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Abstract

The article presents the views of a group of 1966 Associates of the Library Association on incentives and deterrents to professional development, as expressed in replies to a postal questionnaire (April 1976). Returns were received from 105 public libraries (72 per cent response rate) and from 42 academic libraries (71 per cent response rate). Methods of keeping up to date are discussed, and range from the most popular "informal discussion with colleagues" through inservice training (for public librarians, but much less so for academic librarians) to the more formal short courses, and other kinds of personal study leading in many cases to further qualifications. The group's views on the respective importance of these continuing education activities to their professional development are presented, and also their recommendations to the Library Association, the library schools, senior management and training officers, on how they ought to be developing their roles in continuing education.

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References

OECD. The cducational situation in the OECD countries: a review of trends and priorities. OECD, I974.

Department of Education and Science. Adult education: a plan for development. HMSO, I973. (Russell Report.)

Open University. Report of the Committee on continuing education. OU, I976. (Venables Report.)

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