Technology Training for Libraries

Citation

Isfandyari‐Moghaddam, A. (2011), "Technology Training for Libraries", The Electronic Library, Vol. 29 No. 2, pp. 281-282. https://doi.org/10.1108/02640471111125267

Nowadays Martin Heidegger's well‐known declaration, “technology is relentlessly overtaking us” is so tangible that librarians are shouldering increasingly heavy responsibilities to keep up with the dynamic field of technology. Because the creation and communication of information is more exponential and considerable than before, deep changes are being felt in the economics as well as the technology of libraries, and the emergence of the technological environment has been changing librarians' traditional skills.

Emphasizing that community members often know more about the technology used in libraries than library staff do, and that technology training is an important issue that many library administrators face, yet fail to adequately address, “Technology Training in Libraries” has been written. It is an invaluable work that supplies librarians with the tools they need to provide the most effective and dollar‐conscious technology training for their colleagues. It also provides answers to commonly asked technology training questions, pertinent information about the latest library technologies, and inspiring case studies that show how providing staff training facilitates the best possible technology‐centred customer service. The book consists of six chapters. Chapter one, “Introduction: technology training basics” indicates essential technology training topics in libraries, and determines what training is needed. Chapter two on “Planning” details the approaches for developing a technology skills list to organise an ongoing technology training programme at any library. Some tips and strategies are offered. Chapter three, “Implementation”, includes a how‐to for several types of technology training programmes including basic training, lunchtime brown bags, peer training, train‐the‐trainer programs, the “23 things” model, technology petting zoos, and the utilisation of online training sources. Chapter four, “Marketing”, suggests ways to promote and market a technology training programme. Chapter five, “Best practices”, addresses different learning styles for technology training, discusses how to deal with difficult learners, and covers good issues on scheduling a training class as well as creating a learning environment. Finally, chapter six, “Measures of success”, provides some assessment tips and methods for measuring the success of a technology training programme. The book ends with several lists including additional resources that technology trainers will find helpful in the pursuit of “training nirvana”. There is an index to assist the reader in re‐examining certain discussion topics. Generally, this book, which can be treated as a one‐stop and step‐by‐step source for technology trainers, human resource coordinators, library managers, and technology‐minded staff, is a good work deserving of your time and money.