Category Archives: library careers

Handling It: Under New Management

I’ve recently moved into a new role at the college library where I work. Our former Chief Librarian retired, and I applied for the job and was appointed as the new Chief at the beginning of the semester. My new job is exciting and challenging — I’m fortunate to continue to work with my terrific colleagues in the library and at a college in which the faculty and administration view the library as a valued partner. While I miss the teaching I did as Instruction Coordinator, I hope to be able to add some instruction back into my days once I get more settled. As Steven has blogged here, it can be hard to move into an administrative position that affords fewer opportunities to work directly with students. I do have one reference shift this semester, and I’m also looking forward to more opportunities in my new role to make good use of what I’ve learned in my research on how students do their academic work.

Any new job comes with a learning curve, even one in the same institution you’ve worked at for a while. Some days I feel a little bit like Atta in this scene from the movie A Bug’s Life:

And other days I like to channel Manfried from Adventure Time:

Luckily there haven’t been any literal (or even metaphorical) grasshopper infestations or fires to extinguish (…yet?). But I’ve been a bit surprised by how busy I am. In other new jobs I’ve always had some breathing room as I learned the ropes, some down time in those first couple of weeks in which there wasn’t anything immediately pressing to do. But moving into a new job in the same place has kept me nearly constantly busy with meetings, planning, and other duties.

I’ve got my eye on a couple of books to read about academic leadership and library management, but with my time so short I haven’t been able to carve out a space for reading them yet. Instead, I’ve been collecting shorter reads — blog posts and articles — about library management and leadership in general. Here are some that I’ve found really helpful so far:

Jennifer Vinopal’s blog post My job? Make it easier for employees to do their jobs well was published at the perfect time for me, right before I was interviewed for my new job, and I’ve kept it in mind ever since. It pairs well with an article published in the May issue of C&RL News: Start by interviewing every librarian and staff member: A first step for the new director, by Scott Garrison and Jennifer Nutefall. Even though I’ve worked with most of my colleagues for 6+ years, I’ve adapted these questions and am meeting with everyone one on one to learn more about their jobs and goals.

I’m also learning from several folks who’ve been doing this for longer than I have. At the end of last summer Karen Schneider posted her reflections on five years of being a library director, a post chock full of characteristically level-headed and wise advice. I’ve been reading Jenica Rogers’ blog Attempting Elegance for a while now too, even before the thought that maybe I would be interested in being a Chief Librarian entered my mind, and I’ve always appreciated her transparency about the large and small tasks that come with being a library director, and the highs and lows.

One of the things that’s been occupying my time this semester is working on hiring in two faculty and two staff positions. While I’ve been on search committees at my library in the past, this is the first time I’m acting as chair of these committees. I thoroughly enjoyed this well-written post about orienting new staff by Megan Brooks — Hospitality and Your New Staff Member — on Jessica Olin’s Letters to a Young Librarian blog last week. This post provides a great reminder about what to do (and the reverse, what not to do) when bringing new folks on board.

Do you have a favorite or recommended reading of the shorter-than-a-book variety for busy new library managers? Let me know in the comments!

From Public to Academic: Reflections on a Transition

ACRLog welcomes a guest post from Raymond Pun, Research and Reference Services Librarian at New York University, Shanghai, China. Tweet him anything @oboro85 (yes, he can tweet in China!).

As this spring semester is coming to an end, I finally have the opportunity to reflect on my first year working as an academic librarian. This is a unique position, because I also work abroad: New York University Shanghai, a portal campus that is affiliated with New York University. I joined the team on September 2013 and started working in Shanghai on November 2013.

raypun

In the past I worked as a librarian in a public library for three years: The New York Public Library: Stephen A. Schwarzman Building. I worked in NYPL for a total of six years or so. It seems very fitting for me to write about my transition from public to academic in this post.

For the most part, I see some very strong connections in terms of similar service philosophies and standards, yet I also see the contrast of the work cultures and expectations. But it’s also true that I worked in two very uniquely situated institutions: a major public research library and a new academic university in China. It isn’t like I am comparing a branch library experience to a state university library one. However, I do want to share some of these insights despite the unique arrangements, to see how both worlds share a deeper affinity than they think.

During the interview process for my current academic position, I was asked about my background as a public librarian and how that background can translate into academic librarianship. It would be very difficult for someone to explain why he/she decided to move into academic librarianship if he/she had only been involved in the public library world. But then again, why apply for an academic library position?

In my case, I argued that I was very active in professional associations such as ALA, ACRL, ACRL-NYC, and I frequently wrote and presented my research. I provided reference services to scholars, students, grad students, and anyone working on a research project in NYPL. I’ve worked with Pulitzer Prize winners, MacArthur Geniuses, HBO documentary filmmakers, New York Times journalists, U.N ambassadors, New Yorker writers, curators from the Huntington Library in California to the American Finance Museum in New York, and of course, undergraduates. I’ve had the opportunity to “embed” myself in academic courses as well, specifically in St. John’s University’s history departments, working along with Dr. Elaine Carey on various grant-funded projects on historical research for undergraduates.

So I felt comfortable with my experiences in NYPL to work in an academic library. However, I soon discovered that there are still many new things to learn once I got into the academic world. But after a while, it wasn’t all that difficult since my public library background did prepare me for this transition too.

First, the patron: the patron comes first. Of course, you want to show the patron how to find the items by him/herself so any teachable moment is an opportunity for any librarian to seize. NYPL and NYU definitely encouraged this behavior. Also if an item is not available, always offer alternative resources or suggestions. I learned that at NYPL: use ILL, METRO passes or any kind of open access resource that can substitute the item for the patron if possible. And finally, follow ups, which are nice either in person or by email. Public or academic patrons love librarians that care about their research progress. This is a sure way to develop rapport with the patron. From an academic side, this person may come back to use the library and may want to ask the librarian to teach their class. For the public side, this person may come back and also write an advocacy letter on behalf of the library when it goes through major budget cuts.

Second, service goals and committees: I think it largely depends on where you work and have worked. I see that my current institution fosters and emphasizes service and personal goals, which can be very useful to measure your progress and development. In the public library world, I had informal conversations about my projects and goals but never anything official. It was different there: I still accomplished a lot as a public librarian but I wasn’t being evaluated based on these service goals, and I was self-motivated to achieve them as well. As for committees, I served and am serving on various committees and I enjoy committee work because it lets me work with new people to collaborate and come up with creative or innovative solutions. Both emphasized collaboration and teamwork to support the library in various ways.

Third, schedules: this is obvious. Academic librarians will have busy moments during the semester such as midterm and finals week but they also have downtime or periods of recess where there are no students or faculty around. Unfortunately public librarians don’t have that luxury and every day is busy but different. For me, sometimes I like that rushed feeling where there’s always something to work on and something new to try, but now I also enjoy these periodic breaks: spring, winter, and summer breaks where I get to plan, reflect and think about new projects, ideas or solutions to work on. I get a chance to utilize that other side of my brain to think of better ways to improve user experiences. In the public library, I had to think on my feet and if there were opportunities for service changes, I reported them right away. There was not as much time to really reflect.

Forth, community partnerships: public libraries are engaged with their communities for the most part. I think academic libraries have the potential to partner with their communities outside the institution and I know some are already doing that. For obvious reasons, the public library needs to foster these community partnerships with schools, prisons, senior centers, etc., but academic libraries don’t really need to. In my current position, I feel like I am doing “community partnerships” where I am closely working with the Career Development Center, Public Affairs, Office of Student Life, Academic Resource Center, and Development. The people that work in these departments are staff of the university, however, they typically aren’t the library’s clientele. I collaborate with these different groups so that I can learn more about their roles in the university and they learn more about the library and most importantly, we learn to enhance our services and support to the students and faculty.

I definitely enjoy my work as an academic librarian now and I also feel grateful that I had the opportunity to work as a public librarian, to share my knowledge with the public and anyone who needed help. The transition wasn’t all that bad after all but I also happen to be an optimistic person when it comes to change! If you have also made the transition from public to academic or from academic to public, I would love to read your comments about your transitioning experiences or insights!

55 Years Old with a 33 Year Library Career

ACRLog welcomes a guest post from Kathy Parsons, Associate Professor and Head, Stacks and Media Department at Iowa State University.

After reading the July 2012 Will’s World column “Your Mileage May Vary” in American Libraries, I found myself pondering library fatigue, retirement, and the value of my career. Was the librarian he described me? Did I need to retire? I sincerely hoped not but I saw a part of myself in his statements. Was library fatigue taking over? Could I rekindle the passion and joy for library work? But how do long-term librarians stay relevant, refreshed, and motivated? And if it was indeed time to make a career change what can I do with my experience? Were there others pondering the same questions?

I moderated a roundtable discussion at the 2013 National ACRL Conference in Indianapolis about issues facing long-term career librarians. I hoped that this session would be part counseling, part positive reinforcement, and part networking. It was just that and a bit more. While I used questions to guide the conversation, the answers were often elusive. Participants’ comments frequently redirected the conversation into areas I had not anticipated. The questions used were “How can librarians reinvent themselves and stay out of the rut? What other jobs can librarians do if they left the profession? How do you market your experience and skill sets for jobs outside of the library venue?”

During the discussions a couple of themes became evident. First, many of us expressed concerns about the reduction of staffing levels at our institutions. These reductions were the result of retirements, downsizing due to budget concerns, job changes, or even reallocation of staff. Coupled with this were the increasing expectations for new services while keeping the old. Rapid technological changes provided benefits but also added more stress. On top of this we needed to prove our value to our institution. Many of us sensed that we were just barely holding on; stretched thin with many responsibilities. We felt that we lost our passion and were unsure what to do. Some have thought about changing jobs but jobs are scarce. We talked about the shrinking job market and the unstable economy which was occurring at the same time of increased retirements of baby boomers. This was impacting long term employees wishing to change jobs and the younger colleague’s ability to move up. An article discussing the concept of “gray ceiling ” was mentioned that addressed the impact of delayed retirements has on younger workers.

Another theme that emerged was the generation gap. Some of us felt unappreciated by our younger (and sometimes new) colleagues especially if they were our supervisors. We thought we were seen as dinosaurs: not adaptable; technology deficient with little or with no social media skills including texting and blogging; slow learners living in the past. We realized that our chosen vocation has undergone tremendous change over the last decade or so but our longevity should count for something. We wondered if we needed to remind our younger colleagues of the advances our generation of librarians developed. Had we been so quiet about our “history” that the younger librarians do not know that we are the shoulders of change they are standing on? We developed online catalogs, integrated library management systems, and database searching; all these things and more paved the way for the support of open access, the use of social networking, cloud technology, and digitalization for library work. We wondered why the younger managers would not use our institutional memory as it could help prevent problems down the road. We recognized that there is a fine line between living in the past (refusing to adapt to changes) and sharing about the past (explanation of why something is the way it is). We, also, wondered if risk taking is hard as we age. Those of us who were middle managers felt especially conflicted by the generational gap as we may have both younger supervisees as well as younger supervisors. One person described us as being in the “bibliographic definition of hell.”

Woven throughout the conversation were ways of coping, recharging, and renewal. One way many of us “recharge” was attending conferences and workshops and volunteering with library associations. Universally we agreed that we returned to work after these activities motivated and refreshed but the feeling quickly disappeared as the normal workday intruded. We talked about the need to sustain and enlarge our professional contacts and network. Some found mentoring younger colleagues rewarding and in turn have been mentored by them. We brought to the relationship these strengths: navigating the ins and outs of serving our professional associations, assisting with research and publishing, and developing leadership skills. For us, the younger colleagues helped us hone our skills with social media and other technological advances. We concluded that this roundtable had great potential for a larger discussion and suggested that the topic be developed into a workshop or pre-conference at the 2015 National ACRL Conference in Portland. We need to continue this type of dialogue with ourselves and to include our younger colleagues. Most importantly, we walked away with new colleagues in our networks, not feeling so lost and alone, and later that night some found new dancing partners at the all-conference reception!

The Beginning of the Middle

Today is the 5th anniversary of my job as an information literacy librarian, my first full-time library position. Five years: while it’s not all that long — certainly many of my colleagues have much more experience than I do — it seems momentous in some ways. In my previous two careers I had serious reservations about whether to continue down each path by the five year mark, and it’s wonderful to have none of those doubts this time around. Instead this seems like the very beginning of the middle of my career, and feels like a good time for reflection, for both looking back and projecting forward.

The past five years have flown by as I’ve worked on and learned about information literacy and library instruction, my library and institution, the research expectations for the tenure track, and service at my college, university, and beyond. In my first couple of years I spent lots of time engaging with new faculty at my college and new library faculty across my university, and I have to admit that I sort of miss it. I was in a meeting the other day with a Biologist in her first year at the college and her energy and enthusiasm was infectious (pun intended). I see announcements posted about meetings for new or junior faculty and realize somewhat wistfully that’s not me anymore, as I was (happily!) promoted last September.

While I’m a bit nostalgic for the strong camaraderie of the newbie experience, I’ve enjoyed transitioning into the role of a more knowledgeable colleague who (I hope) can offer support. The first few times I was asked for advice by colleagues it was genuinely surprising to me, but it’s less unexpected and more comfortable now. I’m also just about at the halfway mark in a leadership role in a large faculty development grant at my college. I’ve had the opportunity to work with new and seasoned faculty from across the college, and that’s definitely had an impact on my knowledge and self-perception.

This Spring both the college and the library where I work are creating five-year strategic plans. For me the immediate future seems fairly clear: I have two more years until I go up for tenure, I’m in the midst of writing up a big research project, our library instruction team is starting to pilot strategies we hope will help us reach more students with more relevant information literacy instruction. But farther out than that seems less certain. One aspect of being a faculty member that I’m very grateful for is that I have some freedom in considering projects to work on, especially in my own research but also as a librarian. And libraries and higher education are in a constant state of flux, from the introduction of new technologies and tools to the fact that the population we serve is ever-changing as students enter college and progress through their degrees, so certainty may be elusive.

If you’re at the beginning of the middle, do you have a five-year plan for yourself? Have you taken on new responsibilities as you’ve become a more experienced librarian? Share your thoughts in the comments!

Librarianship: As We May Evolve

This month’s post in our series of guest academic librarian bloggers is from Debra Kolah, head of the User Experience (UX) Office at Fondren Library, Rice University in Houston, Texas. She also blogs at the Effervescent Librarian.

A 1947 film located in the online Wayback Archive, The Librarian, urges young people to become librarians, and features a traditional library, and lots of books, and no technology—not even the early technologies of the library world. It stresses you must have two things to be a librarian: a love of books, and a love of people. Ten years later, the classic 1957 film Desk Set, starring Katharine Hepburn and Spencer Tracy, pits a traditional librarian against a suit from IBM. It is his task, as an expert of “electronic brains,” to automate and replace the jobs of the reference librarians at a television studio.

I love these examples of librarianship, not just because they are quaint and outdated, but because, at the time, they spoke truth. A love of books got you far in 1947, and in 1957 there was a fierce battle raging between a group called the documentalists, and traditional humanist librarians. Librarianship is a golden thread that organizes, illuminates, and provides knowledge. Luckily, we are now more open and responsive to innovations in discliplines, and infuse our profession with methodologies and best practices from every disclipline. When we have suffered from information overload, the chemists have helped; even now, when we need to find out what our users are saying, and what they are doing, we rely upon anthropologists, like Nancy Foster. This is a wonderful thing about librarians — we are some of the best people at work arounds, and we look at other fields for answers. Jesse Shera, who once scolded us for being slow to adopt technology, would be proud.

A brief glimpse into the past serves us well. One tale that is interesting is the story of two chemists who entered library school, and then went on to become leaders in the world of organizing scientific information.

• Eugene Garfield received a BS in chemistry in 1949 from Columbia and an M.S. in Library Science in 1954. Garfield created Current Contents which provided journal contents in a simple, regular and comprehensive format. He also spearheaded the indexing of scientific articles by their bibliographies, which creates a system of citations so that the very ideas of science can be traced. In 1960, his firm name became the Institute for Scientific Information, and began publishing an ambitious index entitled, the Science Citation Index, which both the NIH and NSF had declined to publish. The SCI later became the Web of Science.

• The other chemist, Robert Maizell, received his Phd in Library Science from Columbia in 1957. His dissertation was entitled: Information Gathering Patterns and Creativity: A Study of Research Chemists in an Industrial Research Laboratory. He was interested in how chemists found information in their day to day life. Maizell’s solution to information overload was fairly simple: do instruction and teach abstracting. He wanted chemists to do abstracts, and make the literature more accessible. He first published Abstracting Scientific and Technical Literature in 1971. A glowing book review in the Journal of Chemical Education says, “Chapter 14 is an excellent introduction to the use of computers and their corresponding information systems both in future automated abstracting operations and as current support systems for highspeed printing, producing ‘keyword’ indexes and in maintaining and servicing interest profiles for users involved in Selective Dissemination of Information Services.”

Regardless of their methods, the infusion of chemists changed librarianship, and information science, forever.

E-Science, the evolution of scholarly communication in a digital world, depends not only upon the selfless engagement that chemist turned librarians like Robert Maizell offered, but a truly more transnational approach and embrace of semantic web capabilities. We are seeing a revolution in the digital humanities now, where historians are creating data driven databases to organize and make sense of their data, which they freely publish, and make available for others. This is certainly the case for Andrew Torget, who created election data that is now incorporated into Google maps and freely available to the end user. This means that millions around the world used Voting America layers in Google Earth. To do digital librarianship in the future requires looking to the past, and understanding the history of who created some of the great information and storage systems. We will slowly move past solutions created in the Cold War, embrace open technologies, and yes, we will still need to love books, and people. And we need a new recruitment film. Especially one that attracts scientists that are good at data, and want to become librarians.