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Program for Cooperative Cataloging

The Library of Congress > Cataloging, Acquisitions > PCC > Standing Committee on Training > PCC Standing Committee on Training Task Group on Online Training

Background

The report of the Joint SCT/SCS Task Group on International Participation in the PCC calls for the PCC to initiate a full review of the delivery to international members that would explore the possibility of delivering training using a variety of online resources as training tools. The PCC Steering Committee, in its response to the Task Group's recommendations, accepted this call for all PCC participants. The SCT is responding to the recommendation with the formation of this group.

A previous TG on this topic (from 2000) failed to produce a final report. The newly constituted TG is expected to review the documents produced by that group and include relevant information while carrying out this charge, as appropriate.

Because the charge is quite involved, we anticipate a two-phased approach, with work on Phase I completed by summer 2005 and the final report (for Phase II) completed by early 2006.

Charge

The SCT Task Group on Online Training is charged to:

Phase I

  • Identify existing and planned training opportunities (via ALCTS, OCLC, LITA, or other organizations)
  • Assess the need in libraries (both nationally and internationally) for online training over the near-to-medium term (3-5 years)
  • Assess the appropriateness of PCC's involvement in online training. The assessment should articulate how any PCC role would contribute to the Program's mission and goals. It should also weigh the kind of role PCC might play (i.e., as a direct provider of training, advisor to other groups involved in training, etc.)
  • If deemed appropriate, recommend a strategy for the PCC to enter the field of online training. The strategy should include:
    • Identification of educational paradigms that allow for online training to be its most effective.
    • Identification of a target audience (or audiences): front-line professionals, support staff, administrators, or others.
    • Identification of training program subject parameters (i.e., general overviews of online training, topics to be covered, etc.)
    • Identification of multiple delivery methods for online training (i.e., Web, CD-ROM, etc.), weighing both the pros and cons to determine the most effective means of online training
    • Identification of tools, including software and hardware, that will be necessary to both develop and deliver online training.
  • Recommend a model for the provision of online training. The recommendation should consider existing models (SCCTP "train-the-trainer" style, ACLTS Metadata Institute, etc.) and/or propose new ones as appropriate. This model should include:
    • Provisions for how online training will be developed.
    • Provisions for how online training materials will be maintained.
    • Provisions for how online training will be packaged and distributed.

Phase II

  • Develop a prototype online training course using content from an existing PCC training program (i.e. NACO, SCCTP courses, etc.). The prototype should:
    • Elaborate all the strategies and provisions for a successful course.
    • Be tested with a group of volunteers for feedback and assessment purposes
    • Incorporate the feedback in the group's final report to SCT.
  • Prepare a final report summarizing all activities and recommending a timeline for course implementation.

Members

Rachel Wadham, Chair
Brigham Young University
rachel_wadham@byu.edu

Gertrude Koh
Dominican University
kohgsl@dom.edu

Anaclare Evans
Wayne State University/DALNET
aa4424@wayne.edu

Laura Kimberly
AMIGOS
kimberly@amigos.org

John N. Mitchell
Library of Congress
jmit@loc.gov

Heather Rosie
British Library
Heather.Rosie@bl.uk

Deborah Rose-Lefmann
Northwestern University
d-rose@northwestern.edu

Timeline

Interim reports (from Phase I):

Due to the PCC Standing Committee on Training by September 1, 2005;

Final report (Phase II):

Due to the PCC Standing Committee on Training by June 1, 2006.

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