Presented by Vanessa Kitchin and Wendy Traas May 5, 2015 TRY 2015 conference, Toronto, ON

1.
First
year,
first-­‐hand
lessons,
or:
How
we
learned
to
stop
worrying
and
develop
some
collec:ons

2. Wendy
Traas,
MA
MI
Liaison
Librarian
Wendy.traas@utoronto.ca
Vanessa
Kitchin,
MI
Liaison
Librarian
Vanessa.kitchin@utoronto.ca
University
of
Toronto
Libraries
Hazel
McCallion
Academic
Learning
Centre

3. ❏ What
we
will
cover
❏ Introduc7ons
❏ Expecta7ons
-­‐
knowns
and
unknowns
❏ Collec7ons
❏ Developing
a
reflec7ve
teaching
prac7ce
❏ Outreach
to
Faculty
❏ Organiza7onal
Life
and
projects
❏ Happy
Surprises

4. ❏ Who
we
are
and
where
we
came
from
Wendy
Vanessa

5. “...the
socializa:on
process
of
new
employees
involves
constant
encounters
with
differences
in
the
job
seLng”
Louis,
in
Oud
(2008)

6. “...the
socializa:on
process
of
new
employees
involves
constant
encounters
with
differences
in
the
job
seLng”
Louis,
in
Oud
(2008)
known knowns
known unknowns
unknown unknowns

7. Importance of mentoring
www.tumblr.com
“For
new
employees
(the
mentees),
mentoring
supports
orienta:on
and
socializa:on,
helps
in
fostering
and
adop:ng
organiza:onal
goals
and
values,
helps
to
shape
posi:ve
aLtudes,
and
can
be
used
to
demonstrate
effec:ve
role
modeling.”
Harrington
and
Marshall
(2014)

8. ❏ Collec:ons
CC BY NC-2.0 courtesy of callumscott2
Known unknown
“The
transi:on
from
graduate
school
to
a
professional
academic
library
posi:on
is
a
challenging
one,
especially
when
facing
the
ini:al
journey
into
collec:on
development.”
Tucker
&
Torrence
(2004)

10. ❏ Collec:ons
-­‐
strategies
and
support
CC BY NC-2.0 courtesy of callumscott2
● Learn
the
curriculum
● Develop
subject
exper:se
● Iden:fy
user
needs
● Use
sta:s:cs
from
circula:on
desk
● Know
publishers
in
your
discipline
● Let
go
of
perfec:on
● Ask
stupid
ques:ons
● Time
management
-­‐
devote
uninterrupted
blocks
of
:me
to
CD
● Mentorship

11. ❏ Developing
a
Reflec:ve
Teaching
Approach
CC
BY-­‐SA
3.0
Photo
courtesy
of
www.9gag.com

12. ❏ Developing
a
Reflec:ve
Teaching
Approach
“Inten:onal
instructors
do
more
than
communicate
well
or
design
strong
assignments;
they
methodically
consider
the
impact
their
ac:ons
have
on
learners,
understand
the
knowledge
they
possess,
use
evidence
to
support
the
strategies
they
select,
and
strive
to
improve
their
effec:veness
over
:me.
An
excellent
method
for
becoming
more
self-­‐assured
is
to
empower
yourself
to
understand
and
appreciate
(or
at
least
come
to
terms
with)
teaching
through
a
process
of
systema7c
planning
and
self-­‐reflec7on.”
Booth
(2011)

13.
❏ Applied
Strategies
for
Reflec:ve
Teaching
● Build
instruc:onal
confidence
-­‐
learn
from
others
and
by
doing
● Develop
a
community
of
prac:ce
-­‐
CTSI,
SCIE
● Maintain
current
awareness/create
a
robust
personal
learning
environment
-­‐
ACRL
publica:ons,
journals,
twiier
lists
&
topics,
RSS
feeds,
table
of
contents
alerts,
online
learning
communi:es
● Lesson
plans
as
tools
for
reflec:on
● Consider
scaffolding,
online
tutorials
-­‐
the
true
test
of
instruc:on
is
whether
it
creates
knowledge
that
can
be
applied
in
the
future
● Keep
it
simple:
especially
one-­‐shot
instruc:on;
every
learner
can
most
likely
use
a
few
straighjorward
lessons
from
us,
not
only
about
how
to
accomplish
their
informa:on
goals
with
insight
and
cri:cal
thinking
but
on
what
exactly,
libraries
and
librarians
can
help
them
do
● Embrace
unpleasant
situa:ons
(read:
audience
scru:ny)
-­‐
stay
present,
foster
conversa:on
with
learners,
invite
input
from
faculty,
humanize
the
learning
interac:ons
● Learn
in
the
Moment
→
three-­‐ques:on
reflec:on
§ what
worked
§ what
didn’t
work
§ whether
I
achieved
my
goals

14. “Mirroring
the
best
prac:ces
of
colleagues
-­‐
while
adding
your
own
pedagogical
tweaks
to
the
mix
-­‐
is
what
moves
the
profession
forward.”
Booth
(2011)

15. ❏ Outreach
to
faculty
“Many
new
reference
librarians
have
studied
database
searching,
reference
interviewing,
and
even
collec:on
development,
but
most
schools
do
not
offer
a
course
specifically
on
the
subject
of
liaison
work.”
Stoddart
et
al
(2006)
CC
BY-­‐SA
3.0
Photo
courtesy
of
www.fyspringfield.com

16. ❏ Outreach
to
faculty
“Outreach
and
collec:on
development
for
academic
departments
is
an
ongoing
process,
not
an
instantaneous
accomplishment.
Building
a
strong
working
rela:onship
requires
:me
and
effort.”
Stoddart
et
al
(2006)

17. ❏ Outreach
to
faculty
-­‐
strategies
and
support
● Iden:fy
chairs
and
relevant
administra:on
● Timing
of
emails
(request
to
aiend
departmental
mee:ngs)
● Word
of
mouth
(especially
with
sessionals)
● Offer
to
work
with
TAs
(especially
with
shortened
semester)
● Establish
needs
&
understand
nuances
of
departments
(MAM
Vanessa
was
involved
in
course
commiiee
-­‐
met
monthly;
HIS
course
planners
approached
me
with
much
less
no:ce)
● Show
strong
interest
in
your
department
and
their
research

18. ❏ Organiza:onal
life
CC
BY-­‐SA
3.0
Photo
courtesy
of
www.getlighthouse.com

19. ❏ The
unwriien
rules
of
“how
thing
work”
“Organiza:onal
culture
onen
involves
the
aspects
of
the
workplace
that
long-­‐term
employees
take
for
granted
and
therefore
may
not
think
worthy
of
men:on
to
new
staff.
Research
has
found
that
these
major
sources
of
knowledge
gaps
and
differences
are
generally
not
recognized
or
understood
well
by
schools,
workplaces,
or
even
new
graduates
themselves.”
Oud
(2008)

20. ❏ Organiza:onal
life
-­‐
strategies
and
support
There
are
few
models
outlining
what
an
effec:ve
training
program
for
organiza:onal
culture
might
include.
In
Holton’s
model
(Oud,
2008),
there
are
four
major
areas
of
content
that
a
new
employee
needs
to
learn
about
in
a
new
job:
1. the
individual
domain
(including
personal
aĴitudes,
expecta:ons,
and
skills
needed
to
adjust)
2. the
people
domain
(including
rela:onships
with
coworkers
and
supervisors)
3. the
organiza7on
domain
(including
organiza:onal
culture
and
roles)
4. the
work
task
domain
(including
job
skills).
● Training
and
orienta:on
programs
should
integrate
and
address
all
four
of
these
areas
in
a
planned
way
● Mentors
can
help
new
employees
interpret
incidents
that
happen
in
the
new
workplace
and
therefore
gain
a
beĴer
sense
of
the
organiza:onal
culture
and
how
it
operates
in
various
situa:ons.
● ACRL’s
White
Paper
on
recruitment
and
reten:on
recommends
mentoring
as
a
reten:on
strategy
for
academic
libraries

21. ❏ Organiza:onal
life
-­‐
strategies
and
support
● Working
effec:vely
in
commiiees
● Understanding
workflow
● Mentorship
very
important
for
understanding
the
organiza:onal
systems
that
seem
unclear
such
as
the
way
different
departments
interact
with
the
library
● Library
subject
liaisons
play
a
cri:cal
role
in
building
organiza:onal
rela:onships
as
they
are
both
the
advocate
and
the
communica:on
conduit
between
library
and
departments/faculty
● Formal
and
informal
mentoring
● Collegial
organiza:onal
culture,
friendly
people
to
ask
for
advice
and
organiza:onal
history
● Asking
stupid
ques:ons

22. ❏ Happy
Surprises
“Library
liaisons
are
s:ll
required
to
provide
tradi:onal
collec:on-­‐oriented
and
library
news
outreach,
but
more
importantly
they
are
now
expected
to
have
different
competencies
and
technical
exper:se.
A
good
liaison
has
has
people
skills,
designs
web
pages,
aids
faculty
research,
creates
wri:ng
department
or
course-­‐specific
resource
guides,
provides
face
to
face
consulta:on,
informs
and
facilitates
faculty
in
learning
about
new
and
emerging
informa:on
technologies.”
Stoddart
et
al
(2006)

23. ❏ Happy
Surprises

24. Thank
you!
UTM-­‐Library
CC
BY-­‐SA
3.0
Photo
courtesy
of
Stephen
Uhraney
-­‐

25. ❏ References
Booth,
C.
(2011).
Reflec(ve
teaching,
effec(ve
learning:
Instruc(onal
literacy
for
library
educators.
Chicago:
American
Library
Associa:on.
Harrington,
M.
R.,
&
Marshall,
E.
(2014).
Analyses
of
mentoring
expecta:ons,
ac:vi:es,
and
support
in
canadian
academic
libraries.
College
&
Research
Libraries,
75(6),
763-­‐790.
doi:10.5860/crl.75.6.763.
Hook,
S.
J.,
Stowell
Bracke,
M.,
Greenfield,
L.,
&
Mills,
V.
A.
(2003).
In-­‐house
training
for
instruc:on
librarians.
Research
Strategies,
19(2),
99-­‐127.
doi:10.1016/j.resstr.2003.12.001.
Hook,
S.J.
Impact?
What
Three
Years
of
Research
Tell
Us
about
Library
Instruc:on
College
&
Research
Libraries,
ISSN
0010-­‐0870,
01/2012,
Volume
73,
Issue
1,
pp.
7
–
10.
Oud,
J.
(2008).
Adjus:ng
to
the
workplace:
Transi:ons
faced
by
new
academic
librarians.
College
&
Research
Libraries,
69(3),
252-­‐266.
Stoddart,
R.
A.,
Bryant,
T.
W.,
Baker,
A.
L.,
Lee,
A.,
&
Spencer,
B.
(2006).
PERSPECTIVES
ON…
·∙
going
boldly
beyond
the
reference
desk:
Prac:cal
advice
and
learning
plans
for
new
reference
librarians
performing
liaison
work.
Journal
of
Academic
Librarianship,
32(4),
419-­‐427.
Tucker,
J.
C.,
&
Torrence,
M.
(2004).
Collec:on
development
for
new
librarians:
Advice
from
the
trenches.
Library
Collec(ons,
Acquisi(ons
and
Technical
Services,
28(4),
397-­‐409.