierarchical and developmental manner. ANZIIL also appreciates the fundamental role of libraries and librarians as critical partners in the educational process. In support of this mission, ANZIIL is committed to leading in the development of appropriate pedagogical and strategic knowledge and skills of tertiary librarians (PD-IL).
Aim:
To facilitate, foster, enhance and/or develop professional development opportunities for librarians teaching within the higher education and VET sectors which (i) support the embedding of information literacy within teaching, learning and research to foster the principles of lifelong learning; and (ii) through the provision of such PD opportunities as courses, workshops and a range of print and electronic resources.

2. 
   QULOC Information Skills and Services Working Party
   

http://www.quloc.org.au/.
At a state level, QULOC and CAVAL provide regular professional development activities for teaching librarians.

3. 
   CAVAL/CRIG Seminar Committee: Information Literacy (SCIL)
   

http://www.caval.edu.au/members/wpr/crig/.
The Seminar Committee plans, publicises and conducts the CAVAL Reference Interest Group's annual seminar, held in November each year. The CRIG Information Literacy Seminar (formerly User Education Seminar) has become a significant event in the staff development calendar for librarians engaged in the rapidly evolving user education / information literacy field in Victorian university and TAFE libraries. It aims to promote the development of information literacy services in these libraries by providing relevant training and opportunity for the exchange of ideas on current issues. The seminar complies with the requirements of the ALIA CPD membership program. The Seminar Committee's activities through each year include:

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  Developing topics for the seminars in consultation with CRIG, frequently drawing on suggestions and feedback received from participants at previous seminars.
  
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  Seeking guest speakers from within CAVAL member libraries, from other areas of the library profession and the tertiary education sector, and from other relevant fields of expertise.
  
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  Preparing the seminar program and liaising with CAVAL staff in the distribution of publicity and collection of registrations
  
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  Coordinating the running of the seminar