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ANLTC Annual Report 2006

Committee Chairperson's Introduction CPD Survey CPD Programmes 2006 Programme Review Financial Report


ANLTC Committee, 2006 

Miriam Corcoran (Dublin City University): Programme Evaluator

Pauline Corrigan (University College Dublin): Treasurer

John Cox (National University of Ireland, Galway): Web Site Manager

Ned Fahy (University College Cork): Secretary

Helen Fallon (National University of Ireland, Maynooth): Chairperson

Ursula Gavin (Dublin Institute of Technology): Continuing Professional Development

Jessie Kurtz (Trinity College Dublin)

Trevor Lyttle (Queens University Belfast): Continuing Professional Development

Colette McKenna (University of Ulster)

Grainne MacLochlainn (National Library of Ireland)

Lindsay Mitchell (University of Limerick): Research

Paul Murphy (Royal College of Surgeons in Ireland): Meetings Coordinator



From the Chairperson

2006 was a year marked by the incorporation of the information gathered in the survey of training needs carried out in the 2004 and the analysis of further information gathered from ANLTC libraries in the Continuing Professional Development exercise undertaken in 2006. This annual report presents a detailed evaluation of ANLTC courses offered in 2006. The review demonstrates that, once again, ANLTC has offered a diverse range of relevant courses and that the satisfaction expressed by participants remains high.

The first ANLTC Swets Research bursary was awarded in 2005 to Niamh Brennan of TCD. The research topic is Researcher Environment and Behaviour in the Univ ersity Setting and Niamh Brennan of TCD’s entry was selected from a strong field of six proposals.  We await with interest to hear the outcome of Niamh’s research and are grateful to Swets for their financial support. Swets have also agreed to support the ANLTC Swets Research Award in 2007. 

Following the CONUL colloquium February 2005, ANLTC was requested, together with representatives of the Committee on Information Skills to investigate The development of a programme for CPD to provide CONUL libraries with the relevant skills and aptitudes to engage with change and challenge” CONUL made the following proposal: ..that ANLTC with the Committee on Information skills work on elements of a CPD programme with accreditation an integral part of this.   The CPD group, under the chair of Pauline Corrigan, worked throughout 2006 and reported in December 2006.
The CPD Group undertook a broad consultation process with partner agencies, employers and employees thorough a series of meeting and a survey of staff in ANLTC libraries. A survey of the 12 ANLTC libraries drew a 48% response rate from professionally-qualified librarians. The survey results identified a range of management, IT, communication and teaching skills requirements at director, senior manager and assistant librarian levels. These training needs were incorporated where possible into ANLTC programmes for 2007 and 2008.
The Report’s recommendations addressed a number of issues of accreditation, co-ordination, and resource support for CPD development, sectorally and locally.   The ANLTC Committee appreciates the effort of the CPD Sub Group, including the members of CONUL’s Advisory Committee on Information Literacy, in delivering such a comprehensive report.
The ANLTC website remained a useful tool for marketing our programme and also provided a diverse range of information about ANLTC activities.

In addition to attending ANLTC meetings, Committee the members contributed to the courses by organizing, presenting or facilitating them and contributed in many ways to another successful year.   Thanks again to all.

Paul Murphy



ANLTC survey of professional library staff in ANLTC Libraries 2006



Introduction to survey


Following the CONUL colloquium February 2005, ANLTC was requested, together with representatives of the Committee on Information Skills to “work on elements of a CPD programme with accreditation as an integral part of this….” ANLTC set up a sub group to undertake this work, with a particular focus on CPD provision for professionally qualified librarians. The sub group gathered opinion from relevant stakeholders and conducted an on-line survey of staff and Directors of academic libraries in Ireland.  


Who took part in the survey?


Grade Profile:  145 staff responded to the survey, from 12 libraries representing 48% of the total 302.5 professionally qualified librarians working in the sector.  The following lists grades that responded:

•        61%  (89) Assistant Librarians – 29% (42) of which are Subject Librarians

•        19%  (27) Sub Librarians

•        5.5% (8)Assistant Keepers

•        4.2% has other titles such as 2 Keepers

•        4.8% (7) Deputy Librarians

•        5.5% (8) Librarians/Directors


Age Profile:  47% of respondents were in the 30-44 age group and 20% were over 55.  63% of directors and 26% of senior managers who responded were over 55, which points to a major shift into senior management in the next 5-10 years, as the over 55s retire from the sector.


Gender Profile:  75% of respondents were female, as were 77% senior managers, however only 50% of directors who responded were female.


Qualification Profile:   32% of respondents qualified with a postgraduate diploma in LIS over 20 years ago. 50% of respondents were at least 10 years qualified. 30.3% have the MLIS.



CPD Activities


Staff Awareness

Staff are not fully aware of the support for training and development activities (q.13) and libraries need to address this. 77 respondents were aware of a staff development policy for their Library. 61 respondents said their Library does not have a staff development policy. Respondents were unclear as to who looks after staff development within their library. 

Recommendation: All library staff need to be aware of existing policies. If one does not exist it needs to be created.





Organising training

Location of events for maximum attendance is critical. There can be no doubt that numbers are reduced if the venue is difficult to reach.


Membership of professional bodies   Less than half of the respondents (44%) were members of the LAI and 20% held CILIP Chartership.  It may be that LAI and CILIP need to reflect on this, but if membership of LAI gives a measure of interest in CPD then it must be a matter of concern that less than half hold membership.

Recommendation:  If membership of LAI gives a measure of interest in CPD then it must be a matter of concern that less than half hold membership


Contribution to professional literature  Of concern perhaps is the lack of engagement in mentoring, publishing and contributing to publications, symptomatic no doubt of the frenetic pace of change and the constraints of resources in all academic libraries. Few had published a paper (7%) and 14% had contributed to published literature.

Recommendation:  This reflects a widely held perception that publication takes a poor second place to getting the job done and action should be taken to encourage this form of professional activity.


Limitations to attending CPD  The main reasons for being unable to participate in CPD were Cost (15%), Limit on attendance (12%), Relevance and Distance (both 10%).


Mentoring   Only 3% were involved in a mentoring programme, probably because programmes are not available in most Libraries.

Recommendation: However, mentoring programmes are seen as very valuable and it is recommended that Libraries consider how they might be introduced.


Library Visits:  The number who had visited another Library in the last two years was small (43%). 

Recommendation:  It is recommended that Library visits should be promoted in their own right and that they should become a standard part of conferences.


CPD Needs identified in the survey


Top 3 needs identified for current post were:


1.       Project Management (44.1%)

2.       Marketing and Promotion (35.2%)

3.       Strategic Planning (33.8%)


Top 3 needs identified for career advancement were:


1.       Strategic Planning

2.       Strategic IT planning and management and Leadership (22.1%)

3.       HR Management and Interview skills (21.4%)



More specifically…


Directors  - when the survey was analysed just for responses from directors, Strategic Planning was again the number 1 need but jointly so with Advocacy at a high 75%.


Assistant Librarians  -when the survey was analysed for responses from Assistant Librarians again Strategic Planning was identified as the greatest training need for career advancement at 31.5%.


Top three needs for AL Current Post


·         Project Mgt 40.4%

·         Marketing and Promotion 39.3%

·         Team Building 34.8%



Top three needs for AL for career advancement


·         Strategic Planning 31.5%

·         Interview skills 27%

·         HR Mgt 25.8%



Skills gaps


On the subject of skills gaps in their libraries, the following were highlighted:

•        Marketing,

•        Advanced IT skills

•        Teaching skills

•        Managing new and emerging technologies

•        Digital preservation

•        Environmental monitoring

•        Strategic management skills

•        Systems development

•        Knowledge management


However, there were additional comments that some staff may have some of the skills listed above, but they need to be spread more widely, so that we have more multi-skilled staff.


Future skills needs


The librarian of the future will need:


•        Good IT skills, information management skills

•        Management skills, Advanced management training

•        Leadership, Visioning, Strategic planning, Future-proofing, Innovative

•        Teaching and research skills

•        People skills

•        Change management skills

•        Flexibility, adaptability, multitasking

•        Political awareness








Key recommendations for national CPD infrastructure


Key recommendations include the need for a National Centre for CPD, employment of a training officer, adoption of accredited modules, the need for financial support, sabbatical leave for selected courses and the value of a sectoral approach.



1. National Centre for CPD for professionally-qualifiedly librarians


A National Centre would be jointly funded by the employers in the sector and would provide the national framework for CPD. This Centre would ensure  international standards were adhered to, that accreditation was internationally recognised and would be the national point of contact.


2.  Employment of a training officer (SILS or Chomairle Leabharlanna)         


The Centre would appoint a Training Officer and provide administrative support in the organisation and running of CPD courses


 3. Adoption of accreditation methods (UCD SILS or LAI)


Accreditation is essential and such accreditation should be internationally recognised to enable librarians to transfer within the EU, in the first instance.


4. Financial support for CPD


Staff participating in accredited courses or in recognised short courses should have full funding from their employers. Currently, less that 10% of all Director budgets nationally is spent on CPD.


5. Sabbatical leave for accredited courses


At the minimum staff should have release to attend classes, for study leave and exam leave.


6. Sector wide approach


It is important that CPD issues are addressed across all sectors of librarianship.  



Membership of Sub-Group:


Pauline Corrigan [ANLTC]

Mary Antonesa [Conul Committee on Information Skills]

Miriam Corcoran [ANLTC]

Ursula Gavin [ANLTC]

Trevor Lyttle [ANLTC]

Niall McSweeney [Conul Committee on Information Skills]



ANLTC CPD Support Programmes

Currently ANLTC runs two support programmes to encourage development and research activity, one aimed to encourage development work by no-professional library staff, the other aimed at professional grades.


ANLTC Staff Development  Awards

To promote and support staff development, ANLTC (Academic and National Library Training Co-operative) is offering a bursary (currently €1,500 ) to an individual library staff member at Library Assistant and related grades. The money can be spent on travel, study, attendance at a conference or seminar or other relevant activities.  The aim of the award is to encourage continuing education and development. The Award is usually offered biennially; more information, including details of previous awards, is available at or please contact your local representative.


ANLTC Swets  Research Fund

This Fund is currently available annually thanks to continuing support from Swets, a leading journal subscription company.  The objective of this funding award, which will be offered in 2007, is to encourage practitioner based research among librarians in ANLTC member libraries. 

The award can be awarded up to a maximum of €2000.  Funding can be used to defray research expenses such as travel, visits, attendance at meetings or other activities directly related to the research project.  General professional development activities are not eligible for funding.  Entries are welcomed from librarians, in ANLTC member libraries, currently engaged in or wishing to undertake a research project.

Research may be on any topic of relevance to the individual or their library.   Research proposals which have applicability to other ANLTC libraries will be particularly welcome. The judging panel will be looking for an awareness of reflective practice and evidence-based practice, along with sound research methodology.     

The recipient of the award may be required

•           to produce an article on the research for a library-related publication
•           to provide a report on their research at  the Swets Annual Customer Forum
•           to do a presentation on their research at an ANLTC event
•           to write a report for the ANLTC website


ANLTC Programme 2006


Evaluation Review




During the 2006 calendar year 9 events were offered on the programme to ANLTC participant Libraries. 5 events were held in the greater Dublin area and all events with the exception of one (ANLTC 06/04) were one-day events.


Programme 2006 comprised the following courses/seminars:


1.         Institutional Repositories in an Irish Context (NLI) - ANLTC 2006/01

2.         Capturing, Editing and Using Digital Images (DIT) – ANLTC 2006/02

3.         Emotional Intelligence (UCD) – ANLTC 2006/03

4.         Introduction to MARC 21 (UL) – ANLTC 2006/04

5.         Interactive Library Sessions (UU) – ANLTC 2006/05

6.         Perspectives on Online Information (NUIG) – ANLTC 2006/06

7.         The New Shape of Knowledge and Learning (TCD) – ANLTC 2006/10

8.         Information Desk Skills (NUIM) – ANLTC 2006/11


During the year under review, the UK eInformation Group (UKeIG), approached ANLTC with a view to co-hosting one of their regular meetings. DCU hosted the event which was presented by the UKeIG and entitled “Developing and Managing E-Book Collections”. The day-long seminar had twelve participants and was well received.



1.         Analysis Methodology

Programme 2006 contained a total of 9 events, however, evaluations were not received for the external meeting hosted by ANLTC on behalf of the UKeIG and therefore this event has not been included in the standard programme evaluation which forms the rest of this report.


The two-day course entitled “Introduction to MARC 21” has also been excluded from the analysis below as the evaluation returned data focussed on just two quantitative criteria “Content and Design” and “Presentation”. Based on these criteria the course was deemed to be very successful with a 100% satisfaction rating. 100% felt the course had expanded their knowledge of the subject and 88% said they had identified at leas one learning outcome that they could take into their work.


The programme analysis below is therefore based on the 7 remaining programme offerings.



Out of 137 participants, 108 submitted an evaluation form.





Number of Responses



Number of Participants





1.1       Participants were asked to respond to a number of questions under the following sections:-

§     Content and Design (6 questions);

§     Presentation (5 questions);

§     Venue and Administration (4 questions);

§     Overall Course Satisfaction (2 questions); and

§     A number of open-ended questions.


1.2       The questions, apart from open-ended questions, required the participants to select from the following options:-


§     Strongly Disagree;

§     Disagree;

§     Agree; or

§     Strongly Agree.


1.3       Analysis was undertaken on the actual number of responses received from participants. The data on which this analysis is based is included in Appendix 1.



1.4       The following graphic depicts the percentage dispersion of responses to questions within sections with most of the questions concentrated on course Content and Design.









2.         Overall Response to Programme


Overall it may be concluded that, following the trend of the last three years since the initiation of this evaluation format, there is a high level of satisfaction both with the individual elements of the programme and the programme as a whole.



2.1       The following graph highlights this level of satisfaction as expressed by participants responding Agree and Strongly Agree. Participants responded positively across all elements of the programme with the greatest levels of satisfaction recorded for Presentation at 96%. Content and Design and Overall course satisfaction both scored 95% total satisfaction.







2.2      The majority of the responses fall in either the Agree or Strongly Agree category with it being the exception to Disagree or Strongly Disagree to the question posed.


2.3      The programme continues to build on the high standards it achieved from the previous year with the responses consistently responding a high overall satisfaction within the programme.


2.4      In analysing how each course contributed to the Strongly Agree scores of 46% for Content and Design, 59% for presentation, 45% for Venue and Administration and 51% for Course satisfaction, it can be concluded that scores for each course, were by and large, equally distributed, with the notable exception of ANLTC 06/10 – The New Shape of Knowledge and Learning (TCD), which stands out as making a significant contribution to the Strongly Agree responses.  This course had 28% of Strongly Agree responses for overall course satisfaction which represented twice the average score of the remaining courses. Analysis of the free text comments in the evaluations for this course indicates that the subject matter of this course was considered to be timely, useful and relevant.








2.5          The overall programme scores for Agree responses were 49% for Content and Design, 37% for Presentation, 47% for Venue & Administration and 44% for Course Satisfaction. These scores should be considered in the context that that the majority of responses were in the Strongly Agree category.





            Again, as with the Strongly Agree responses it can be concluded that there is, in general, a normal dispersion across these Agree responses with all courses contributing to this very positive result and ANLTC 06/10 – The New Shape of Knowledge and Learning (TCD) the notable peak.



3.         Analysis by Element


3.1       Content and Design

When Strongly Agree and Agree responses are totalled, there is 95% satisfaction with the Content and Design of courses. This area covers the overall content and format design and method of course delivery. As with last year’s programme the open questions reveal the importance of practical sessions, working examples and discussion and the programme has been successful this year in achieving positive comments in this area. The identification of time constraints as a negative factor which featured in the review of last year’s programme appeared not to have been a factor this time.


A very high 95% of participants Strongly Agree or Agree with the statement that “the course was relevant to my needs”. This is an important criterion for measuring the success of individual courses and this highly positive response is consistent across the entire programme.



3.2       Presentation

            Continuing the trend of the last three years, Presentation remains consistently the highest scoring area in course satisfaction across the entire programme. Presenters are consistently seen to deliver high quality courses and to have “demonstrated good knowledge of their subject” (99% either Strongly Agree or Agree).


Presenters are also seen to be open and responsive to questions by 100% of participants when Strongly Agree and Agree responses are combined.


3.3       Venue and Administration

            This area also scored a high satisfaction rate of 92% which represents a slight decrease over last year’s high of 96%. This section covers pre event administration, the training facilities including equipment and catering supplied. Analysis of the quantitative data and the open questions reveals that there were some issues with equipment on some of the courses and this accounts for the slight decrease in satisfaction.


3.4          Overall Course Satisfaction

This category contained the following two questions:

§  Overall the course met my objectives

§  Overall I was satisfied with this course

96% when combined Agreed or Strongly Agreed with the first question and 94% combined Agreed or Strongly Agreed with the second question, giving rise to an overall course satisfaction rating for the programme of 95%.


            This extremely high score of 95%, (the same as last year) demonstrates the continued high value of the ANLTC programme to individual course participants.






It may be concluded the ANLTC Programme 2006 was evaluated as a success. All facets of the programme are judged to be consistently highly satisfactory. The quality of presenters, contributors and facilitators is a key determinant of course satisfaction and the scores this year were excellent. Issues that emerge from the analysis of the open questions that are particularly noteworthy include:


§    The need to provide more courses on emerging technologies and to provide regular updates on the e-learning environment. 

§    The importance of collaboration and the role ANLTC offers in providing opportunities to share ideas and experiences.



Miriam Corcoran

Programme Evaluator






Hon. Treasurer’s Annual Report 2006


During 2006, 9 courses were held out of 11 planned.  A total of 174 staff participated from 11 ANLTC institutions, with a few delegates from external organisations. This compares to 164 participants in 2005.


While the attendance fee continued to be  €100 per person for the majority of courses; one course, which was run in cooperation with UKEIG had a tiered charging system, with monies going to UKEIG and the course was subsidised for ANLTC members by ANLTC. Another 2 day course, involving overseas trainers (Introduction to Marc 21) charged €200 per person.



Bank balance at  31 December 2006: €10,431.96, this is down from €14,114.79 at the end of 2005. The difference in part is due to the payment of €3,200 for the Assistant Librarian research awards, where income was received in 2005, but the award was paid in 2006. We also ran a CPD survey with prizes to the value of €670.


Bank activity



Bank charges








Course profit/loss at yearend










It was agreed that in 2007 course fee base would be increased to €120 and honoraria would be increased to €100.


The appendix shows the detail course outcomes for 2006


Pauline Corrigan

Hon. Treasurer, ANLTC

September 2007









2005 [18876.20]


2005 [21,870.00]

Bank charges


2005       [48.86 ]


Other (research awards,survey costs)



Carried forward to Jan 2007



2005 [ 13,443.69]

- 0 –

Academic and National Library Training Co-operative 2006





Updated: 17 December 2007