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Gillian Hallam - One of the best experts on this subject based on the ideXlab platform.

  • Around the TAFEs in 80 Days
    2009
    Co-Authors: Gillian Hallam
    Abstract:

    As the principal education standards body for the Library and information services (LIS) sector, one of ALIA's key roles is to monitor the quality of the education programs offered at both the professional (librarian) and paraprofessional (Library Technician) levels. In the vocational education and training (VET) sector, major changes in Library Technician education were made when the Museums and Library and Information Services training package was introduced nationally about ten years ago, with considerable industry input into its development. While quality assurance of VET programs is achieved through the Australian Quality Teaching Framework (AQTF), the ALIA Education and Professional Development Standing Committee has remained concerned that there should still be appropriate professional scrutiny of the programs. In 2009, a course recognition panel is undertaking a review of the various Library Technician courses across Australia.

  • aligning policy with practice an evaluation of vocational education and training in the Library and information services sector
    12th Annual Australian Vocational Education and Training Research Association Conference : Aligning participants policy and pedagogy : Traction and te, 2009
    Co-Authors: Gillian Hallam, Dianne Waltonsonda, Paul Genoni
    Abstract:

    Vocational education and training for the Library and information services (LIS) sector in Australia offers students the career pathway to become Library Technicians. Library Technicians play a valuable role in drawing on sound practical knowledge and skills to support the delivery of Library and information services that meet client needs. Over the past forty years, the Australian Library and Information Association (ALIA) has monitored the quality of Library Technician courses. Since 2005, ALIA has run national professional development days for Library Technician educators with the goal of establishing an alternative model for course recognition focusing on the process of peer review to benchmark good practice and stimulate continuous improvement in Library Technician education. This initial developmental work has culminated in 2009 with site visits to all Library Technician courses in Australia. The paper presents a whole-of-industry case study to critically review the work undertaken to date.

  • Library Technician course recognition : meeting the challenge of a distributed national education program
    The Australian Library Journal, 2009
    Co-Authors: Gillian Hallam, Paul Genoni
    Abstract:

    This paper looks at the challenges presented for the Australian Library and Information Association by its role as the professional association responsible for ensuring the quality of Australian Library Technician graduates. There is a particular focus on the issue of course recognition, where the Association’s role is complicated by the need to work alongside the national quality assurance processes that have been established by the relevant technical education authorities. The paper describes the history of course recognition in Australia; examines the relationship between course recognition and other quality measures; and describes the process the Association has undertaken recently to ensure appropriate professional scrutiny in a changing environment of accountability.

  • Library Technician course recognition in Australia: The challenges of a distributed national education program
    Division of Technology Information and Library Services, 2008
    Co-Authors: Gillian Hallam, Paul Genoni
    Abstract:

    This paper looks at the challenges presented for the Australian Library and Information Association by its role as the professional association responsible for ensuring the quality of Australian Library Technician graduates. There is a particular focus on the issue of course recognition, where the Association’s role is complicated by the need to work alongside the national quality assurance processes that have established by the relevant technical education authorities. The paper describes the history of course recognition in Australia; examines the relationship between course recognition and other quality measures; and describes the process the Association has recently undertaken in order to ensure appropriate professional scrutiny without unnecessary duplication of effort and expense.