Getting to the Core of the Matter: Competencies for New E-Resources Librarians


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As the amount of content created and acquired in electronic format continues to increase, establishing the knowledge and skills necessary for the job is essential for electronic resources librarians. New librarians are entering this emerging field, but are they well equipped to perform the duties of an electronic resources librarian? Two librarians share their experiences transitioning from the world of library school to applied work experience as electronic resources librarians. What gaps arose in their knowledge, and what training could have been useful? Using NASIG's Core Competencies for Electronic Resources Librarians as a guide, the presenters will discuss what they learned in library school, what they learned on the job, and how library schools and organizations can better prepare e-resources librarians for the future.

Roën Janyk
Web Services Librarian, Okanagan College
Roën Janyk is the Web Services Librarian at Okanagan College in Kelowna, B.C. She received her MLIS three years ago from the iSchool at UBC.

Emma Lawson
Electronic Resources Librarian, Langara College
Emma Lawson is the Electronic Resources Librarian at Langara College in Vancouver, B.C. She received a MA from the University of Toronto in 2008 and a MLIS from the iSchool at UBC in 2010.

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  • Daily tasksHow education has supported us in our tasks, and what was missing
  • Bios
  • Work experience during library school: reference, website creation, cataloging, archival description, license analysis
  • Work experience before library school: 4 years in tech services Acadia UniversityWork experience during library school: Librarian at small town Public Library (reference, circulation, cataloguing) ; Medical Library ; Mining Association Library ; Records ManagementBrief records management contract post-MLIS, and then first professional librarian job.
  • Daily Tasks
  • Set-up new subscriptions, which includes…
  • information gathering and background researchSetting up trialAcquisition of resource
  • LicensingPrice and vendor negotiation
  • Access upon purchase
  • Managing theERMCUFTS & Innovative
  • Managing the e-journal A-Z (RJ)
  • - Managing e-resource knowledgebase(s), databases
  • Importing holdings into catalogue, discovery systemBatch loading e-book and streaming media records into catalogue
  • Manage link resolver
  • Manage proxy server
  • Troubleshoot access problems
  • Collect and analyze usage statistics
  • Communicate with vendors
  • Manage database budget, liaison area budgets (monographs)
  • Manage e-book PDA program
  • Instruct staff and students about library e-resources
  • Back-up systems and technical services librarians
  • Manage LibGuides and the library website
  • And more…
  • Adding some context, defining electronic resources
  • Core competencies
  • The core competencies really build on ALA’s Core Competencies for LibrarianshipGeneral Core competencies an electronic resources librarian should have:Organization skills – Records management, cataloguing, knowledge of standards and practices for organizing knowledgeTechnology skills: Overall use and understanding of technology, variety of systems and ability to learn new systems Evaluative and analytical skills: Includes collection devleopment/management, problem solving skills, assessment, research skillsLegal & theoretical frameworks: Copyright rules, knowledge around person privacy, acting ethically, principles of democracy, intellectual freedomAbility to supervise and manage – Knowledge of budgeting, assessment, cooperating with external organization, leadershipAbility and willingness to learn, as well as the ability to teach othersSoft skills: Communication, ability to provide direction,work with and manage people
  • Core competency 1: The lifecycle of electronic resources
  • Skills required in order to manage the lifecycle of electronic resourcesKnowledge of collection developmentKnowledge of acquisitions processesKnowledge of licensingAbility to apply principles of information organization to electronic resources – classification schemes, work practices for maintaining & using ER, discourse (purpose, values, priorities, workflows)
  • Also require completeunderstanding of overall life cycleUnderstanding of records management related to electronic resourcesManaging the large number of records that are created
  • Our jobtasks that relate to the life cycle of electronic resources:everything!Trialing, acquisition (licensing, negotiation, setting up access), maintain access (including troubleshooting), collection and analyzing usage statistics, renewing or cancelling.ERM maintenance to provide access and manage ERCreating instructions, procedures, and policiesStorage of electronic resources, short and long term.
  • Supporting Education for managing the life cycle of electronic resourcesMLIS classes: Collection development, cataloguing (general and special), records management, digital collections managementLearned both MARC and Dublin CoreShould there be more focus on preservation and access of ER?Should more emphasis be put on managing resources in an institutional repository?
  • Common Road Blocks we face in our current jobs- Are they faced due to lack of education? Lack of on the job training? Or inevitable (these things are difficult)?
  • Common road blocks include:LicensingKnowing what you should be looking for when signing new license agreements, or negotiating current agreements (such as multi-site pricing, terms, etc.)Also knowledge of consortial licensing agreements, and what licensed products fall under which consortiaTracking renewal dates and perpetual access rightsEducation wiseMore emphasis on licensing, what to look forOn the job must independently learn about consortial agreements, learn from current contracts through review
  • What we have learned to look out for:- Knowing who needs to approve the license prior to signing (inside and outside library), and their issues versus our own issues
  • Storage of licensesWho gets a copy?Where is the original stored? Is there a place where it can be stored so everyone can access?Education wise, did we learn this? Not really
  • Another road block: Budgeting
  • Road blocks related to budgeting for the life cycle of electronic resourcesWho has signing authority? Do you need signing authority?Must know where to view fiscal information for current year and where past years is keptKnowing where copies of invoices are sent and storedWhat are the software costs to consider? Institutional repository for exampleOutdated important information, lack of communication about this information, lack of access to key info
  • Another road block: Usage- Usage will have a large impact on the life cycle of electronic resources. Whether to renew, cancel, or subscribe
  • Are statistics even available? Some databases will have usage stats available, but not for a certain titleWhat COUNTER reports are available? What is the meaning of the different COUNTER reports and what is the most important take away? Full text downloads? Searchers? Book sections, etc.How can you compare COUNTER and non COUNTER compliant reports? Or online journal usage or online book usage versus online reference works – measures are different but budget wise we look at them togetherDo you have admin access to a publisher or database platform, when you may license specific titles through a vendor, such as EBSCOnetIs SUSHI retrieval information available?Creating meaning from statistics requires knowledge of the licensing process, where licenses are generated from (vendor or publisher) and who is the publisher if different from vendorAlso requires critical thinking and ability to analyze sometimes complex data, as well as the ability to communicate data simplisticallyEducationMore knowledge of the variety of platforms and subscription capabilities from vendorsFurther information about COUNTER and SUSHIMore in-depth data analysis methods?
  • Core Competency 2
  • Core Competency 2: Technology
  • Technology: Providing access to e-resources
  • Providing access to e-resourcesRequires knowledge of:Database designSoftware (proprietary and open source)
  • Knowledge of:Hardware and mobile devicesEmerging trends in technology
  • Knowledge of: Networking technologies – VPN, local networks, wireless networks, etc.Standards and protocols
  • Knowledge of:Markup languages: MARC, XML, HTML, HTML5Preservation: Legal requirements, privacy and sharing of information through technology, long-term access of online resources, ongoing/perpetual access, supporting format changes (!)
  • Related job tasks
  • Troubleshooting access issues
  • - Managing social media
  • Managing website, creating widgets
  • Managing link resolver
  • - Managing systems, proxy servers
  • Working with Systems/IT staff
  • Supporting educationMLIS classes: information technology, systems, database design, social media, usabilityThis was probably an area that was lacking in our education, but something that is also difficult to teachTechnology changes so quickly. Many technologies are job specific, for example, types of proxy servers vary widely (but the IDEA of it is the same and important, and the communication is lacking) – assumption we have the digital literacy skills, but we may not know how it functionsCommunication and tact are not easily taught, but are required when working with technology in this positionShowing an eagerness and willingness to learn is big, as wall as being flexible and a quick learner.
  • Common Road Blocks to core competency 2, providing access to resources with technology
  • Common road blocks to technology and access to resources:Required MLIS instruction on technology can be quite basic and minimal:tech course at UBC iSchool, Foundations of Information Technology, is mostly about using the Internet. Assignments include building a PowerPoint presentation, building a basic website using HTML and CSS, and building a database in Access. Little about current technology used in libraries, more discussion on trends, history, etc. Other courses focus on less relevant technology: Access databases (may or may not be useful), PHP coding (may need to work with these systems, but not usually build them). Not necessarily bad skills to have, but other skills and gaining more hands-on knowledge of systems would be more beneficialAlso the attitude that there may be higher level tech courses, but the skill level needed to succeed in the courses to begin with is highLacking knowledge related to current technologies used in libraries:how do people get off-campus access and what is involved in setting this up? What is z39.50? How can we make sites mobile friendly and are there any standards? What are common issues related to accessing library electronic resources? How does educational technology fit in to it all? LMS, online courses, etc. means we want increased integration
  • Core competency 3
  • Core competency 3 requires the ER librarian to have solid research skills
  • Part of the research skills core competency includes the ability to work with research data, which requires:Data-driven decision makingUnderstanding the range of data available from a variety of sources (such as log files, databases stats, etc.)Ability to collect, analyze, and manipulate data
  • Part of research skills also includes the ability to analyze the dataRequires an understanding of collection and systems analysisUnderstanding of research methods as a wholeAbility to collect, analyze, manipulate data, and then make meaningful interpretationsUsing data to evaluate current and potential purchases, making informed decisions
  • And then comes the application of the research:Ability to apply research principles to identify useful technology and contentAbility to report on gathered data, track ongoing costs, make recommendations. May require re-working data into more intuitive form.Outside of research requirements as needed to fulfill job requirements (tenure)
  • Related research skills job tasksCollecting and analyzing usage statistics – From catalogue, databases, web page hit counts, etc.Budgeting – May include statistical analysis, cost per use calculations, forecasting future costsEvaluating e-resources – Evidence based decision making, overall collection analysisSolid knowledge of citation and reference practices and methodsInvestigating emerging software/technology for adoption by library – Literature reviews, consulting with other external librarians, communicating on listservs, qualitative research
  • Supporting educationMLIS classes: research methods, collection developmentParticipating in research studies via surveysReading research studies and understanding methods and formatNon MLIS courses (Other MA or BA)? Statistics, research methods, labs
  • Common Roadblocks to applying research skills to work
  • Finding meaning: Are there measures other than cost-per-use? Better measures?What makes a low-use resource worth keeping? How should we compare electronic and print?How can education eliminate road blocks?Discussed briefly in CD course what the common criteria are for analyzing collections, but what about alternate criteria? How do you get meaning from it?How do you engage faculty who should be participating in the process but do not? Faculty provide meaning and insight.How do you best collect anecdotal evidence? And how important should it be?
  • Road blocks to research skillsBudgeting: How can we keep a balanced budget when subscription costs continue to rise? When cuts are necessary, how can we best work with other library staff to manage and make decisions?How do we decide when to transition to alternate formats?Do we need to pay for the storage of a title? What are the alternatives?Communicating our value outside of the library, other departments, etc., to justify resources – need to be able to frame value according to audienceHow can education eliminate road blocks?What are some methods for conducting cost-benefit analysis?How can you share this information and where can you find information from other libraries on researching electronic resources costs and ongoing analysis?Where do you find core title information?
  • Core competency 4
  • Core competency 4: Effective communicationBoth written and spokenRequired for everything we do. Reference work, discussions with vendors, in-person and online meetings, presentations, training, instruction, etc.
  • Effective communication requires you to frame situations from others’ perspectivesTaking a ‘student’ or ‘patron’ viewEven requires logging on to library workstations, visiting websites from various browsers, testing with mobile devices, tablets, and computersMust have a good understanding of other point of view in order to problem solve and communicate
  • Communicating effectively with different types of audiences, internal and externalKnowing your audience and tailoring to themKnowing the skill sets and levels of your audienceRequires effective communication while teaching, conducting pre-assessments and post-assessmentsCollecting ongoing feedback from users AND responding when possible
  • Making the complex easy to understandTaking complex information and reframing into a form everyone can understandMay involve creating videos, instructions, links to resources, or even a glossaryAgain, knowing your user and their knowledge
  • Providing clear instructionKnowing your audienceEnsuring there’s understandingCreating clear printed instructions and tutorials
  • Writing clear reportsKnowing what kind of report to prepare (technical, summary, etc.), informal and formal
  • Making presentationsSpeaking clearlyStaying on topicWorking with time limitations
  • - Working collaboratively with others
  • Job tasks related to communication skills
  • People skills:Liaising with vendors, Systems/IT staff – we don’t all speak the same ‘language’, may need to communicate differently to different groupsWorking with reference/collections staff – listening and understanding issuesWorking with the public
  • Responding to users and staff who have questions and issuesResponding respectfully and in a manner that is supportiveResponding and communicating in an appropriate way for the task – ie. Communicating on chat reference service will differ from an in-person reference interaction
  • Instruction related to electronic resources – internal to staff and to end usersInstruction for support staff on workflows and how systems interactRequires clear communication, ensuring understanding, teaching to all students
  • Troubleshooting: explaining clearly and with detail what is happeningOne of most important areas where good communication skills are requiredClear communication to IT – Proper language, accurate description, step by step instructions on how you arrived/discovered the issue, urgencyCommunication with vendors – Providing clear description, screen shots, information about yourself and institution, getting a case number (!)Communicating with users – Understanding frustration, providing good customer services for interim solutions, getting the word out about the problem
  • Supporting education for communication skills:Incredible amounts of group work – both in-person and onlineLarge groupprojects, people from wide variety of backgrounds and experienceParticipating in professional eventsClass presentations
  • Common road blocks, most have to do with troubleshooting
  • Lack of understanding of ER management from people working with: Folks in other departments don’t always understand how things work, how long things might take, how long it may take to just get a response from a vendor or other departmentStaff don’t always have the background and vocab to communicate the issueHow could our education better support this or eliminate road blocks?Make ER information part of core courses, so those who don’t go into this field still have an understanding of functions, responsibilities, and workflows – gives people better sense of who manages what, context
  • Being new to electronic resources: Difficult to explain things clearly when you’re only just learning about them yourself!How could our education better support this or eliminate road blocks?Provide as much training and hands-on experience as possibleProvide workflows and examples, gather information from those working in the field (case studies)
  • Core competency 5
  • Core competency 5: Supervising and management
  • Supervising and managing requires:Policy development skills
  • - Managing and administering systems
  • Supervising and management requires excellent project management skills. Project management usually includes:Supervising, training, motivating staffDemonstrating leadership and developing good working relationshipsPolicy and proceduredevelopmentTime management and organization skills
  • Supervising and managing also involves :developing, implementing, and managing workflows and proceduresCommunicating new procedures and providing training
  • Job tasks related to supervising and managing
  • Job tasks related to managing/working with staffNeither of us directly supervise staff, as we work in fairly small institutions. EL: I do work with library technicians who do some electronic resources work: acquisitions of electronic resources, working with licenses, updating the ERM, batch deleting ebook records removed from our subscription collections, etc.RJ: I supervise staff on specific projects and those who assist with electronic resources work: updating ERM records, data entry, updating e-journal title lists in excel, maintenance of catalogue records, etc. We also have library working groups, each headed by a librarian and made up of all library staff members.Both of us must work closely with staff, and provide direction
  • Training staffEL: Even though I don’t supervise staff, I have had to train my colleagues and library technicians to do certain work with our ERM, vendor admin sites, etc. RJ: I usually provide training to staff related to technology, ERM, statistics retrieval, or new software. This includes training librarians, and library support staff to working with the ERM, discovery search tool, etc. Would say this is college wide as well. Questions regarding ebooks, tablets, etc. are usually directed to me.
  • Supervising and managing: Project management for EREL: Project management is another key job task. In my institution, for example, I’ve been managing our patron-driven acquisition pilot project. I can easily see project management becoming more important in my position, particularly related to digital library projects such as the development of an institutional repository or a digitization program related projectsRJ: I have managed the introduction and implementation of our discovery service, the ERM, new website designs, etc. Most of my supervisory skills actually come from project management
  • Supporting education:MLIS class: library management (required), human resources management (discussed union involvement and membership), project management (1 credit course)Large amounts of group work sets us up well for project management
  • Common Road Blocks to supervising and managing
  • This book was a donation to our library, needless to say it didn’t make the cut…Common road blocks to supervising and managing:Managing staff who have been working in the library longer than you (have been alive…)Affects staff training, workflows, department dynamicsHow could our education better support this or eliminate road blocks?Change management trainingLeadership training and experienceDiscussion of working with unionized staffMore experience developing training plans (briefly touched upon in HR course)
  • Common road blocks to supervising and managing:- Lack of project management trainingHow could our education better support this or eliminate road blocks?Project management highlighted as a more important courseIdentify aspects of project management, identify when an aspect of PM is touched upon in different coursesEnsure knowledge of PM lifecycle
  • Core competency 6
  • Requires you to maintain knowledge of trends in:Scholarly communicationCopyright , fair use, privacy, laws, freedom of expression, intellectual property, equality & Open Access / Open Source
  • Knowledge of licensing and relevant licensing termsImplications of licensing terms and issues – perpetual access, access restrictions, etc.
  • Must have knowledge of trends related to:Standards, best practices as they relate to digital tools and initiatives, such as SUSHI, openURL, COUNTERRecognizing when standards and best practices are relevant and championing the use of them when possible
  • - Cataloguing and other knowledge organization systems – metadata, indexing, classification standards, etc. *beyond that of a generalist
  • Job tasks related to trends and PD
  • Related job tasks to trends & PD:Attending conferencesParticipating in webinars and online trainingRJ: Part of my contract as faculty to participate in PD
  • Keeping up with the literatureUsing article/journal alertsPurchasing books for staff/internal use
  • Supporting education for trends and PD: Good at identifying trends and looking at past trends, but not beyond the basics, a lot of follow up required once workingLibrary systems – brief introduction to standards, ERM systems, open source ILS, but broad and basic (also first time course was taught)Rachel Anne Fleming-May and Jill Grogg conducted a survey in 2010 about how electronic resources librarians learn the skills necessary to do their jobs. The top choice was informal consultation with colleagues at other institutions at 87.8%, while only 14.6% of respondents said they learned about electronic resources management during the MLIS courses, and only 2% in a course that dealt specifically with electronic resources.– A course in ER would give better idea of trends directly related to ER and how the trends will directly affect your job
  • Common road blocks
  • Common road blocks related to trends and PDLack of time to attend conferences or participate in PD sessionsBeing based in Canada…Possibly budget?Who is doing your work while you are away?Change happens quicklyComplicated questions related to copyright and privacy, when these areas change quickly and there are ‘grey areas’Education:Provide information on popular conferences and discussion listsInformation on free learning toolsTeaching students to be independent learnersGive students a copyright and privacy ‘toolkit’ of resources
  • Common road blocks related to trends and PD:Lack of standards or best practicesThere aren’t always standards to followEducation:Educate about all standards availableKnow what to do in cases where standards are not available, best practices?
  • Core competency 7
  • “Soft skills” or personal qualities needed as an electronic resources librarian
  • High level of tolerance for complexity and ambiguity
  • - Unrelenting customer service focus
  • - Flexibility with change
  • - Skillful time management
  • Related job tasksEverything, all tasks require good soft skillsAssumption that job requires mainly technological skills and very little soft skills, when really this is not the case
  • Supporting educationSoft skills are not necessarily something you can teachCommunicating job expectations, you will need to have soft skills AND tech skillsYou can provide opportunities to develop soft skillsWorking in groups, presentingSetting deadlines and having students adhere to them
  • Common Road Blocks to personal qualitiesProblem patronsDifficult staff members or working with people lacking soft skillsTrouble asserting oneselfSome people just have stronger skills in other areas, ie. not a people person
  • Recommendations
  • What can library schoolsbe doing to better prepare new electronic resources librarians?Do the core competencies present new ideas for training, or publicize current gaps in MLIS education?
  • Partnerships between library schools and vendors to provide hands-on experiencePublicize opportunities to take relevant courses from other departments or even other institutions, and provide flexibility in course selection (variety of days, times, etc.)Keep courses current, constant curriculum evaluation, beyond ALA accreditation requirementsConsider how technology is being taught - Need for IT focused skills that are applicable to libraries and managing E resources – APIs, PHP?, javascriptCan’t teach it all, but show where librarians should go for resources (tool kits)More discussion on licensing, contracts, negotiatingUse case studies and personal experiences for teaching, provide context CD courses need more focus on EREntire course in ERM – just a general knowledge is useful as a libratrian, courses on vendor relationsExamining and following other institution’s course offerings
  • Always going to run into the challenge, library school is both a academic and professional degree programAlways seem to be playing catch-upWe need to look at the issues currently being faced when designing courses and programsSimple gaps could be filled, such as the PM lifecycle, which is barely touched
  • Getting to the Core of the Matter: Competencies for New E-Resources Librarians

    1. 1. Emma Lawson, Langara CollegeRoën Janyk, Okanagan CollegePhoto credit: Hans
    2. 2. Photo credit Kim McKelvey
    3. 3. Emma Lawson• BA 2007, MA2008, MLIS 2010• Work Experience &MLIS• First professionaljob post-MLIS in2011Photo Credit: Canucklibrarian
    4. 4. Roën Janyk• BA 2008, MLIS 2010• Work Experience & MLIS• First Professional LibrarianJob in 2010Photo Credit: the wandering reader
    5. 5. Daily Tasks…Photo Credit: The Shifted Librarian
    6. 6. Photo Credit: Mark Blevis
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    19. 19. Electronic Resources: Materials that require computer access, whether though apersonal computer, mainframe, or handheld mobile device. They may either beaccessed remotely via the Internet or locally.e-journals, e-books, full-text (aggregated databases), indexing and abstracting databases, reference databases(directories, encyclopedias, etc.), numeric and statistical databases, e-images, e-audio/visual resources.Image Credit: Jovike
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    21. 21. Core Competenciesi. Life Cycle of Electronic Resourcesii. Technology: Providing Accessiii. Research Skillsiv. Effective Communicationv. Supervising and Managementvi. Trends and Professional Developmentvii. Personal Qualitiesopensourceway
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    23. 23. Knowledge of collection developmentKnowledge ofacquisition processKnowledge oflicensingAble applyinformationorganizationprinciples toelectronicresourcesCore Competency 1: Lifecycle of Electronic ResourcesImage credit Saad Faruque
    24. 24. Ohio State University Libraries, 2013
    25. 25. Core Competency 1: Job Tasks opensourceway
    26. 26. Core Competency 1: Education Image Credit: libraryman
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    28. 28. opensourceway
    29. 29. Road Block: Licensing• What should you look for?– Liabilities– Warranties– Perpetual Access Rights– Embargos– Permitted uses• ILL, printing, sharing, course packs, LMS– Communication of Cancellations– Consortial Agreements
    30. 30. Photo Credit: Duke University Libraries
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    32. 32. Road Block: Budgeting• Do you have signing authority?• Where can you view fiscal information?• Is previous years’ information easily accessible?• Who gets a copy of what?• Where should fiscal information be stored?
    33. 33. Photo credit: David & Bry
    34. 34. Road Block: Usage• Are statistics available?• COUNTER reports: Meaning & Comparisons• Do you have access to statistics interface?• SUSHI information available?• How can you create meaning from these statistics?
    35. 35. Photo Credit @Doug88888
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    37. 37. CoreCompetency2opensourceway
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    41. 41. Core Competency 2: Job Tasks opensourceway
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    48. 48. Core Competency 2: EducationPhoto Credit: hnulibrary
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    50. 50. oMinimal and basic required/core courseson technologyoOther courses focus on less relevanttechnologyImage Credit: mattcornock
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    52. 52. Core Competency 3: Research Skillsopensourceway
    53. 53. Core Competency 3: Research DataImage Credit: Karsten Thiesemann
    54. 54. Core Competency 3: Research AnalysisImage Credit: jwyg
    55. 55. Core Competency 3: Research ApplicationPhoto Credit: kenteegardin
    56. 56. Core Competency 3: Job Tasks
    57. 57. Core Competency 3: EducationImage Credit: hnulibrary
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    62. 62. Core Competency 4: Effective CommunicationImage Credit: DailyPic
    63. 63. Core Competencies: 4
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    70. 70. Core Competency 4: Job TasksPhoto Credit: MagneticNorth
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    75. 75. Core Competency 4: EducationPhoto Credit: The Shifted Librarian
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    80. 80. Core Competency 5: Supervising & ManagementPhoto Credit: bigbrowneyez
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    85. 85. Core Competency 5: Job TasksImage credit: Fabiola Isabel
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    88. 88. Photo Credit: curtishCore Competency 5: Education
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    92. 92. Core Competency 6: Trends & Professional DevelopmentImage credit: Cultkid
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    96. 96. Core Competency 6: Job TasksImage credit: Thunderchild
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    99. 99. Core Competency 6: EducationPhoto Credit: elycefeliz
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    104. 104. Core Competency 7: Personal QualitiesPhoto Credit: C Knaus
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    109. 109. Core Competency 7: Job TasksImage Credit: Super Furry Librarian
    110. 110. Core Competency 7: EducationPhoto Credit: The Shifted Librarian
    111. 111. Core Competency 7Photo Credit: Magh
    112. 112. opensourcewayCore Competencies: Recommendations
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    114. 114. Recommendations• Partnerships• Course Options• Currency of Courses• Teaching Technologies• Resource “Tool Kits”Image Credit: sberg1115• Licensing &Contracts• Case Studies• CollectionDevelopment• Complete Courses• ContinuingEducation
    115. 115. Photo Credit: The Shifted Librarian
    116. 116. ReferencesAmerican Library Association. (2009). ALA’s core competences of librarianship. Retrieved from, R.A. & Grogg , J. (2010). Finding their way: Electronic resource librarians’ education, training andcommunity. Retrieved from, S., Evensen, O. G., Gelfand, J., Lammers, G., Sipe, L. & Zilper, N. (2012). Key issues for e-resourcecollection development: A guide for libraries. The Hague, NL: IFLA. Retrieved from Core Competencies Task Force. (2012). Core competencies for electronic resources librarians. Retrievedfrom photos are available through creative commons licenses
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    118. 118. ContactEmma Lawson, MA MLISElectronic Resources LibrarianLangara CollegeVancouver, B.C. Canada•• @emmalawsonRoën Janyk, MLISWeb Services LibrarianOkanagan CollegeKelowna , B.C. Canada•• @rjanyk