CILIPS > Information Literacy: Securing Change > Toolkit > Implementing change

Identifying resources and skills

• many librarians find it difficult when it comes to introducing information literacy skills and other programmes because they have little or no formal Teacher Education or Training. They may not have had a formal introduction to pedagogy and feel disadvantaged.
• there are many different routes which are open to develop skills, formal and informal, some of which are free
• librarians should have the experience of watching others teach – observing others within your own organisation or finding other librarians with teaching skills who are willing to help you develop skills, perhaps through the CILIP mentoring networks
• you must develop learning outcomes for learning programmes so that it is clear what a student knows and/or is able to do as a result of the learning activity, which enables you or others to make an assessment
• sometimes working in partnership with others who have the required skills, such as assessment, provides a good solution
• there may be resource implications for the individual or employer and a case needs to be developed to show how the CPD will benefit the organisation

Recognising and overcoming barriers

Identifying barriers is half-way to eradicating them or developing solutions, but it is important to be aware that perceptions of barriers vary so you need to view the situation from other perspectives.

• political barriers – for example organisational structures and policies which are difficult and take time, effort and logical argument
• opportunity barriers - may be time, process or technology, particularly accessing content
• attitude barriers – for example "initiative overload" syndrome might have to be overcome in order to create positive attitudes towards your project – personal confidence in the impact of your project will help to change attitudes
• perception barriers – other people’s perceptions may be based on assumptions
• knowledge barriers – begins at basics with knowing where to start, how to find the evidence and who to ask – persistence, research and attention to detail are required
• skill barriers – teaching, assessment, class management or technical skills
• professional practice barriers - lack of formal qualifications, distance from decision-making process, getting on organisational schedules and agendas
• remember you need a balance of challenge and support – you will need support and encouragement from others if you are to rise to meet the challenge.