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    Philosophy statement dm's ppt Philosophy statement dm's ppt Presentation Transcript

    • Stating your Philosophy of Academic Librarianship Workshop Co-Sponsored by USC Libraries ’ PSC and APCAT Committees Danielle Mihram, August 2011
    • Goals and Outcomes of this Workshop
      • Goals
      • Learn how to articulate your own philosophy of academic librarianship
      • Examine critically a couple of existing statements so as to learn how to draft your own statement
      • Outcomes
      • Develop a structure to your statement
      • Have a rough draft of your own philosophy statement
    • Overview
      • Why a “Statement of Academic Librarian Philosophy”?
      • What is “Academic Librarianship” in a top research university such as ours?
      • Important Considerations
      • Values
        • Competencies
        • Leadership
        • Collegiality
        • Merit and Recognition
    • Overview (Cont’d))
      • Articulating a Statement of Academic Librarianship Philosophy
          • Where do I start?
          • Case Studies – Discussion
          • Dos and Don’ts
    • As a Start: What is “Librarianship”?
      • The term “librarianship” is ambiguous. It can refer to:
      • -- A set of techniques associated with libraries; or,
      • -- The occupational field of those who are known as librarians, or
      • -- In some cases it is defined in terms of “library services”
    • What is “Librarianship”? One Viewpoint
      • Lankes ’s “worldview”:
        • -- Librarianship is not defined by how we do things—a functional view—but why we do things—a worldview.
        • -- The Mission of librarians is to improve society through facilitating knowledge creation in their communities…
      • (See: Lankes, 2011: pp. 137-187 and his concept map)
    • What is “Librarianship”? A Pragmatic Approach
      • Gorman, 2009: pp. 10 and 14:
        • -- Lack of a commonly accepted definition
        • -- A better question to ask is “ What do librarians do? ” (See Handout 1) At minimum:
        • Select; acquire; organize and give access; preserve and conserve; assist library users; instruct library users; administer and manage the library and its personnel, services, and programs.
        • “ There are, of course, other dimensions to being a librarian, such as new tasks occurring in new or specialized contexts; activity in professional associations; continuing education; and research and publication. … The waning 1980s fad for combining libraries and computer centers on the basis that they are both concerned with “information” is waning precisely because the premise for this merger was, and proved to be, unsustainable. … it behooves librarians to recognize and celebrate their unique identity and mission (p. 14)
    • The Futures of Research Universities
        • See Lynch, 2009:
        • “… when we think about the future of the research library in our institutions, it’s critical that we think about the broader context of the institution’s strategy for all its content-management organizations and all its organizations for dealing with the management of scholarly evidence and of the results of scholarship” (p. 231)
        • -- Digital scholarship leads to changes not just in the practice of doing research but also in teaching and learning in higher education
        • -- The broad landscape of scholarly communication is dwarfing the much more narrow confines of the province of traditional scholarly publishing
        • -- The question of digital data management, data curation, data stewardship : who’s going to take responsibility for it? Who’s going to manage it?
        • See also: Atkins, 2003; Committee on Intellectual Property, 2000); Unsworth, 2006;
    • The Futures of Research Universities (Cont’d)
      • In addition to issues noted in the preceding slide, today ’s renaissance in services and in support at academic research libraries is largely driven by very rapid increases in:
      • Open access to research data and research results; e-science; e-research;
      • “ Virtual organizations” and “collaboratories” : groups of scholars (from an array of different institutions, scattered all the globe) who come together to work on a specific problem and to interact with a specific data and instrumentation;
      • Use of multiple mobile devices and a seemingly endless production of “apps”;
      • Mushrooming of social networks (as one example of data mining in those networks: Twitter ’s “tweets” are now being archived at the Library of Congress)
    • Top Issues Currently Facing Academic Libraries
      • See Hisle, 2002:
      • Recruitment, education, and retention of librarians.
      • Role of library in academic enterprise.
      • Impact of Information technology on library services.
      • Creation, control, and preservation of digital resources.
      • Chaos in scholarly communication.
      • Support of new users.
      • 7. Higher education funding.
    • Top Ten Trends Facing Academic Libraries
      • See Staley and Malenfant, 2010 :
      • 1. Collection growth is driven by patron demand and will include new resource types.
      • 2. Budget challenges will continue and libraries will evolve as a result.
      • 3. Changes in higher education will require that librarians possess diverse skill sets.
      • 4. Demands for accountability and assessment will increase. I
      • 5. Digitization of unique library collections will increase and require a larger share of resources.
    • Top Ten Trends Facing Academic Libraries
      • See Staley and Malenfant, 2010 :
      • 6. Explosive growth of mobile devices and applications will drive new services.
      • 7. Increased collaboration will expand the role of the library within the institution and beyond.
      • 8. Libraries will continue to lead efforts to develop scholarly communication and intellectual property services.
      • 9. Technology will continue to change services and required skills.
      • 10. The definition of the library will change as physical space is repurposed and virtual space expands.
    • Why a “Statement of Academic Librarian Philosophy”?
      • -- It presents a capsule summary of your understanding of the value and purpose of your role as an academic librarian in a research university to students, colleagues, or prospective employers.
      • -- It encourages deep self-reflection that in turn enhances your ability to contribute positively to your institution ’s learning and research community.
        • The act of taking time to consider your goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching.
      • -- It is your statement and not someone else ’s. With this sense of ownership comes the ability to envision your work ambitiously while aligning with your institutional and discipline-related goals.
    • The Meaning of “Philosophy” in this Context
      • Oxford English Dictionary
      • “ A particular system of ideas or beliefs relating to the general scheme of existence and the universe; a philosophical system or theory.” (Definition 6b)
      • “ ‘ Philosophy’ should be best understood as an intellectual and mental activity. It allows one to activate and stimulate one’s mind to reflect, critically assess and evaluate all human experiences and interests.”
      • http://www.canadacollege.edu/socialsciences/philosophy.pdf
    • A Precedent: The “Teaching Philosophy Statement”
      • A teaching philosophy statement is “personal mission statement” for those committed to teaching.
      • It demonstrates one ’s reflective thinking about teaching;
      • It helps communicate one ’s goals as a teacher, and one’s commitment to students’ learning outcomes based on the corresponding actions and activities, in and out of the classroom.
      • (See Seldin, 1997)
    • Key Elements of the Teaching Philosophy Statement
      • It usually includes:
      • Your goals and values (your values as a teacher and your goals for your students ’ learning).
      • Your description of how you teach: the approaches and methods (unique to you and specific to your discipline) that you use to achieve these goals.
      • Your knowledge about teaching and learning and your justifications for why you teach the way you teach (this includes informed risk-taking).
      • Your methodology regarding your self-assessment of your effectiveness as a teacher and of your ability to achieve the learning outcomes intended (and stated) for each course that you teach.
      • Your reflective ideas as to how you want to make a difference in the lives of your students and in your path to continuing professional improvement.
    • Purposes of a Statement of Philosophy of Academic Librarianship
      • Codifies your thinking at a particular time.
      • Gives you a starting point to examine your professional practices.
      • Becomes a personal document that reflects and represents you as an active contributor to your academic responsibilities and your professional achievements.
      • Allows you to reflect, to monitor, and to assess your development as a librarian.
      • Documents and showcases your reflective thinking within the context of your profession.
      • Gains an advantage over others for promotion or for a new position.
    • What is a Good “Statement of Philosophy of Academic Librarianship”?
      • A well-expressed philosophy statement defines the standards for the individual. It:
        • -- anchors the portfolio and provides a framework for the evidence to follow;
        • -- truly highlights your goals and accomplishments.
      • It sets the benchmarks for measuring:
      • -- The appropriateness of your methods.
      • -- The scope of your activities.
      • -- The effectiveness of your work-related responsibilities.
      • -- Your strong impact on the institution (both student learning and support of faculty in their teaching and research) and on the field of Librarianship.
      • .
    • Important Considerations
        • Values
        • Competencies
        • Leadership
        • Collegiality
        • Merit and recognition
    • On Values
      • Values regarding the goals of librarianship may vary from individual to individual.
      • Gorman ’s view:
      • In application, values are useful and usable because they are standards by which
        • -- We can assess what we do;
        • -- Measure how near we are to, or how far we are from, an objective;
        • -- Compare our actions and our state of being to those of others and to the ideals represented by our values
      • (Gorman, 2001, p. 7)
      • See also Goetsch, 2009: “What is our Value and Who Values Us?”
      • See handout: Table - “Our Values”
    • On Competencies
        • An interesting definition for our 21 st century (as organizations refocus their core competencies in response to global competition, new computing and communications technologies, and the increasing demand for accountability) is the following :
        • “ Competencies have been defined as the interplay of knowledge, understanding, skills and attitudes required to do a job effectively from the point of view of both the performer and the observer
        • (Murphy, 1991)
        • See Handout “Useful Resources” for our Professional Organizations’ lists of core competencies.
    • Professional and Personal Competencies
      • Professional competencies relate to the special librarian's knowledge in the areas of information resources, information access, technology, management and research and the ability to use these areas of knowledge as a basis for providing library and information services.
      •  
      • Personal competencies represent a set of skills, attitudes and values that enable librarians to work efficiently; be good communicators; focus on continuing learning throughout their careers; demonstrate the value-added nature of their contributions; and survive in the new world of work.
        • (Competencies for Special Librarians of the 21st Century , 2003)
    • On Academic Leadership:
        • A leader who wishes to foster transformational change [at any level of the institution] must work in a complex three-dimensional mental space. Such leaders:
        • must learn about the culture of the organization and work in ways that respect it,
        • must embody the qualities that are associated with a true democratically guided learning community, and
        • must have a clear and compelling model for change that guides the actions they take.
        • In the beginning, this can be a demanding exercise but over time, practiced leaders begin to work naturally in this space and can effectively bring out the best in their institutions.
        • (See: Diamond, 2002, p. 72)
    • On Academic Leadership in Libraries :
        • Attributes of the new library leader, according to Shoaf, 2004:
        • Manages massive changes (and looks outside the profession for inspiration).
        • Articulates and successfully communicates a vision.
        • Knows how to coach ( “it is about communicating and expediting rather then command and control; about recognizing talent and putting it to work where needed.” [p. 364]).
        • Lives the service ethic.
        • Puts people first ( “Staff feedback makes for better informed decisions” [p. 365]).
        • Creates a culture of leadership ( “create an environment of leadership where staff are empowered to take the extra steps and serve the customer” [p. 375]).
    • Collegiality
      • Not synonymous with “congeniality” (usually defined as “having the same nature, disposition or tastes” ).
      • “ The term, collegiality , as it is used in academia, has two meanings, The first refers to the well-defined principle of collegial, or shared, governance. The second refers to faculty interactions with colleagues and administrators. The American Association for University Professors (AAUP) considers the first but not the second to be a legitimate area of evaluation for promotion and tenure decisions. There are items in Table 1 [see handout] that relate to both meanings of the term. While I agree strongly with the AAUP’s position, the fact is that both types of collegiality are considered in promotion and tenure decisions.” (Silverman, 2004, p. 6)
      • See also handout: “Assessing Collegiality” (Diamond, 2002, pp. 54-55)
    • Merit, Success, and Achievement as Defined by our Professional Organizations
      • ACRL ’s Achievement and Distinguished Service Awards for Librarians
      • http://www.ala.org/ala/mgrps/divs/acrl/awards/achievement.cfm
      • (See Handout of same title)
      • See also Handout “Useful Resources” for additional Awards.
    • “ What is our Dean is Looking For?”
      • A better question to ask is :
      • “ What do most Deans expect?”
      •  
      • Most Deans will respond (See Wakashige and Asch, 2006) as follows :
      • -- Have a positive attitude about your work and co-workers, bring energy to the work, be creative and contribute to the organization ’s work (p. 200);
      • -- Have the knowledge and ability to integrate technology in the workplace (and relate to students and faculty on the level of technology that they understand), participate actively in planning processes, and use problem-solving skills (p. 201)
    • “”   [ Wakashige and Asch, 2006 (Cont’d)]:
      • --Take every opportunity to participate in strategic planning for the library and for the university; take active interest in learning new skills and taking leadership roles (p. 202)
      • -- Join and be active in your professional organization(s): local, state, regional, national.; become an active participant in library and on-campus organizations (204-205)
      • -- Engage in research (publications, presentations, committee reports, grant proposals) and in teaching (information literacy programs, web pages, brochures, participation in a distance-learning program, teaching subjects in which you have an advanced degree) (p. 205-206)
      • Articulating a Statement of Academic Librarianship Philosophy:
      • Where do I start?
    • Questions for you to ask about yourself
      • What motivates me as a librarian? What excites me about my discipline?
      • What do I expect to be the outcomes/impact of my work as a librarian?
      • What habits, attitudes, or methods mark my most successful achievements?
      • How has my scholarship influenced my work as a librarian?
      • What values do I impart to my institutional colleagues and to the students/faculty with whom I interact?
      • What are my plans for developing and improving/enhancing my work as a librarian? (learn new skills? try new approaches?)
    • Questions others will ask about you
      • Does your statement show an awareness of disciplinary conventions/expectations?
      • How are these ideas consistent with the way you have created/developed work-related initiatives?
      • How does your statement articulate openness to different perspectives? And how do you demonstrate this?
      • Has your approach to librarianship changed?
      • Does your approach to librarianship show good judgment, careful planning, or flexibility when appropriate?
      • How do you measure your impact?
      •  
      • Discussion - Case Studies No. 1 and 2
    • Initial Questions to Ask as you Begin to Draft your Statement
      • What are my goals as a librarian?
      • What method(s) should I use to achieve (work) toward those goals?
      • How shall I measure my effectiveness?
      • How do I justify my values?
    • Questions your reader will ask about your statement:
      • Is the content of your statement relevant to the discipline? The library? The University?
      • Does it include demonstrated effectiveness in practice tied to your articulated goals? (Do you include seminal statements with accompanying evidence?)
      • Is a strong case made about the complexity of librarianship and the individuality of your own achievements as you embrace such complexities?
    • Questions your reader will ask about your statement (Contd):
      • What words reveal your values as a librarian?
      • Does your statement gain your reader ’s confidence and respect? (What might make him/her distrust your writing?)
      • Are you knowledgeable without coming across as opinionated or dogmatic?
      • What will your reader remember the most about your statement?
    • Dos and Don ’ts
      • Keep it short
      • Be reflective: Note your progress over time
      • Highlight your successful initiatives
      • Remember: it will be read by others, so make it lively and interesting
      • Do not repeat your curriculum vitae
      • Do not overload your text with information
    • A Document that Evolves Over Time
      • Remember: The “Statement” is a living document which evolves over time
        • New items are added, others are moved to “ Addenda ” .
        • Once each year, when sections of the curriculum vitae are updated, the same is done for the Statement .
      • Discussion
      • Where do we go from here?
    • Sources Noted
      • ACRL ’s Achievement and Distinguished Service Awards for Librarians
      • http://www.ala.org/ala/mgrps/divs/acrl/awards/achievement.cfm
      • Diamond, Robert M., ed. (2002). Field Guide to Academic Leadership. San Francisco, CA: Jossey-Bass.
      • Goetsch, Lori A. (2009). “What is our Value and Who Values Us? (The 2009-10 ACRL President’s focus) , ” College & Research Libraries News 70(9): 502-503 (Oct. 2009).
      • Gorman, Michael (2000). Our Enduring Values: Librarianship in the 21 st Century . Chicago: American Library Association.
      • Hisle, W. Lee (2002). “Top Issues Facing Academic Libraries,” College &Research Libraries News: 714-715, 730. Nov 2002
      • Lankes, R. David (2011). The Atlas of New Librarianship . Cambridge, Mass.: MIT Press.
      • Lynch, Clifford and Don E. Carleton (2009). “Lecture: Impact of Digital Scholarship on Research Libraries,” Journal of Library Administration 49(3): 227-244.
      • Cont ’d 
    • Sources Noted (Cont ’d)
      • Murphy, Marcy (1991). "Preface." In Special Libraries Association . Future Competencies of the Information Professional. Washington, DC: SLA, 1991. (SLA Occasional Paper Series, Number One), v-vi.
      • Seldin, Peter (1997). The Teaching Portfolio - A Practical Guide to Improved Performance and Promotion/Tenure Decisions . Boston, Mass.: Anker (2nd edition).
      • Shoaf, Eric C. (2004). “New Leadership for Libraries,” College and Research Libraries News July/August 2004: 363-365, 375.
      • Silverman, Franklin (2004). Collegiality and Service for Tenure and Beyond – Acquiring a Reputation as a Team Player . Westport, CT: Praeger.
      • Staley, David J. and Kara J. Malenfant (June 2010). Futures Thinking for Academic Librarians . Chicago: Association of College & Research Libraries
      • http://www.ala.org/ala/mgrps/divs/acrl/issues/value/futures2025.pdf