Category Archives: Academia

Saying No

No. A word in the English language that we probably use every single day. The definition is “a negative used to express dissent, denial, or refusal, as in response to a question or request.”

We use it in our everyday life. However, when it comes to the workplace, it can be hard saying “no.” As a first year librarian, many people have given me their advice on the first year, settling in at a new institution, etc. I have been grateful for all the advice I have been given, but the one piece that stood out was “you don’t always have to say yes to everything.”

I understood what this meant. However, this is a little easier said than done. As a new academic librarian, I was ready to dive in. I found myself getting a lot of opportunities in terms of scholarship, service, and projects in other library departments. As I took on more projects, my schedule became busier and my workload increased. I felt that this was a good thing; after all, I wanted to be completely immersed in academic libraries.

I tend to have the habit of piling things, and working on them at the last minute. The workload piled up during the same time period. I would rush to get everything done and ended up being tired all the time. This is a result of taking on too much, but even when I knew I had a lot on my plate, I would take on more.

Why? There were a couple of reasons. The first reason was fear of missing out on valuable opportunities–not only opportunities that would allow me to gain valuable experience, but opportunities that would benefit me in terms of being able to get a tenure-track position in the future. I also did not want to say no because I did not want to disappoint anyone. Many of the opportunities that appeared, did not do so magically. Colleagues, friends, my mentor, and my supervisor let me know about them. Whether it was something they saw through email or something that they were working on, I did not want to seem ungrateful by rejecting them.

Further, as someone trying to put her name out there, I had the mindset that I could not afford to say no. It has been a little over 6 months since I have started my position, and it feels like a lifetime ago that I began this new job. The saying goes, “live and learn” Let me tell you, I have (and still have more to learn).

 

Now that I have been at my job for half a year, here are some lessons learned:

-As you go through your job duties, you will learn your workload limit. If you go past it, be prepared to work harder and know that it will be a stressful time. You alone know your limits.

-Plan ahead and schedule everything. My calendar is filled with proposal deadlines, conferences I am attending, web meetings, and dates of when projects are due. Not only does this include work and scholarship related dates, but it also includes vacation days and my research days or working from home. The reality is that sometimes I have to get work done during my own time, but keeping track of everything helps me budget my time. I have found that I rely very heavily on my Google calendar. Without it, I would be lost.

-There are times when you will feel overwhelmed. For moments like these, I like to make lists. I make a list for daily tasks and tasks/events that are coming up soon. Being able to cross off things on my list make me feel like I have been productive and makes me feel like my workload gets a little bit lighter.

-There were times where I saw all the scholarship that other colleagues were doing and made me question whether I truly want to go down the tenure-track in the future. For the first couple of months, I began to doubt whether this was something I wanted to do. Something that helped immensely was talking to my mentor. I spoke to her about my doubts and fears. When it came down to it, I just needed to talk about it to someone that had already been through the process.

-It’s easy to feel like you’re not doing enough or you feel that you could be doing more. I like to observe other people and how they go about their scholarship process. However, in the end, it is about your own work and your own process.

-I saw that when I took too much on, the quality of my work was not the quality that I had expected or hoped for. This caused many revisions and extra time spend on a project. I now have my own personal rule: if I am not willing to give 110% to a project, then will it be worth it to me in the end?

-Always be on the lookout for proposals or possible projects. It’s not just for ALA or ACRL, but there are other specialized conferences that might be a better fit for you. Look at the topics and dates and plan accordingly.

With these experiences in my first year, I have learned that it’s not just about yes or no. It is about learning your limits, exploring scholarly endeavors, and discovering new research interests. I still put too much on my plate, but I am learning as I go along. I think it is safe to assume that this will be a lifelong process.

More Than Just Meetings: Thinking about Service to the Institution

Today was a Friday full of meetings for me that mostly took place outside of the library. I started out in the morning at the monthly(-ish) meeting of my college’s General Education Committee, along with other faculty and administrators from departments across the college. The college where I work is just beginning our preparation for an accreditation visit in a couple of years, so today we worked in small groups to consider the General Education course offerings for our students (among other tasks). After a brief stop in my office to answer a bit of email and grab my backpack, I hopped the subway to travel to my university’s central office for a training session on the new procedures for Chairs of the Faculty Student Disciplinary Committee on each campus. Lucky for me (and my fellow midday subway commuters), the second meeting came with lunch.

In my time as an academic librarian, both as Instruction Coordinator and as Chief Librarian, I’ve done and continue to do a fair amount of academic service work outside of the library. I’ve blogged previously about my work directing a major grant-funded project at my college. Though my current service load is not nearly as heavy as it was then, it’s definitely the case that college and university service commitments can take me out of the library for chunks of time. And it can sometimes be challenging to balance service responsibilities with library work.

Despite the time management challenges (and I readily confess that I’m looking forward to a meeting-free weekend), there’s much to value in college and university service for academic librarians. In joining a couple of college and university committees fairly soon after I started at City Tech I was able to learn a lot about how the college and university work. Many of the committees outside the library involve decisions and processes that involve or affect the library. For example, at my college all proposals for new courses and programs go through our College Council (like a Faculty Senate) Curriculum Committee. While there is a form within the proposal package that each library subject specialist completes, it’s also useful for library faculty to see the inner workings of the curriculum process and to help evaluate proposals. Beyond curriculum and collections, college service can help familiarize library faculty with the processes that affect students in their careers at the college. At our Reference and Circulation Desks we field lots of questions from students that don’t technically have to do with library services and resources — especially for new students who might not be sure where to go to ask a question, our service desks can be a first stop.

College service especially can be an opportunity to meet faculty and staff in departments and offices outside of the library. My college does a great job in orienting new faculty, which usually results in a strong cohort of folks who’ve been hired around the same time. But service commitments can offer the chance to meet faculty in all departments and at all ranks — from untenured Assistant Professors to tenured Professors with a deep institutional memory. This can be useful in our library work as we consult or partner with faculty around library services and resources. And, if you’re in a tenure-track or promotable position, committee work can introduce you to some of the folks who may be on the evaluation committees when you put in for tenure or promotion. In my personal experience it’s a relief to walk into that promotion interview and see a few familiar faces around the table.

What kinds of extra-library service are you expected (or do you sign up) to do at your job? What have you learned in your college service that’s useful for your library work and career? Drop us a line in the comments.

Something’s Always Wrong – Depression and the First Year

I intended to write about something else entirely, but the past two months have been particularly difficult so I decided to share my story now.

To be clear, I am not depressed because I am a first-year librarian; I am a depressed person who is a first-year librarian. I was undiagnosed until my early twenties, but I had been experiencing symptoms of depression and panic disorder long before that. For almost as long as I can remember, both have been a part of my daily life. Now I am a first-year librarian at a large R1 university. So in addition to imposter syndrome, the stress associated with starting a new job in a new city, the crippling weight of student loan debt, and the endemic gender bias persistent higher education, I also grapple with major depression. That said, I know I’m not alone in this experience.

Depression is the leading cause of disability in the United States for ages people between the ages of 15 to 44 and is also more prevent in women than in men. Let that sink in for a moment. Depression is often accompanied with other mental health disorders. In my case it’s panic disorder, which, for me, means that I often experience sudden bouts of debilitating panic and fear. Approximately six million Americans have panic disorder and – you guessed it – women are more affected by it than men.

I’m fortunate enough to be in a position where I have been diagnosed and can start managing my mental health problems with the help of a good insurance policy. I have a treatment plan that includes therapy and an emotional support animal. I also have a very supportive reporting officer who is sensitive to the complexities of my mental health. I’ve begun establishing boundaries between the workplace and my personal life in order to manage stress. I’ve also started doing yoga, which helps.

Despite my best efforts and the resources available to me, depression and anxiety still play a major role in my day-to-day life. Depression isn’t something that is easily “cured,” in fact most of us spend our lives simply trying to manage it. Mental health, especially for women in the workplace, is a complex and layered problem. While awareness of these issues is increasing, it’s still treated somewhat like a taboo. We often talk about depression and anxiety in academia, but it’s often depersonalized.

That’s why I’m writing about this here. It’s very much accepted that depression and anxiety often take a toll on undergraduate and graduate students, but we often don’t talk about how it continues to effect people once they’ve graduated and accepted their first job. What I hope to share with you is the experience of one first-year academic librarian as she struggles to make manage these common mental health problems on top of the stresses of starting a new job.

Academia can be a harsh work environment. Here the myth of eighty hour work weeks still persists, the job search process can be particularly debasing, and new hires often feel overwhelmed by the feeling that they are falling behind or underperforming. Because of the nature of the work, many academics feel like they can never really escape their work. And then there are the pressures of pursuing tenure, which affixes another layer of anxiety and fear.

In the LIS world, Twitter is one of the main channels we use to build networks of support, circulate new or interesting articles, and engage in conversations about our work. But social media comes with its own pressures. I have found that my desire to engage with my online community has led to me Tweeting after working hours and on weekends — time which should be reserved for my non-librarian self and my family.

Lately, I’ve been struggling to balance my intense preoccupation with being grateful for my job, and unsatisfied and ambitious with my work – call it a sort of workplace Stockholm Syndrome. I feel so lucky to have a job, but also unsatisfied with many of the tacit pressures that underlie the job description. This, in turn, triggers panic and worsens my fears that I might appear ungrateful to observers, and that I may not fit into this world after all.

I’ve been reading a lot about mental health in academia. It’s probably too much to list here, but Google “mental health academia” or read some of the stories under the #lismentalhealth hashtag on Twitter and you’ll see how many people are talking about this issue. There are many powerful stories out there, and I’m grateful to be in such a supportive community where we are all bent on raising consciousness in this arena.

I often see suggestions like mediation, yoga, and finding hobbies as suggestions for combating these stressors. While they are great suggestions, I still worry that we are missing the point.

Until recently, mental health in academia was diluted to general statements like “every librarian needs a therapist,” or “we need to support our colleagues with depression or anxiety,” or “imposter syndrome is a real thing.” Of course it is tremendous that we are admitting these facts as community, and awareness is the first step toward a sea change. But, suggesting that exercise or picking up knitting are solutions to these problems is a step in the wrong direction.

But this is just my truth, and part of managing my own mental health is coming to grips with what works for me. Everyone has their own truth, and whatever yours is, don’t ever feel like it’s abnormal.

So, what solutions do I have? For me, navigating my depression in academia means that I set very sharp boundaries on my time. I have never been someone who can work ten or twelve hours straight. I don’t feel guilty about not working on the weekends (when I can help it). If I am not on email duty, I stop responding to email after 5:00-6:00 in the evening, and I’m gradually working on not checking it altogether after that time.

I also vacillate between checking Twitter daily to not checking it for weeks. Social media (Twitter especially) is a precarious place for me. While I find it a great tool for connecting to others in the field, it engenders an overwhelming sense of Keeping up With the Joneses. When that happens, I take a break.

It is also pretty important for me to rely on family and friends who aren’t librarians. I can’t talk about being a librarian all the time and need a social life that isn’t connected to my job. I’m also becoming more comfortable with saying “no” and protecting my time. There’s a lot of pressure to volunteer for everything as a first-year faculty member, but I’ve learned to know my limits. This is both a professional and personal struggle, but I’m getting there.

This is just what works for me.

Mostly, I just think it’s important to keep this narrative open, so I’m taking this position of privilege to do it. So, on those days when I am crying before leaving for work, feeling like a total failure for not measuring up to my colleagues’ success, or comparing my student loan debt to my annual adjusted gross income, maybe writing about it here can help me find out that I’m not alone. Hopefully, it’ll do the same for you.

Academic Interviews from Both Sides

Brenna and Maura were asked to write collaboratively to explore academic interviews from both sides– job applicants and administrators. HLS is also featuring this post today.

Brenna is a student at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign and managing editor of Hack Library School. She has a bachelor’s in English from the University of Illinois at Chicago (UIC). While working as an undergraduate at the Richard J. Daley library at UIC, she fell in love with all things library and has been there ever since. Her professional focus is academic librarianship with an interest in reference, collection development, and marketing/communications. Maura is the Chief Librarian at NYC College of Technology (City Tech) of the City University of New York, a large, public, commuter college in Brooklyn. She’s been at City Tech since 2008, first as instruction coordinator and as Chief Librarian since 2014. She’s also coordinator of ACRLog, and has been blogging there since 2009. Her research interests include undergraduate academic culture, critical information literacy and librarianship, open educational technologies, and game-based learning.

Cover Letters

Brenna:

The number one piece of advice library students receive in regards to cover letters is to find a way to stand out from the crowd. I totally get it: search committees have piles of cover letters from candidates and we all must start to blur together after a while. I try to find a couple of things that set me apart from other applicants and make sure to highlight them, but a lot of us come from similar backgrounds and it can be a daunting task. I’m also frequently advised to tailor cover letters to each individual job description. I realize why employers look for this, but it can be maddening when applying to many jobs at once. I’d love to hear some advice on how to stand out from other applicants and how to stay sane while writing multiple individualized cover letters.

Maura:

Brenna’s offered some great advice about cover letters, and I second all of it. It’s absolutely true that it’s time-consuming to tweak your cover letter to each job you apply for, but in my experience it’s also absolutely worth it. A cover letter that stands out to me connects your experience specifically with the job requirements listed in the position description. It’s also fine to highlight your relevant non-library experience here, and draw parallels between your background and the library or college. It might be helpful to make a quick list of what you find compelling about the job — pick one or two reasons from your list, and devote a few sentences in your cover letter to how your interest and experience would be beneficial if you were hired in that position.

Distance Interviews

Brenna:

Phone interviews are intimidating for me because I’m never really sure what to expect. Though I’ve yet to have a phone interview for an academic position, I’ve had a fair share for other jobs and they are always a surprise. Sometimes the interviewer mostly wants to share information about the job with me and other times they have a laundry list of questions to slog through. What kind of questions should be expected for a phone interview? Will we be interviewing with one person or several? How long should we set aside for the interview?

Everyone has different levels of comfort while speaking on the phone. Some things that have helped me feel confident include: dressing for the occasion, smiling (even though they can’t see me), finding somewhere quiet where I won’t be interrupted, and bringing a notebook to jot down notes and questions. Also, remember the names of your interviewers!

Maura:

In my library we typically have two rounds of interviews for library faculty positions, and if any of the applicants are not local we’ll do a phone interview for the first round. I’ve rarely heard anyone — candidates or search committee members — say that they love phone interviews, but with budget limitations it’s just not practical for us to bring in all first round candidates for a campus interview.

If you’re contacted for a phone interview, try to schedule it for a time when you can be on the phone in a quiet location, as Brenna suggests. Have a pen and paper ready so that you can take notes if you need to. It’s fine to ask the committee to repeat questions if you have trouble hearing them — we hold interviews in our conference room via speakerphone and not everyone can sit right next to the phone. (Years ago I did an interview on my cellphone in an alley behind the office where I was then working, so I’m very sympathetic to phone interview issues. But if I could do it over again for that interview, I’d have found a different way for sure.)

To speak more specifically to Brenna’s questions, I make sure to share as much information as possible with the candidate while scheduling the phone interview: that it will be with our full search committee (typically 5-6 librarians), and that we anticipate it lasting about 30 minutes. It’s fine to ask those questions if that information isn’t shared when you’re scheduling the interview. We do have a list of questions to go through — the same for all candidates; I also briefly introduce the job responsibilities and budget time for the candidate to ask questions at the end.

In-Person Interviews

Brenna:

I’ve been advised (read: warned) time and again in library school about the full-day interview. As a new professional, the pressure to make a good first impression on a search committee can be overwhelming. I know that interviewees meet with the search committee and sometimes give a presentation, but everything else seems to vary depending on the institution. One thing that would put me at ease is having a schedule so I know what to expect. For students, I’d recommend reaching out to the career advisors at your school in preparation for your interview. They can provide you with guidance not only for the interview, but for the whole process.

One thing I’d like to know is what to expect from the presentation: what should we be conscious of as candidates? what kind of things are the search committee looking for? Also, what should we expect from the shorter interviews?

Maura:

In-person interviews at academic libraries can vary in length — I’ve seen anything from a few hours to a full day or more. The search committee should share the schedule details with you, and you should definitely ask if you have any questions. If you’re traveling from out of town, the search committee and/or college administration should be able to help with travel arrangements and/or reimbursement. Unfortunately not all colleges and universities have funding to support bringing in out of town candidates for a position — if you’re applying for positions outside your local area I’d suggest asking about travel reimbursement before scheduling the interview. And for those of us on hiring committees, it’s best for us to be up front about whether we can support travel for out-of-town candidates before we schedule interviews.

My understanding is that the most common components of an on-campus interview are a meeting with the search committee and an opportunity to make a presentation with all librarians in attendance. Other possibilities include meeting with one or more library departments or units, meeting with other offices or departments at the college or university, and lunch or dinner with the search committee or others. Interviews with individual departments or offices might focus specifically on what those departments or offices do, while the search committee may ask the typical interview questions and discuss the responsibilities listed in the job ad.

I’ve heard (and suggested) a range of presentation possibilities for job candidates. In my library we usually ask instruction librarian candidates to present on how they would teach a specific topic in our library course; for technical services and technology candidates we typically ask candidates to look at our library’s strategic plan and consider one or more goals related to their position. We do ask all candidates to give presentations, not just instruction librarians — all of our librarians will likely make a presentation at a conference or on campus at some point, and we also use the presentation as an opportunity for our entire department to meet and ask questions of the candidate.

Institutional Culture

Brenna:

It seems that a major part of the on-campus interview is to determine if the candidate is a good fit for the institutional culture. Though it’s tempting for recent grads to jump at the first job opportunity we see, it’s quite possible that we may interview somewhere and find we would not want to work there. Some things I look out for are lack of mobility and limited professional development opportunities. I want my career goals to match up with the opportunities the institution provides their employees. What do search committees look for in a candidate that tells them they will fit in? What should candidates look for to see if they are a good fit for the institution?

Maura:

Institutional culture is varied and can be difficult to get a handle on in just the time allotted for an interview (or even multiple interviews). My experience is that you can’t really know, you can only make your best guess. However, your best guess will be better if you dig into some research beforehand.

Browse through the library’s website to see how the library is organized and what services and resources the library offers. Search the internet to learn more about the librarians who work there: are they active in professional organizations? do they publish or present at conferences? Look through the college or university’s website as well, which can help you get a sense of the institution. Some sections to look out for include any policies that apply to librarians, including support for travel or professional development. If the college or university has a union that includes librarians, you might find information about contracts and salaries on their website.

During the interview you should have time to ask questions about the work culture in the library, and to see how the search committee interacts with each other. While I hope this happens infrequently, if search committee members: make disparaging comments about their colleagues or the institution, ask questions they’re not allowed to, or you experience microagressions — those are red flags that you’ll want to consider. As Brenna notes, during the interview process you may realize that you don’t want to work at that institution, and it’s okay to withdraw from the search if so.

What Questions to Ask

Brenna:

Preparing questions ahead of time is a necessity for jobs of any kind. I usually peruse the library and institution’s websites to gather as much information as I can. I also look for a strategic plan, if it’s available, as well as news stories about the institution and faculty biographies. From these sources I come up with a list of questions to ask — I usually have quite a few in case some of them are covered during the interview. I also come up with questions as the interview goes on.

I’d definitely like to hear some advice on talking about salaries. It’s a touchy subject and it can be hard to determine the appropriate time to bring it up. If the salary is not listed in the job posting, when should you ask about it? I know that negotiation is generally expected once the job offer has been extended, but what should we know about making a counter-offer? Is it better to ask over the phone or via email?

Maura:

While it sounds somewhat trite, it’s absolutely true: when you’re on a job interview you are interviewing the search committee and library, too. It’s important to have questions to ask during the interview — not only will it help you learn more about the position and institution, but it also signals your interest in the job. Brenna’s given some great advice about questions, some of which may come out of your research before coming into the interview. Definitely ask about anything that’s not clear in the job ad. Other questions to ask include how often and by whom you’ll be evaluated, and what are the requirements for reappointment, promotion, and tenure (if relevant to the specific job). You might want to ask about other possible benefits, for example, funding for conference travel or opportunities for continuing education.

Salary questions are fine to ask during the interview, as far as I’m concerned, though the search committee may not be able to answer as specifically as you’d like. Library faculty at my library are in a union (with other faculty) which publishes salary ranges, so that’s a starting point. Brenna’s right that negotiation begins after an offer has been made — if you’re negotiating for a higher offer, focus on the experience you bring to the position. Follow the lead of the search committee re: negotiating via phone or email. While I definitely advocate for candidates to negotiate for a higher salary, typically salaries are a function of multiple factors, including how many/what kinds of other job searches are ongoing both within the library and across the institution, and ultimately there may not be much flexibility.

What Search Committees Are Really Looking For

Brenna:

After all the preparation, hard work, and anxiety that goes into the job search process, it seems the best thing we can do as applicants is to be genuine and hope that things work out. Though I’m an introvert, I used to pretend I was super outgoing in job interviews because I thought that was what employers were looking for. After some reflection, I realized that I may not be the first to stand up and give my opinion in a meeting, but I will take time to contemplate larger issues and put effort into seeing things from different perspectives. I have found a way to sell my introversion as an asset. The ability to play up your strengths and provide concrete examples or successes seems to be the best thing a candidate can bring to an interview.

What kind of things should candidates absolutely not say in an interview?

Maura:

One of the things that’s been most important on the search committees I’ve served on is a clear feeling from the candidate that they want this job, the position that we are offering. I’ve been on the job market enough to know that often when we’re looking for jobs, we need a job, and thus we may apply for range of jobs that are not all the same. That’s okay, but during the interview it’s important to speak convincingly about what interests you about working in *this* job at *this* place. When I’m on a search committee I also want to see that candidates understand the responsibilities for the job (and that’s where asking questions can come in). Since librarians are tenure-track faculty at my college with the same service and scholarship requirements as other faculty, we are especially interested in whether our candidates are interested in service and scholarship.

I’m also looking for a positive outlook in the candidates we interview. This is not necessarily synonymous with extroversion — introverts are positive, too. Red flags for me include disparaging comments about prior colleagues and workplaces. I acknowledge that there are real issues with toxic work environments and that there are good reasons for leaving a job in a toxic work environment. However, a focus on your hopes for this job, for your work, and for libraries is much more compelling during a job interview. Brenna’s suggestion to have a few specific examples in mind of successful work in other jobs is a great one, and will help the search committee learn more about the strengths you could bring to the position.

Stating Your Case: The Annual Review

This year marks my first year as a professional librarian and, as such, January 2016 is the due date of my first full performance review packet. Librarians at my university are considered faculty and are on a continuing appointment track, which is similar to tenure but different in structure. While this is the first full performance review I’ve ever encountered as a librarian, it is *not* the first time I’ve had to do a performance review. I was reviewed countless times during my former career in the corporate sector, and the outcomes of these reviews helped determine whether I received a raise, promotion, or additional opportunities within the company. I’ve always felt moderately confident going into these previous performance reviews because their expectations were clearly delineated and set. There were clear rubrics that determined an average score from an above average score. But my upcoming performance review as a faculty member has my head spinning.

First, I should explain that my university bases librarian performance on whether or not we meet the ever-amorphous “excellence in librarianship” and “impact” benchmarks as opposed to metrics or other formulas. So what determines excellence in librarianship? You tell me. Please!

Many of my colleagues at other universities have clear cut standards to which they are evaluated: thirty percent of their time is dedicated to service, thirty percent is dedicated to teaching, and thirty percent is dedicated to research, and so on. However, my employer has not established a standard for “excellence in librarianship.” There is no definitive standard for delineating what excellence could be for a reference and instruction librarian versus what is deemed excellence for a technical services librarian, for example. Some may argue that the lack of clear standards is a huge check in the plus column for librarians. We aren’t relegated to metrics, and we can showcase our efforts and tell our stories any way we want (at least theoretically). While numeric formulas may seem confining or even archaic, I have discovered that articulating and justifying my intangible, behind-the-scenes efforts, in addition to my standard job responsibilities, is difficult. It’s up to the librarian to strategically align their performance with the mission and vision of both the library and the university, which is what we should be doing anyway, but this lack of explanation does tangle the process.

My full performance review will be a partial year review. When it is submitted, I will have been with my university for ten months. The first six months of this job were spent becoming acculturated to my first academic job at a large R1 university in a major metropolitan area. This entailed a lot of instruction shadowing, meeting with students and faculty, and traveling to the other academic centers where I was assigned as liaison. Listening and observing was a huge part of my day-to-day work life. I kept a daily log of my activities, and submitted monthly activity reports to my reporting officer. These meticulous notes show lots of progress, including relationship building with colleagues, faculty, students, and stakeholders at my institution. In other words, I may not have loads of fancy workshops and sexy publications under my belt – yet – but I have laid significant ground work for future projects and programs that will potentially have a large impact of my daily work. But how do I showcase these in an annual review under the banner of “excellence in librarianship”? Are these considered “soft skills” even though this is what it takes to make a real impact?

Here are a few thoughts I’m using to guide my writing. I do not presume a one-size fits-all approach, but merely offer suggestions:

1. Soft skills have serious value. In fact, I posit that instructional academic librarianship as a whole is moving toward a more backstage model. Meaning, we – especially new librarians – may not have loads of workshops, programs, or events on our year-end activities report, but we are constantly working on the more understated areas of librarianship, such as cultivating relationships with community stakeholders, for future benefit. Based on both mine and my colleagues’ experiences (both at my institution and outside of it), our roles are changing. We spend more time working with faculty and colleagues on large, months-and-years spanning projects that fall outside realm of a brief bullet point or narrative paragraph. Mention these long-term planning events and relationship building in your review packet. Don’t be reticent to sell your soft skills.

2. Connect your activities to the strategic mission and vision of your library and institution. Obviously this should be incorporated into both short-term and long-term goal planning, but it also needs to be explicitly stated, especially in a performance review dossier. For example, I know my reporting officer understands how I connect my goals to the mission and vision of the libraries and the unique needs of my liaison department, but does my Dean know that? Or the Provost? How can I make it clear to them?

3. Marketing, marketing, marketing. Does that word conjure four-letter imagery for you? I get it, I really do. There are power structures and privilege inherent in traditional corporate marketing practices. I also understand that, for many of us, the term connotes with other corporate lingo such as customer service, traffic forecast, year-end results. They word is faulty, but, quite frankly, it is important to harness its power for our own use as librarians. Subvert the traditional use, and harness its power to your advantage.

Think of it less as marketing, and more as conveying value: it is vital to convey our value to everyone – stakeholders, faulty, students, colleagues. And we convey this through marketing, whether we like it or not. The way you market yourself as a librarian could not be more important than during the full performance review. The action verbs you use to tell your story, the way your weave your story, how you present your reference/instruction/tutorial statistics (table, narrative, chart?), the structure of your reports – it’s all important. It makes you unique. I may be biased – my undergraduate degree is in marketing and I worked as a brand manager at an advertising agency prior to graduate school – but it’s important. Subvert and harness.

4. Clear and concise vs. verbose and extensive. I love a good, long narrative, but my full performance review is not the place to extol the minutiae of my daily activities. Rather, I choose to focus on an activity-impact model. I’m choosing a few points to tell my story. It’s the written equivalent of an elevator pitch: tell the story in two pages or less.

5. Get as much trusted and honest feedback as you feel comfortable with. I don’t trust a thing that I write until several trusted colleagues, mentors, or friends have proofread it.

Good luck and happy writing to every librarian writing their performance review in the throes of year-end chaos.