Professional education, development and training in a Web 2.0 environment: A case study of the UK

Abstract

Purpose

The purpose of this paper is to explore concepts of professional education, development and training within the context of a changing information landscape

Design/methodology/approach

The paper analyses selected literature, including governmental and professional body reports, focusing particularly on the implications of these for the contemporary and future education, training and development of the information profession. Key issues addressed are the impact of the government skills agenda and the increasing use of competency based frameworks.

Findings

Evidence suggests that the information profession is undergoing a period of profound change in relation to its qualifications base. The paper concludes that many of the previously enshrined shibboleths of professional education, training and development are undergoing a fundamental re‐examination. Barriers relating to qualification levels, to professional practice and to career development, are being circumvented or demolished. In a volatile climate of rapid change, continuing professional development (CPD) is necessary if professionals wish to keep abreast of new skills and knowledge.

Originality/value

The paper identifies and discusses the current drivers for change in relation to the skills, competencies, education, training, and development, for the information profession, including issues in relation to defining “professionalism”. As a contribution to contemporary debate on these issues, the paper should be of use to policy makers, practitioners, researchers and students.

Citation

Broady‐Preston, J. (2009), "Professional education, development and training in a Web 2.0 environment: A case study of the UK", New Library World, Vol. 110 No. 5/6, pp. 265-279. https://doi.org/10.1108/03074800910954280