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

Chun Ming Agatha SIT

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - 2003

Fingerprint

Hong Kong
librarian
teacher
mentoring
librarianship
teachers' training institute
mythology
wisdom
profession
commitment
participation
evidence
experience

Citation

Sit, A. (2003, October). Capitalizing on knowledge: Mentorship among teacher-librarians in Hong Kong. Paper presented at the Second Symposium on Field Experience: Partnership in Field Experience, The Hong Kong Institute of Education, China.