Wanted: Heritage librarian


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Wanted: Heritage librarian

  1. 1. Wanted: heritage librarian Developing a preservation learning programme in the UK Caroline Peach, Head of Preservation Advisory Centre
  2. 2. Preservation Advisory Centre <ul><li>Preservation management tools </li></ul><ul><li>Training </li></ul><ul><li>Information services </li></ul><ul><li>National picture of preservation need </li></ul><ul><li>Advocacy and awareness-raising </li></ul>
  3. 3. Knowing the Need, 2006 <ul><li>Preservation Assessment Surveys 2000-2005 </li></ul><ul><li>97 collections in 79 institutions </li></ul><ul><li>43,482 items surveyed representing a parent population of 28 million collection items </li></ul>
  4. 4. Collaborative preservation learning programme 2009-2012 “ to develop and coordinate a preservation learning programme based on the identified needs of Research Libraries UK and UK higher education libraries, in collaboration with the sponsors (BL and RLUK) and the collection care community”
  5. 5. Research <ul><li>Focus group methodology to explore: </li></ul><ul><ul><li>Range of ideas about staff development needs </li></ul></ul><ul><ul><li>Differences / similarities between different groups of professionals </li></ul></ul><ul><ul><li>Collaborative thinking and individual ideas </li></ul></ul><ul><ul><li>Establish baseline information for use in a wider survey </li></ul></ul>
  6. 6. Focus group topics <ul><li>Context and interest in preservation </li></ul><ul><li>Current staff development requirements (preservation) </li></ul><ul><li>Current sources of staff development (preservation) and existing gaps in development </li></ul><ul><li>Perceptions of a learning programme as the solution to the problems of preserving collections </li></ul><ul><li>Views on changing staff development needs in response to changing environment </li></ul><ul><li>Preferred delivery methods for staff development </li></ul><ul><li>Views on which aspects of staff development should form part of this programme </li></ul>
  7. 7. Context and interest in preservation <ul><li>No difference in perception of training needs from staff of different professional backgrounds </li></ul><ul><li>All group members welcomed opportunities to exchange experience </li></ul>
  8. 8. Current staff development requirements <ul><li>Need for an institutional culture of preservation </li></ul><ul><li>Needs vary according to local resource </li></ul>
  9. 9. Needs vary according to local resource Conservation department Single conservator No conservator Prioritization Specialist conservators for major / specialist tasks Understanding what a conservator can do
  10. 10. Current staff development requirements <ul><li>Need for an institutional culture of preservation </li></ul><ul><li>Needs vary according to local resource </li></ul><ul><li>Practical training </li></ul><ul><li>Strategic development needs </li></ul><ul><li>Need for criteria for prioritisation </li></ul><ul><li>Digitisation and digital preservation </li></ul>
  11. 11. Current sources of development and existing gaps <ul><li>Books and guidance </li></ul><ul><li>Use of the Preservation Assessment Survey </li></ul><ul><li>Courses </li></ul><ul><li>Visits from conservators </li></ul><ul><li>Webinars </li></ul><ul><ul><li>“ PAS indicated some fairly easy wins, where you could actually see the barometer swing in your collection care” </li></ul></ul>
  12. 12. Learning programme the solution? <ul><li>Improving preservation practice involves more than just staff development </li></ul><ul><li>Combination of: </li></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Priorities of the organisation </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><li>Staff time </li></ul></ul>
  13. 13. Views on changing staff development needs in response to the environment <ul><li>No specific needs identified within the project lifetime (3 years) </li></ul><ul><ul><li>Access is king </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Increasing preservation workload </li></ul></ul><ul><ul><li>Acid paper </li></ul></ul>
  14. 14. Preferred delivery methods for staff development <ul><li>Training in training </li></ul><ul><li>Leaflets </li></ul><ul><li>Face-to-face courses (delivered regionally) </li></ul>
  15. 15. Which aspects of staff development should form part of this programme? <ul><li>Strategic issues </li></ul><ul><ul><li>Prioritization </li></ul></ul><ul><ul><li>Institutional advocacy </li></ul></ul><ul><li>Practical issues </li></ul><ul><ul><li>Handling </li></ul></ul><ul><ul><li>Repair </li></ul></ul><ul><ul><li>Cleaning </li></ul></ul><ul><ul><li>Display </li></ul></ul><ul><ul><li>Environmental control </li></ul></ul><ul><ul><li>Sourcing a conservator </li></ul></ul>
  16. 16. E-survey <ul><li>Tested themes and topics from focus groups with a wider e-survey of UK higher education and collection care communities </li></ul><ul><li>Publicised to attract responses from librarians, archivists, conservators, digital information specialists </li></ul><ul><li>Able to identify type of institution </li></ul>
  17. 17. Which course/resource would you be most likely to use?
  18. 18. Higher education responses
  19. 19. Which practical topic would you most like training on?
  20. 20. E-learning
  21. 21. Geographic breakdown
  22. 22. Profession
  23. 23. <ul><li>Other </li></ul><ul><li>Membership body </li></ul><ul><li>Religious congregation </li></ul><ul><li>Professional body </li></ul><ul><li>Business </li></ul><ul><li>Charity </li></ul><ul><li>Landed estate </li></ul><ul><li>Livery company </li></ul><ul><li>Community archive </li></ul><ul><li>Dance company </li></ul>Who is interested in preservation?
  24. 24. Survey conclusions <ul><li>Gave a clear indicator of priorities and content </li></ul><ul><li>Indicated strong support for help in developing and delivering learning elements </li></ul><ul><li>Informed regional planning and helped to identify barriers to participation </li></ul>
  25. 25. How are we addressing need? <ul><li>December 2009 – March 2010 </li></ul><ul><ul><li>Disaster response and salvage training </li></ul></ul><ul><ul><li>(London, Leeds, Edinburgh) </li></ul></ul><ul><ul><li>Preservation policies in practice </li></ul></ul><ul><ul><li>Prioritization for preservation, conservation and digitisation </li></ul></ul><ul><ul><li>Damaged books and bound archives </li></ul></ul>
  26. 26. How are we addressing need? <ul><li>June – July 2010 </li></ul><ul><ul><li>Disaster response and salvage training </li></ul></ul><ul><ul><li>(Oxford and London) </li></ul></ul><ul><ul><li>Introduction to digitisation </li></ul></ul><ul><ul><li>Preservation basics </li></ul></ul>
  27. 27. How are we addressing need? <ul><li>Further programme development </li></ul><ul><li>Monitoring and evaluation </li></ul><ul><li>Communication </li></ul><ul><li>Research into e-learning </li></ul>
  28. 28. Conclusion <ul><li>The ability to communicate </li></ul><ul><ul><li>To be able to advocate for the management processes that support the long-term goal of continuity of access </li></ul></ul><ul><ul><li>To be able to draw together the different groups of people working within heritage libraries and encourage the effective sharing of skills (estates, librarians, conservators, IT departments) </li></ul></ul>
  29. 29. Conclusion <ul><li>The ability to implement critical thinking </li></ul><ul><ul><li>To be able to use frameworks and decision-making tools to support strategic approaches to the management of collections. </li></ul></ul><ul><ul><li>To be able to evaluate priorities within the context of different organisations and strategic drivers </li></ul></ul>
  30. 30. Conclusion <ul><li>The ability to work collaboratively </li></ul><ul><ul><li>To work with people from different professional backgrounds to explore new ways of making collections available </li></ul></ul><ul><ul><li>To work with other organisations to open up and share resources, or find ways of using resources to greatest cost-effectiveness </li></ul></ul>