PROFESSIONAL BUSINESS ASSOCIATIONS: THEY MAY AFFECT YOUR PROFESSIONAL LIFE
One hallmark of a profession is that it creates participatory organizations that offer educational opportunities, publish, and lobby in support of the field. These same professional associations also study and address problems and bring members together for sharing and networking. In the library profession we have several major national and international organizations such as the Special Libraries Association, the American Library Association, and the International Federation of Library Associations and Institutions.
THERE'S DEPRECIATION IN YOUR FUTURE
Of all the issues confronting librarians in their daily activities, accounting for depreciation is most aptly described as a “shoulder shrugger.” And in the recent past, a librarian would have been justified for having no interest in depreciation since it has had little impact on budgeting or financial decisions. However, with the release of the Statement of Financial Accounting Standards No. 93, Recognition of Depreciation by Not‐for‐Profit Organizations, we suggest that you consider taking a CPA to lunch.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.