Category Archives: First Year Academic Librarian Experience

Focus and Spring Fevers

It always seems so unfair that people tend to get sick in the springtime. Just as the weeks of perfect temperatures and sunshine get underway and you want to be outside all the time just soaking in the gorgeous weather along come allergies, and sinus infections, colds and flu, etc. This year I was lucky enough to get sick twice in rapid succession so for the last week or so I have had a hard time focusing on anything more complicated than what time of day to take my next dose of decongestant and how many packages of tissues I need for any given event. And of course remembering to never forget to take hand sanitizer everywhere so as to avoid infecting others. I’m finally starting to feel human again which means now I’m realizing how quickly my task list grows when I’m not functioning at normal capacity. Basically, if you can’t focus you can’t get much done.


I did an informal poll of my coworkers to find out what helps them focus and learned that what works for one person might not be helpful for another. For example, headphones were mentioned by several people but there was disagreement as to whether they foster concentration or create distraction. One of my colleagues mentioned that she gets distracted by new music but familiar tunes become a sort of background noise that help her focus on tasks. When she said that, I realized that I have the opposite experience. When I listen to music I know well, I start humming along and even dancing around (obviously it’s an understated nerdy seated dance only performed when nobody is looking). For me it’s often better to listen to music without lyrics.

Another colleague mentioned the value of white noise, which I have not yet tried but is an excellent idea. It’s the workplace equivalent of sleeping with a fan running to drown out noisy neighbors. I downloaded an app called White Noise Lite. It not only offers lots of sound choices, from box fan to rain forest, but also says users can “record and loop additional new sounds with total ease”. That is a really cool idea if there is something specific that you enjoy hearing. I’m thinking that the fountain and wind chimes on my patio would be perfect for relaxation; every time I hear these sounds I will picture myself lounging in the hammock (note: this may or may not be ideal for workplace productivity).

Another tip offered by several of my coworkers was to remove distractions. Put away your cell phone, turn off email notifications, log out of social media, etc.. You can employ a plug in like LeechBlock (for FireFox) or StayFocusd (for Chrome) that will limit the amount of time you can spend on distracting websites if that is an issue for you. Know the best time to perform certain tasks and organize your workday accordingly. Is the office noisy between 11am and 1pm? Schedule menial tasks that only require short attention span or get caught up on your emails during that time. If certain distractions are too much, you might even change the location of your desk. I recently moved to a new cubicle for reasons unrelated to concentration and was surprised to learn how much easier it was to focus in my new location – even though my former desk had been fine, this one was an improvement.

Another suggestion involved switching from a regular desk chair to a stability ball. Giving your body the ability to be positioned in a comfortable way makes it easier to keep your mind on task. A similar strategy is used successfully with students who have ADHD. I, too, find my stability ball conducive to getting things done efficiently. Something about staying physically engaged instead of slouching into my chair keeps my mind active as well. A stability ball might not be the best solution for everyone; finding a more comfortable chair that improves your posture could be just as beneficial. The key is finding what works for you, not settling for whatever dusty old seat was assigned when you got hired.

The most valuable and interesting advice came from one of our student assistants, Jessica. I was especially interested to hear from our students because their desks are in the most highly travelled area of our department, right out in the open without even cubicle walls to keep distractions at bay. Surprisingly, her first tip was not to avoid distractions but to “get comfortable with the distractions”. In other words, don’t get frustrated with them or try to pretend like they don’t exist – accept them and get over it. This fits in generally with the concept of mindfulness that has been proven in countless studies to boost productivity. Be present; focus on the here-and-now; be totally aware of where you are, what you are doing and what is going on around you. Mindfulness is a key aspect of many meditation practices but can also be as simple as taking a few seconds during a stressful time to focus on your breathing, notice your posture and get centered in your surroundings.

So, to summarize: the best tip to stay focused is to not get sick, ever. If that proves impossible, try some of these tips to get back and stay on track — especially practicing mindfulness.

Further Reading

Schilling, D. L., K. Washington, F. F. Billingsley, and J. Deitz. “Classroom Seating for Children With Attention Deficit Hyperactivity Disorder: Therapy Balls Versus Chairs.” American Journal of Occupational Therapy 57.5 (2003): 534-41. Web.

Shao, Ruodan, and Daniel P. Skarlicki. “The Role of Mindfulness in Predicting Individual Performance.” Canadian Journal of Behavioural Science 41.4 (2009): 195-201. ProQuest. Web. 10 Apr. 2015.





The Key Word is Scalability

Cal State Fullerton is a campus of 38,000 students and 2,000 faculty. We have about sixteen instruction librarians (figuring in part-time people). That’s 2,375 students and 125 faculty for each librarian.

From these numbers, you won’t be surprised when I tell you that we are very interested in exploring scalable solutions to reach more of our campus. Of course, our staff isn’t going to be scaled up anytime soon. Minimized over the last few years through attrition, instruction librarian staff here is already struggling to keep up with existing obligations. We also have a fixed number of computer classrooms available for library instruction – just three.

Altogether, we have limited instruction staff, time, and space. With limited time, we need to prioritize higher-level work. We need to repurpose and reuse wherever possible. We already have to say no to some instructors that request a library session simply due to lack of space, and we’re currently serving only a handful of online classes.

These challenges mean that we have to explore novel pedagogical solutions – either trying flipped classrooms, or automated online lessons, or online lessons facilitated by librarians.

The One-Shot is Outdated

I’ve taught information literacy one-shot sessions for freshmen at four different institutions, and the format is basically the same at all of them. Students are assigned a research paper by their instructor. Instructor requests one-shot library session. Librarian creates class LibGuide, or offers existing LibGuide. In the one-shot, the librarian extols the virtues of library resources over google. Librarian provides a LibGuide walk-through, and demos databases. Librarian explains how to search Academic Search Complete/Premier. Librarian gives students time to search their own topics.

However, the one-shot library session traditionally includes more informing than instructing, which is likely an effect of the need to cram as much as possible into a single hour. We get only an hour with students so we spend a lot of that hour convincing students to use library resources. However, effective instruction results in measurable behavioral change. Effective instruction is equipping students with new skills (behaviors) through facilitation of active learning techniques rather than attempting to push information through lectures, which are not effective.

Rather than spending time in class informing students, we can shift that information into a pre-lesson for students to complete before class time, and then we can spend time in class working on higher level skills, like research topic formulation, keyword brainstorming, and broadening or narrowing searches. Real research skills. Or we can do a minimum of informing and then have students work through the research process, which is what I’ve been doing this semester, and position the LibGuide as a resource for students to pull information as needed.

Inspiration from a Regional Conference

I went to a wonderful local conference a few weeks ago, SCIL Works, put on by the Southern California Instruction Librarians interest group. A group from Cal State San Marcos presented on their information literacy lesson. Their students weren’t given the option to search with their own topics. They were assigned topics. Students were taught the nuts and bolts of performing research with hands-on activities (through Guide on the Side), and told that they would merely have to repeat the process with their own topics. The librarians didn’t provide instruction on how to search Academic Search Premier – they let students figure it out on their own.

I was inspired! Since I’m a new librarian, I’ve been cautious about deviating from the traditional library one-shot until I was really familiar with my new library’s culture. But by my eighth class this semester, my lesson plan included about ten minutes of “informing” through class discussion, a YouTube video, and lecturing, then a class activity where I have students pair off and work through online tutorials I developed with Guide on the Side and Articulate Storyline. The LibGuide I develop for each class is basically a simple LMS (learning management system) – it serves as the platform for my (brief) presentation, for the class activity, and as an information and research resource for students to return to for the rest of the semester.

So What Does All This Have to Do with Scaling?

Everything I develop for a given class I intend to reuse. I start by not creating anything new at all if I can help it. I scour the web for YouTube videos and learning objects from places like PRIMO and MERLOT. Unfortunately there isn’t a lot of good stuff out there that I can use instantly, because of either poor quality, content that only relates to originating institution, or lack of ability to customize. Lucky for me I have Camtasia to make videos, a shiny new copy of Articulate Storyline 2 for interactive tutorials, and a half-installed version of Guide on the Side for quick-to-program activities (the email/quiz feature at the end isn’t functional yet).

As a new Instructional Design Librarian I’m still in the planning/brainstorming phase for library instructional initiatives, but I’m going to help my university library scale up our instruction by developing (and collecting) online tutorials on basic library research skills (and organizing them with useful metadata/learning objectives). I’m plotting to collaboratively design our own badges program to allow instructors to assign research skills modules as they see fit. I’m working on a proposal for ACRL Assessment in Action (AiA) to embed a librarian into an online class to discover best practices for reaching more online-only students. What I’m most excited about is developing campus relationships to tell everyone about what we do at the library, because scaling up can’t happen without faculty taking advantage (ACRL AiA is great for promoting campus relationships).

Enabling Colleagues to Scale Too

Unfortunately I’m the only instructional designer at my library and I have to be careful I don’t take on more than I can handle (still working on this)! I am an Instructional Design Librarian, not just an instructional designer. Some libraries have instructional designers on staff that work with librarians to create whatever they can dream up. At first, I thought I might somewhat fill that role, but because I’m tenure-track, and have instruction and reference duties, and have assigned liaison departments, I don’t have time to fulfill a lot of design requests from colleagues. I have to prioritize my time and my projects.

So I’m planning an inaugural instructional design/technology workshop for librarians, complete with our own internal Instructional Design Toolkit (LibGuide), which I’m still working on but was inspired to complete by Berkeley College (big thanks again to Amanda Piekart for sharing her Toolkit with me)! I want to partner with colleagues to teach them instructional design and development skills, and to empower them to create whatever they dream up. I’m hoping that I will inspire librarians here to scale themselves up, too – by designing or recording their own learning objects that they can reuse again and again, and share with campus faculty. Design and development is a lot of work, but it pays off by having existing templates for reuse. Whatever we create will be repurposable into online courses and into a badges system – learning object development pays off in the long run!

Conferences Full of Academic Librarians

I never gave it much thought, but I can remember wondering briefly in the past why the majority of librarians at many conferences seemed to be from academia. And now I know; it is probably because those of us who are academic librarians are required to attend academic conferences! I was even more interested to learn than not everybody is happy about this job requirement – a realization that surprised me.

As a former high school librarian I am accustomed to feeling fortunate to be able to attend conferences. When you are the only librarian in a high school, going to a conference involves the school hiring a substitute to cover the library in addition to funding your travel expenses and registration. And I was lucky…as a librarian at a well-funded private high school there was a budget to support my professional development which typically included at least one conference per year. Many librarians at public schools are understaffed, their programs underfunded and their ability to hire a sub and spend days away at a conference is extremely limited. I would imagine that many librarians in public schools would be absolutely thrilled to have the opportunity to attend multiple conferences a year.

erlpic1So, for me, going to a conference where I get to learn about trends, technologies and events that impact my chosen profession; network with other librarians and maybe even see a bit of a new city is a part of my job for which I am grateful. Most recently I went to Electronic Resources & Libraries (ER&L) in Austin and had a fabulous time. That is a seriously well-organized and enjoyable conference! And from talking to other librarians there I think that the feeling of being fortunate to be there was common. It probably helped that it was the 10th anniversary of ER&L and there were quite a few loyal attendees who were clearly proud of how far the conference has grown in a decade. I’m not sure if that sense of appreciation and gratitude will be quite as prevalent at future conferences.

At any rate, if you are new to academia you might be surprised to find out that going to conferences is required or, if not actually mandatory, it is at least strongly encouraged. You hopefully won’t be surprised that “attendance” really means “participation” because (not surprising!) the institution you work for is probably not going to support you spending a bunch of time out of town on a workday unless you are…working. If you do feel surprised to learn that conferences ? vacations…well, here is your reality check: conferences are great but if they are relaxing or easy then you aren’t doing it right.

So I thought I would write a bit about the conference experience of an academic librarian: things I love, things people complain about and maybe even a couple ideas for making the most of your time. My first tip would have to be: stay positive, don’t let people groaning about “having to go to a conference” bring you down. They are missing out!

First, a few things that are undeniably not-so-great.

1. You might have to pay for the conference yourself.
What?? Pay to WORK? Well…maybe. It depends on where you go and what your university’s budget is. Is there an amazing information-related conference in Maui this year? Expect some out-of-pocket. It might also depend on whether or not you got a presentation proposal accepted at the conference. It probably also depends on how many conferences you plan to attend. If you are going to several you are more likely to have to pony up some cash. And probably also pay someone under the table to do your work while you are away from your desk. (NO, just kidding, that is a terrible idea and you need to stop going to so many conferences!).

2. Preparing for a conference is time-consuming.
Whether you are doing a half-day workshop, a poster session, or serving on committees or in some other capacity there will be work involved to get ready for the conference. Do not put this off. Take it from me, who learned this recently from experience: finishing up a presentation at the last minute makes the days leading up to a trip much more stressful and unpleasant than they should be.

3. Attending a conference is time-consuming.
This seems too obvious. Maybe what I should say is that attending a conference is going to feel like it took up more of your time than it actually did. One day at a conference is not an 8-hour day; if you are doing it right it starts early and involves evening events (meetings, vendor dinners, networking events, etc). If you are an introvert you will find this much more exhausting than a typical workday. Expect to be tired; expect to be busy; expect to go back to your room at the end of the day and still have to type up your notes, respond to emails and prepare for the next day. Embrace the schedule and the busy-ness; it is worth it!

4. Coming back from a conference is always challenging.
This relates to number 3. When you come back you will have all the work you missed waiting for you. I recently spent three workdays at a conference and, over a week later, am still not caught up. How does three days away result in seven days of work overload? I don’t know, it just does.

So those are a few of the challenges. There are many more, I’m sure, but as I stated earlier try to stay positive. Plan conferences wisely and submit proposals early so that your institution is more likely to support your attendance financially. Carefully select the sessions and events you want to attend before you go to the conference but be flexible. I almost always tweak my schedule once the conference is underway but it really helps to have a plan first. Talk to your colleagues that are also attending. I did not realize until the second day of ER&L that I was not supposed to go to the same sessions as my coworkers. This is not a big deal but if I’d known beforehand I would have altered my schedule a bit.

Finally, I just want to say that the benefits of going to conferences far outweigh the challenges. I am always inspired to see the new ideas and technologies. One thing that is different now that I am in a larger library than I used to be is how much more contact I have with vendors and conferences are a great way to get to meet people that I’ve been emailing and talking to on the phone. I love that conferences give me an opportunity to meet people in my field that I wouldn’t otherwise get to know. When I was a high school librarian this was valuable because in that role I spent all of my time being the ONLY librarian and it was so nice to spend time with people who understood the challenges and rewards of my job. In the position I’m in now, it affords me an opportunity to make connections and to learn from others.

Even though it feels like I just got back from one conference — I still have a few notes to type up from ER&L — I am already gearing up for my next conference which is coming up in just a few weeks!

How to Become an Academic Librarian

Becoming an academic librarian is like entering an amnesic whirlwind. I can hardly recall what came prior because my work life is now a frenetic series of emails, meetings, conference proposals, meetings, reference desk hours, and meetings. Sometimes I indulge in a short break to quietly cry under my desk (kidding). Slowly the academic life, with its attendant paperwork and politics, is becoming normal for me.

Being on the “other side” of job applications is still strange, though, and I want to reflect on how I received this privilege. I would like to say that my hard work and persistence got me here, but a lot of it was luck. However, prospective academic librarians have to lay the groundwork to even get lucky. So what follows is my two cents on laying the groundwork for luck.1

To preface: I follow the “I’ve gotta eat and pay my bills” model of career planning. My priority has been to keep a roof over my head and food on the table, so I pursued any opportunity that helped me meet these goals. I have two master’s degrees but I worked full-time while earning each of them. And if I may be sassy for a moment, I highly recommend setting yourself up for academic career success by being born into a family of academics or upper-middle class professionals (which I was not). These sorts of families tend to put their kids through school/offer financial support as well as invaluable education and career advice. However, with a little extra work and a whole lot of networking, blue-collar upstarts like me might still find a path into academia.2

Step 1: Work in a Library

Work in a library before you get your library degree. Or while you get your library degree.3 Discover if library work is right for you before committing to a degree program or getting into debt for it. Working as a page or a circulation clerk gives you an inside view to how libraries work and offers opportunities to befriend librarians and other employees that have or are considering pursuing library degrees. Getting paid library experience on your resume will also be a huge boost in your job hunt, because many academic library staff/librarian job postings require a specific amount of experience and the hiring committee will carefully calculate each month of experience that you have to see if you meet the minimum (volunteer and intern experience is worth half as much as paid, in my experience). For one of my staff jobs my library experience barely made the cut, even though I had a library degree and the job required a bachelor’s.

Step 2: Make a Plan for Your Career

If you can’t find a job in a library, and you still get a library degree, don’t go into extreme debt for it.4 Come up with a solid, and realistic, game plan for what you’re going to do after you graduate. I did not have a career plan when I graduated with my bachelor’s in English and I really regret it, because I had no idea what to do with myself. (And also I graduated right before the recession began. See also: How to accidentally end up working for several years in a national park). To help make a plan, scope out other librarians’ CVs and LinkedIn pages (my tweep, Dan, @512dot72, reminded me of this trick). Thanks to the internet, you can discover how many librarians got to where they are. Find someone that has the kind of job you’re interested in, and google them. Poof: instant inspiration!

Step 3: Network and Intern

My best piece of advice for those aspiring to be academic librarians is: network and intern. The seeds of my career were planted in the connections I made. My first library internship gave me a taste of working in an academic library. In library school, another student I met through peer mentoring helped me get a second, unofficial, internship at UC Riverside. A librarian at UC Riverside helped me get another unofficial internship at Arizona State. My internship supervisor at Arizona State introduced me to everyone at the library, and when a staff position opened in another department, I had already met the supervising librarian and was somewhat familiar with the collection involved. I got the job! Good internal references are a beautiful thing. In that job, I was able to take on a lot of librarian-type duties (and get a practically free second masters as a university employee) that helped me get my current job. I also got invaluable training and advice from wonderful mentors. I am so grateful for the help they’ve given me.

I recognize that being able to intern, to spend hundreds of hours working for free, is extreme privilege. Again, this is why I credit luck with getting to where I am. I spent years working in hospitality in a national park, where the low cost of living in employee housing enabled me to pay-as-I-went for library school and also to save enough money to support my later internships.

Step 4: Customize Each Cover Letter and CV to the Job Posting

In my second internship, an experienced librarian clued me into the academic librarian hiring process. An academic librarian search committee thoughtfully prepares a job posting and carefully compares each application received to the requirements and qualifications outlined in the posting. Many committees use a spreadsheet to assign applicants scores on how well each bullet point is met. Scores are compiled and applicants are ranked.

For every job application that I prepared, I copy and pasted the job posting into a word document and broke it down into a table. Next to each required/desired qualification in the posting, I made a note about how I addressed it in my cover letter or CV. This means that I wrote a custom cover letter and tweaked my CV for each and every job posting. This took a lot of time, but also ensured that my application would be seriously considered and not thrown out just because I didn’t include all relevant experience and skills. Librarians on search committees will never assume, or extrapolate, that you meet each listed qualification. You have to clearly show that you do in your materials.

Step 5: Remember that You’re More than Just a Librarian

Treat your job hunt as a learning opportunity and you won’t be disappointed.5 I prepped and traveled for multiple out-of-state interviews over several years before I finally received an offer. I now have really good interview skills. I met a lot of interesting people. I write good cover letters. I’m grateful now that I didn’t get offers from some of the places I interviewed because I wouldn’t have been happy at those places in the long run. My favorite blogger, Alison Green at Ask A Manager, frequently offers the advice to forget about your applications once you send them in. Any time spent wondering about those jobs is time that could be spent applying for new jobs. This holds especially true in academic job hunts, because the time from application to offer (or rejection letter, more like) is usually measured in months, and you could drive yourself crazy thinking about what you’ve applied for. Once I got a rejection letter for a university I didn’t remember applying to because I had applied ten months prior. You also may not receive rejections at all, or receive emails addressed “To Whom It May Concern.”6

Finally, have a life outside of libraries and outside of your library job hunt. Avoid (excessive) moping and complaining, especially in public online spaces where you are easily identified. Negative thoughts beget negative thoughts. Keep up with your friends, and spend time with your family, and indulge in hobbies that make you happy. I took up running because it’s relaxing and helps me feel like I have control of my life! After three and a half years of librarian job-hunting, I finally got an offer and I was delighted to accept it. My job makes use of all of my degrees (amazing!) and I’m close to family and friends and I love our students.

Best of luck in your search! And if you have additional advice or useful resources, please comment below!


1 Full disclaimer: I have served on a search committee to hire library staff, but not to hire librarians, so this is really truly just my two cents. No refunds!

2 Highly recommended reading for blue-collar academics: This Fine Place So Far From Home.

3 I did neither of these things, though I did intern, and it took me forever to find a library job, let alone a librarian job. My saving grace was avoiding student debt.

4 I realize it’s too late for many librarians, and hindsight is 20/20, and also the economy was/is horrible.

5 You’ll still be disappointed. But positive spin can make you feel better!

6 Which happened to me and did not feel good since I spent two hours on that application and they couldn’t even be bothered to use mail merge to address their rejection emails. But I digress.

A Day (or 3) in the Life

Yesterday I spent an hour going through my inbox, turning each email that needs attention into a task, saving the ones that I need into relevant folders on a shared drive, deleting some, categorizing some and then dropping some into an inbox folder so that I can keyword search them if I ever need them again. It was so satisfying. Now my inbox has exactly one (ONE!!) message in it and that message has been in my inbox since my first week here at UNT. I guess I’m saving it for a rainy day. Of course, now my task list is longer than it was before I started doing inbox organizing so…

Anyway, looking at my ever-evolving task list made me realize how varied my days really are. I am preparing for a presentation at the Electronic Resources & Libraries Conference at the end of this month. For the introduction to my presentation I am writing a description of a “day in the life” of an Electronic Resources Librarian in an academic library. I am struggling a bit to do so, however, simply because no two days are alike. That is one of the really great things about my job as an academic librarian, actually! There is very little down time and things are different every day, always interesting. Seriously, if you get bored doing this job then you are not doing it right!

Instead of writing about ONE typical day I thought I would do three days. That way I can summarize a “typical” (really, though, there is not a “typical”) day spent mostly at my computer, a “typical” day that involves more collaboration/meetings with members of my division and a “typical” day that involves more work outside of the division. I would say that a majority of my time is spent working fairly independently or interacting with others mainly online. Interspersed with that, though, are days where I go from one meeting to the next. And one day a week I office in the main library at a desk in Research and Instruction instead of at my official desk in the Collection Management building off campus. So here are my never-typical three days:

Day One: Let’s pretend that this is a Monday. Actually, I just looked at my calendar and completed-task list to see what I did last Monday. (So: Last Monday):
•   Pulled a list of ebooks that were recently added to one of our online reference collections; created a spreadsheet to organize the titles by subject areas and subject librarians; emailed each subject librarian to let them know about our new acquisitions.
•   Spent 30 minutes trying to answer a seemingly-simple question from a professor about ebooks that, as ebook questions usually do, got complicated and involved emails between myself and, eventually, five other librarians before the question “How much of an ebook can be put on course reserve and in what format?” was finally answered.
•   Spent another hour or so trying to answer more seemingly-simple questions, these from a student who was having trouble understanding how our ebooks work and how to interact with the various ebook platforms. The question “How do you check out an ebook from the UNT Library?” seems so simple…but, trust, it is not simple to answer.
•   Learned that one of my collaborators on a presentation for the upcoming ER&L Conference is not attending the conference or interested in participating in the presentation at all. Began working on a new outline to restructure the presentation to include content from two instead of three presenters. (Sigh).
•   Fielded some random promotional emails from vendors, decided which products being promoted might be of benefit to various people or departments in the library, emailed various people in various departments to determine if there was interest. Saved all feedback in appropriate files for future product evaluations.
•   Pulled usage statistics for a Graduate Library Assistant to add to our ever-growing database of statistics.
•   Updated the Promotions Workflow. Part of my job is promoting our electronic resources – because what is the point of buying them if nobody knows about them. Another important part of my job is creating workflows for what I do because, in some ways, I’m creating my job every day. I document processes for everything and I keep these updated constantly.

Day Two (What I Did on Wednesday):
•   On Wednesdays I office in the main library with some of the Research & Instruction Librarians. This gives me an opportunity to have some face time with colleagues that I otherwise only communicate with by email and/or phone.
•   Established an inter-departmental workflow for cataloging, maintaining and promoting electronic resources purchased by a faculty support department.
•   Spent a frustrating amount of time trying to figure out if IP authentication was working for a new database and, if not, why not.
•   Chatted with several subject librarians about various ER-related issues including how to get access to the images in a specific journal when the digital access we have only includes text, a possible future research/publication collaboration, and several upcoming trials that were requested by faculty.
•   Created a LibGuide modules for a database trial that went live and communicated the availability and parameters of that trial to various subject librarians.
•   Did some last-minute confirmations and planning with a vendor who spent the day at UNT on Thursday.
•   Emailed my student mentees to check in with them, see how their spring semester is going.
•   Attended a meeting of the University Undergraduate Curriculum Committee of which I am a member. Was surprised and pleased to see that there were pastries!

Day Three (Finally Friday):
•   Spent a fair amount of time on email communicating with vendors (got set up for a trial of several interdisciplinary databases we are looking at, followed up on some invoicing issues, etc).
•   Checked in with librarians in my department to determine how close we are to completing recent orders for electronic resources. It is my job to ensure that once an order is begun the process is completed within a reasonable amount of time. Orders involve, at minimum, two other librarians in the division. Noted expected dates of availability and scheduled times to follow up if necessary.
•   Typed up notes from vendor demonstrations I participated in on Thursday.
•   Meeting before lunch to talk about how our budget plan is being implemented and plan for future communications, purchases, reporting, etc.
•   Lunch at a restaurant with librarians from a part of the UNT library world that I don’t typically work closely with: new connections, yay!.
•   Meeting after lunch to coordinate a comprehensive evaluation of one of our largest electronic resources, one that we rely on heavily in our day-to-day collection management tasks.
•   Weekly Friday activity of going through my task list in Outlook to make sure I didn’t miss anything, finishing up tasks as possible and marking them complete, changing dates or adding reminders to upcoming tasks as needed.

Obviously, there are many, many details that I did not mention about these days – phone calls, conversations, emails, the unceasing attempt to keep the massive amount of electronic resource information and data organized in a useful fashion, etc. But you get the idea. A day in the life of an Electronic Resources Librarian is a bit unpredictable. Even more interesting is the fact that no two ERLs seem to have the same job descriptions but that may be a topic for another post.