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 language | English |
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| Publication status | Published - 2003 |
| Event | The Second Symposium on Field Experience: Partnership in Field Experience - Hong Kong, China Duration: 17 Oct 2003 → 18 Oct 2003 https://www.eduhk.hk/fesym/index.htm |
Conference
| Conference | The Second Symposium on Field Experience: Partnership in Field Experience |
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| Country/Territory | China |
| City | Hong Kong |
| Period | 17/10/03 → 18/10/03 |
| Internet address |