Capitalizing on knowledge: Mentorship among teacher-librarians in Hong Kong

Capitalizing on knowledge: Mentorship among teacher-librarians in Hong Kong

• Sit, Chun Ming Agatha The Hong Kong Institute of Education

2003

Second Symposium on Field Experience: Partnership in Field Experience (2003: The Hong Kong Institute of Education, Hong Kong, China)

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• S School Environment & Facilities, Organization
  • SC Libraries

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Mentoring dates back to Greek mythology with reference to the sharing of wisdom of knowledge and experience. In Hong Kong, mentorship has been a hallmark of the professional development of the teacher-librarians. Following a literature review on mentoring in librarianship, this paper provides an overview highlighting the mentorship development among teacher-librarians in Hong Kong. A discussion on how mentorship shaped the preparation of teacher-librarians leads to an analysis of four issues: (1) a formalized mentoring framework; (2) a systematical approach to observe and assess the impact; (3) training to enhance the competency of teacher-librarians; and (4) re-thinking the commitment to evidence-based practice. While there are complex issues facing the teacher-librarian profession, the author invites the teacher-training institutes to explore their role and participation in facilitating the advancement of teacher-librarianship in Hong Kong which is a pivotal component to nurture information-literate learners for the purpose of knowledge building.

Paper presented at the Second Symposium on Field Experience: Partnership in Field Experience

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/08e98d6d

2015-10-08