Tag Archives: professional development

Fitting In Reading

It seems like every year one of my New Year’s resolutions is to read more. Read more? But I’m a librarian, I read all the time, right?

Over the 7 years that I’ve been a librarian I’ve heard that misconception all too often upon meeting new people. “Oh, you’re a librarian? You must read all the time/love to read/spend your days reading!” Of course the context of that statement ultimately determines my response (and I am always polite, even when slightly exasperated), but in truth the answers are no, yes, no. Of course I love to read, as I always have, even before I was a librarian. But the amount of long-form, focused reading that I typically do during my workday is very, very small. Not that other forms of reading don’t matter — I can usually keep up with my work-related RSS feed and the newspaper, and like most office workers I read many many MANY emails each day. But sit down in my office with a book? Not often.

While I’ve found blogs and other online sources to be useful in keeping up with the academic librarianship and higher education more generally, lots of scholarly research and practical information is published in books and journal articles, too. Reading a book about information literacy, or the latest issue of C&RL, or a book about student retention that specifically addresses commuter colleges is totally, 100% relevant to my job as Coordinator of Library Instruction at a non-residential college.

So why is there a stack of books and articles 8 inches high on my desk? And a book due back to ILL tomorrow that I haven’t even cracked open?

Reading, and especially reading in print, is tricky in an office environment. To me it has the appearance of being simultaneously uninterruptible and leisure-like, which I realize are somewhat at odds. The focus that someone reading a long-form text brings to the task, perhaps taking notes as they read, sometimes makes it seem almost rude to bother them. But that’s contrasted with the popular image of a professor with their feet up on their desk, surrounded by books, just waiting for students to stop in with questions. I’ve exaggerated both of these scenes, but I think there’s a grain of truth in each.

If I’m reading at work, will folks not stop in because I seem focused and they don’t want to interrupt me? Or, on the flip side, if folks do stop in will I lose track of the thread of the reading? And, perhaps the core of the issue, is reading “work” in the same way that other office-bound tasks we may do at our jobs are “work”? Or does reading at my desk make it seem like I’m not working, especially if there are other tasks that need doing on my to-do list? Alternatively, I could bring work-related reading home to tackle on evenings and weekends, but then I’m shortchanging my opportunities for leisure reading (which I never feel I have enough of anyway).

Keeping up with the scholarly and practical literature in my field is professional development, and as such it’s an important and worthwhile undertaking. So maybe it’s as simple as that — reading for professional development is a work-related task like any other, and I should add it to my to-do list for each day.

Do you read books and articles while at work? How do you find the time and space to keep up with longer form professional reading?

Serendipity Without Stacks

Timeliness, structure, and willingness to perform process-oriented tasks and maintain operations with consistency are some of the work behaviors that I associate with librarians who have experience as hourly library workers.  For those reasons, I value the years that I spent as a full-time library staff person before being offered my first librarian role.

But moving from classified to professional status has, for me at least, involved a paradigm shift that has been difficult at times to wrap my head around.   As library staff, I had some autonomy and input into decision making, but my primary role was to carry out library protocol.  I believed that a cheerful, ‘can do’ attitude was the objective that I should constantly be striving for, and sometimes I even succeeded at that goal!

As a librarian however, I’m finding that a plucky attitude and a consistent desire to do my job well are only the beginning.  I must also conceptualize some of the overarching goals and objectives that I want to define my library career.  It isn’t that I’ve never thought critically about the role and future of libraries…I certainly did in graduate school!  However, over the last couple of years, I had put those thoughts aside in order to focus on job knowledge.  Moreover, I was engaged in a search for a professional job, and I wanted to keep my options open; I believed that over-narrowing my focus would be problematic.

Now, though, it is time for me to think deeply about the paradigms around which I wish to structure my career.  In some library roles, professionals are anchored by a collection or a narrowly focused user group, and their career objectives flow naturally from those starting points.   My position is a little different.  As I mentioned in a previous post, my job is newly created and intentionally flexible.  Moreover, I work in a non-traditional academic library environment, which is fairly young (the UW Library Research Commons is only 3 years old).

No doubt there are many library paradigms that I will come to explore, ponder, and perhaps even subvert (!) over the course of my career.  The one that I have been thinking about a lot lately, however, it that of the “serendipity of the stacks.”  I’m not sure where I first encountered this term, but a little quick research turns up an article by Michael Hoeflich [1] which captures succinctly the spirit of the idiom; that of the fortuitous nature of research and the intellectual thrill of making an important research discovery that can only be achieved through deep relationships with library collections.

This is a well worn idea, sure, but it’s in idea that I like and I identify with (full disclosure: I spent my graduate school years as a student curatorial assistant in my library’s rare book collection).

The Research Commons is bookless, and our focus is on providing space and technology to promote collaboration.  But from that collaboration, intellectual serendipity can surely arise.  I have personally seen it happen, particularly at the programs and events that we host in my library, such as our Scholars’ Studio series, which invites graduate students from across disciplines to present ‘lightning talks’ on a given topic.

Programming like this gets at the human aspect of “serendipity without stacks” and mark the library as a place where spontaneous learning and collaboration can happen.   It’s a good start.  But I am also interested in new modes of serendipity that could be discovered in the realm of digital scholarship.  What could this interest mean for the future of my library career?  I’m not sure yet, but I trust that the answers will come to me; through serendipity or otherwise.

1. Hoeflich, Michael H. “Serendipity in the Stacks, Fortuity in the Archives.” Law Libr. J. 99 (2007): 813.

Conference Highlights

A few weeks ago I attended the 2012 Library Assessment Conference in Charlottesville, VA. In addition to being a great opportunity to learn more about a huge variety of library assessment activities, LAC12 was also my first experience at a professional library conference.

After three straight days of listening to paper and plenary sessions, perusing posters, and chatting with librarians from around the country, I am just now digesting and synthesizing everything I learned. In addition to the many projects I would like to consider adapting to my library, there were several themes that resonated to me as a new academic librarian.

Try Saying “Yes.” Originally, LAC12 wasn’t even on my radar.  But due to some unexpected staff change-over just a few weeks before the conference, I was asked to attend. Although there were some stressful last-minute travel arrangements, planning for time away from work, and a poster-presentation to get up to speed on, (oh and, as it turned out, Hurricane Sandy to prep for), I decided to say “Yes.” And I’m glad I did. It turned out I learned a lot not only about library assessment activities, but also about being flexible, taking chances, and exploring deeper domains without hesitating to ask questions. While we’re all operating with a limited amount of time and attention, I think in the transition to a new career it’s particularly important not to cut oneself off from unexpected opportunities.

Own the Change. John Lombardi gave an interesting keynote about the transition to the “library cloud” in which he told us to “own the change.” Not only is it important for us to “own” the future of librarianship, but it’s also crucial to remember during any transition, personal or professional. When I started my new job, other librarians advised that it could take 6 months to a year for me to consistently feel like I know what I’m doing on a day-to-day basis. One thing I’ve found to help with the transition from student to professional is simply to “own the change.” I feel lucky to be in a profession and a position that, to a large extent, allows me to shape my future and follow my interests. Finding the edges of my job, exploring my new city and, as one of my fellow FYALE bloggers mentioned, trying to figure out what to do with my new-found spare time are all opportunities to take ownership over the student-to-professional transition.

Collaboration is Key. One comment I received on my previous post is that collaboration is not limited to working with library colleagues, but should also extend to colleagues across campus. While this has been stressed during new faculty sessions on campus and in my work building relationships with faculty in my instruction and subject liaison areas, it also came up over and over again during presentations at LAC12. In each session I attended, at least one presenter mentioned collaborating with someone outside of the library. Have an instruction theory or technique you want to test? Find a faculty member who is interested in shaking up their instruction or classroom activities. Not sure the best way to design your study or run those pesky statistical tests? Contact your computer science, mathematics, social science, etc. department to seek advice and potentially find collaborators. Equally important to remember – collaboration can be key in seeking grant funding. As a new librarian, I’ve found it’s extremely easy to stay busy and never leave the library. This conference helped remind me that forging relationships outside of the library is an important part of my daily job.

Finally, after chatting with my colleagues a bit after the conference, it was clear that we all identified slightly different important “take-aways.” And so I’m curious –  have you recently attended a conference? What were your big take-aways, professional and personal?

You Can Tell Everyone About This PHITE Club

Editor’s Note: Here at ACRLog we are always open to guest posts from academic librarians who want to share a story about an interesting or innovative project at their library. I was attending the Texas Library Association conference when I came upon just such a project at the poster sessions. I had to know what PHITE Club was all about. Once I did, I thought ACRLog readers might want to know about it too. So I asked Ian Barba, Library Technology and Management Services Librarian, and Shelley Barba, Metadata Librarian, both at Texas Tech University, to tell us more about PHITE Club. In their contributed post below, for which we greatly thank them, Ian and Shelley describe what PHITE Club is, what the rules are (of course), and how it has made a difference at their library. If you are looking for a unique professional development program for your library, this may be something worth trying. Just think about it. Challenging your fellow academic librarians to a PHITE! Here’s how it works…

There is more to this idea than just a cheeky title. PHITE (Present Hypothesis in Team Environment) Club was created out of a necessity to engage in scholarship. It is such a large part of our job, and yet there is little that senior academic librarians do to support neophyte librarians in navigating the at times scary world of presenting research in front of a professional audience. And thus, much more out of necessity than creativity, PHITE Club was formed at Texas Tech University Libraries.

We meet once a month on a strictly volunteer basis. At the meeting, a member or group of members will give a presentation which is then followed by appropriate questions and constructive criticism. Near the end of the meeting, that day’s presenter draws the next presenter’s name out of a box containing name slips of those present. That person then has one month to research and prepare a presentation. All library faculty and staff are invited to participate, as long as they are willing to follow the club’s rules.

These rules are:
1) Talk incessantly about PHITE Club
2) Participants should only offer constructive criticism
3) Participants have to PHITE, eventually

The first rule is a twist on Chuck Palahniuk’s first rule. There are no hidden agendas or conspiracies with this club. We just want to practice public speaking and become better at it. If people wish to discuss the club with their colleagues, we encourage them doing so.

The second rule is to support the club as a safe place of growth, not a way to develop new neuroses about presenting. Comments can cover anything about the presentation from the substance of the material presented, to the presenters’ body language, and are always intended to help.

This third rule is important as the goal of the club is professional improvement. Thus the lottery system for choosing the next presenter ensures some amount of buy-in and risk among club members, not to mention just the right amount of fear to keep things interesting. Indeed, the risk of presenting in front of fellow employees is in many ways scarier than presenting at a professional conference.

And, much like its titular godfather, our club is helping junior librarians and library staff overcome the fears that are holding them back. Since the inaugural meeting in October 2009, at least three members have either taken their PHITE Club presentations on the road or made commitments to do so. The feedback we have received since the club was formed has been overwhelmingly positive—particularly regarding the questions and comments portion of the meetings.

We expect to see more presentations premiered in club meetings before given at professional conferences. In fact, at more recent meetings, the club has forgone drawing a presenter at random because there have been willing volunteers—eager for a chance to present in the PHITE Club environment. And while we are proud that we are sharing research across departments and building stronger presentations, it is the environment we are building of which we are most proud. In our small way, we are helping faculty and staff make their library jobs into their library career.

For Members Only – A Free ACRL Webcast Event

In survey after survey, ACRL members report that access to continuing professional development is the most highly valued benefit of belonging to this association. In response ACRL has moved aggresively into the e-learning environment, and now offers a regular series of programs that members can access from the desktop. About the only negative response ACRL members have had to these offerings is their cost, and ACRLog has previously contemplated the pros and cons of free webcasts.

It appears that ACRL has listened to their membership. Yesterday they announced their first free webcast event. They are calling it the ACRL Springboard Event and it will happen on Wednesday, April 2, from 11:00 a.m. – 12:30 p.m. CDT. The program features a discussion about the future of higher education with Henry Jenkins, the Co-Director of the MIT Comparative Media Studies Program and the Peter de Florez Professor of Humanities. Henry will also explore the skills and fluencies students will need for the 21st century and what the library can do to prepare for the future of higher education. I applaud ACRL for delivering a program to raise awareness about higher education rather than some of the same old talk about academic librarianship. Too many of us spend too little time to understand and contemplate this industry.

It’s free but there’s just one catch. You must be an ACRL member. I know some academic librarians will complain about this, but I won’t sympathize. ACRL members expect something of value in return for their membership dues. As ACRL said in the press release announcing the program, free webcasts like this one are part of the benefits of membership. That said, at some future point, after members have had exclusive access to the live event and the archive, perhaps 6-8 weeks after the event, I’d encourage ACRL to make the webcast a freely available resource to the academic community. I know some folks will say, “well, if everyone knows it will be free two months later, what incentive is there to join ACRL in order to get access to the programs?” This rationale sounds similar to the arguments that publishers have against the deposit of published journals in repositories. People who value the content will continue to pay to gain access. And the goodwill shown in making the webcast freely available may have the intangible benefit of encouraging more academic librarians to join in order to support more free programming (like your local public broadcasting stations).

Whatever the outcome, ACRL will continue to offer Springboard events if this first one receives a good response. So if you are a member show your interest by signing up for the program.