-- 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)
“… 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;
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.
“ 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.”
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
See Handout “Useful Resources” for our Professional Organizations’ lists of core 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)
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
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)
--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)
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