The New ALA Workers Union, and Why It Matters

A hearty congratulations to the members of the newly formed ALA Workers United (ALAWU)! 

the logo for the new ALA Workers United, with an image of a closed fist emerging from an open book and surrounding text reading American Library Association Workers United, AFSCME Council 31.

In March, employees at the American Library Association announced their intention to form a union, and last week, they voted on that proposal. More than 95% of the employees who voted were in favor of forming the new union. Now that the union has been approved by the members and the vote certified by the National Labor Relations Board, ALA will need to negotiate wages, benefits, and working conditions in good faith with union representatives. 

The new union will be part of the American Federation of State, County, and Municipal Employees (AFSCME) Council 31 in Illinois. AFSCME is already home to more than 35,000 library workers across the U.S.

The American Library Association currently has 154 employees, down from 198 employees in May 2025. A series of layoffs and voluntary buyouts have led to significantly increased workloads for those who remain. This year, ALA suspended their 3 percent match on employee contributions to retirement funds. 

Statements from the new union members have emphasized the need for greater transparency in decision making and for a review of the significant benefit cuts that have occurred in the last few years.

Why It Matters

Since I first joined ALA in 2012, and I’m sure long before that, there’s been much discussion and a good amount of dissatisfaction with ALA’s actions. Library workers have criticized ALA for many things, including membership being too expensive or not having enough benefits, or attempting to silence those who criticize the organization. Much has been made of the fact that it’s the American Library Association, and not the American Librarians Association.

I’ve certainly had difficult experiences within ALA. I co-wrote a chapter that outlines what I would describe to be dismissive treatment and underhanded actions from both ALA members and staff during the multi-year effort to revise the LCSH “Illegal aliens.” When I was laid off, I let my membership lapse, and not entirely for financial reasons. Still, on the whole, I agree with Lindsay Cronk’s perspective that while the complaints are absolutely valid, the profession as a whole is better off when library workers are willing to get involved and fight for change within ALA.

Alongside the new union members, I see the unionization effort as a great step towards positive change within ALA. In 2025, the treasurer of ALA sounded the alarm about ALA’s fiscal health, describing the future of the organization’s finances as “challenging.” ALA’s employees have been bearing the brunt of the “rightsizing” efforts for years now. A fair contract would likely reduce job losses and turnover, providing stability and job satisfaction to ensure workers are able to provide knowledgeable, thoughtful service to ALA members. Union members have called for greater transparency and less top-down decision making not just in the decisions that impact them, but in organizational decisions as a whole. That has the potential to radically shift the way that ALA does business.

What happens at ALA matters to all of us in libraries, whether you’re a member or not. A strong organization fighting for libraries at the national level is a net good for all library workers. Individually, none of us owe ALA our energy or money. But it’s worth considering: in a time when libraries are under sustained attack, would librarians be better off with a secure, stable organization fighting for funding for our workplaces, or with an increasingly shrinking organization, or perhaps none at all?

Finalizing the “Roles and Strengths of Teaching Librarians in Higher Education”

ACRLog welcomes a guest post from Sara Harrington, Head of Arts and Archives at Ohio University Libraries.

The Task Force is pleased to announce the release of the Roles and Strengths of Teaching Librarians in Higher Education document. The Task Force revising the “Standards for Proficiencies for Instruction Librarians and Coordinators” now called “Roles and Strengths of Teaching Librarians in Higher Education” announced a call for feedback via ACRLog and the ILI-L listerv. Feedback was submitted via the gmail address set up for this purpose as well as came in-person at the ALA annual poster session presentation in 2015.

The stakeholder community offered robust feedback on the “Roles and Strengths of Teaching Librarians in Higher Education.”  This input ranged from overarching comments to specific suggestions, and included:

  • Awareness of the fact that hiring institutions will be looking to this document for guidance as position descriptions for teaching librarians are developed
  • Word changes to improve readability and clarity
  • Background information on the quantitative analysis of job posting done before the Task Force’s writing process began
  • Questions and suggestions about the nature and formulation of references to the Framework
  • Questions about how the Task Force engaged in its work
  • Questions and suggestions about the organization and order of the roles
  • Suggestions about the relationships of the roles to each other
  • Suggestions about the revision or expansion of specific strengths statements
  • Suggestions about the relationship of specific strengths to roles and suggestions for additional strengths under particular roles
  • Recommendations to include particular concepts, including innovation, curricula, and hospitality
  • Questions and concerns about the significance of the terminology used in the document, most notably the shift from “instruction librarian” to “teaching librarian” and “skills” to “strengths”

The Task Force made a number of grammatical corrections and clarifications based on feedback, as well as made a range of more substantive changes intended to clarify and strengthen the descriptions of the roles and attendant strengths. The Task Force did retain the terminology “teaching librarian” as well as “roles” and “strengths.”

A Google doc containing feedback can be found here: https://docs.google.com/spreadsheets/d/1V4XKtoOf-GQ05YwQaDN9Rwnk0LrDXfzuOlC2LjM-pgs/edit?usp=sharing

After the revision process the document was sent to the Instruction Section Executive Committee and Standards Committee for approval.

The “Roles and Strengths of Teaching Librarians” is now available at: http://www.ala.org/acrl/standards/teachinglibrarians

This document will be formally shared via a variety channels in the coming months, including ili-l, the Instruction Section Newsletter, College and Research Libraries News, and other ACRL digital promotion channels of communication.

The Task Force plans to propose an online session for Fall 2017/Winter 2018 on practical applications for implementation of the Roles and Strengths of Teaching Librarians document including, for example:

  • how a librarian writing position descriptions for teaching librarians might use the language
  • how a coordinator of instruction might plan a professional development session around the document
  • how a librarian might apply the document’s language in collaborative work with a faculty member
  • how several teaching librarians might use the document in their own practice.

The Task Force will be sending out a call for volunteers to participate in the session. Please share your comments for us here, as well.

Roles and Strengths of Teaching Librarians in Higher Education

ACRLog welcomes a guest post from Sara Harrington, Head of Arts and Archives at Ohio University Libraries.

The ACRL Instruction Section charged a Task Force with revising the Standards for Proficiencies for Instruction Librarians and Coordinators. On November 2, 2016 the new draft document “Roles and Strengths of Teaching Librarians in Higher Education” was released to the ILI-l listserv for review and comment by stakeholders.

Major changes in the revision include a shift in language from proficiencies to roles and from “instruction librarian” to “teaching librarian,” a structural change from a list to a conceptual model, and a change in focus from skills to strengths needed to thrive in each of the roles. The document is intended to help both clarify roles which may be assumed by a proficient teaching librarian as well as inspire new roles.

Included in the draft is a summary of the Task Force’s charge, the timeline and approach the Task Force followed, a discussion of the contexts framing the draft, and guidelines for intended use.

The document is divided into the following sections:

  • Charge and History
  • Approach
  • Context
  • How the Document was Created
  • Purpose of the Roles
  • Intended Use
  • Roles
  • Bibliography

The Roles Are:

  • Advocate
  • Coordinator
  • Instructional Designer
  • Lifelong Learner
  • Leader
  • Teacher
  • Teaching Partner

Each role is accompanied by a short description of the function and activities exemplified by the role, and a series of strengths demonstrated by the proficient teaching librarian working in that role.

A previous ACRLog post discussed the role of Advocate.

Word, Google doc, and PDF versions of the full draft are available:

The Task Force invites your comments on the draft. Your feedback can be submitted on ACRLog using the comment box below, or you can send an email to: teachinglibrarianroles@gmail.com. (The comment function at each location where the document is posted is not available.)

  1. Write up your comments and use one of the feedback methods listed above.
  2. Comments sent to teachinglibrarianroles@gmail.com will have identifying information redacted to maintain privacy and will be posted to a publicly available Google doc.
  3. Names and email addresses of those sending email to teachinglibrarianroles@gmail.com will not be shared with anyone outside the Task Force.
  4. A narrative summary of comments will also be prepared by the Task Force.

Please submit your comments by December 1, 2016.

The Task Force will then compile the feedback and submit recommendations for revision to the ACRL/IS Executive Committee by Midwinter 2017.

We encourage you to review the document and provide your feedback in order to make the document a truly useful tool for librarians, instruction coordinators, administrators, library school students, and others.

The Task Force hopes to receive constructive response to this draft over the next few weeks. We intend to summarize all comments and share them before everything goes forward to the ACRL/IS Executive Committee.

Thank you!

Standards for Proficiencies for Instruction Librarians and Coordinators Revision Task Force Members
Dawn Amsberry, Penn State, Member, dua4@psu.edu
Candice Benjes-Small, Radford University, Member, cbsmall@radford.edu
Sara Harrington, Ohio University, Co-chair harrings@ohio.edu
Sara Miller, Michigan State University, Member and IS Executive Board Liaison, smiller@mail.lib.msu.edu
Courtney Mlinar, Austin Community College, Member, courtney.mlinar@austincc.edu
Carroll Wetzel Wilkinson, West Virginia University, Co-chair, cwilkins@wvu.edu

Update on the Standards for Proficiencies for Instruction Librarians and Coordinators

ACRLog welcomes a guest post from Sara Harrington, Head of Arts and Archives at Ohio University Libraries.

The Standards for Proficiencies for Instruction Librarians and Coordinators are being revised by a Task Force appointed by the Instruction Section Executive Committee. A July 27, 2015 post on the ACRLog described the goals in revising these standards. This post shares the seven new roles that will be included in the revised standards and includes the draft section on the advocate role.

The roles are:

  • Advocate
  • Coordinator
  • Learner
  • Teaching Partner
  • Instructional Designer
  • Leader
  • Teacher

standards-roles

From Amsberry, Dawn and Wilkinson, Carroll Wetzel. Revitalizing the ACRL Standards for Proficiency: Evolving Expertise for Instruction Librarians. Poster Session, Saturday June 27, 2015 San Francisco at the Annual Conference of the American Library Association.

The revised draft Standards for Proficiencies for Instruction Librarians and Coordinators are structured in the following way. Each role includes a short description followed by a list of strengths displayed as a part of professional practice that provide evidence for that role.

Here is the draft content for the Advocate role:

ADVOCATE

Advocacy can involve persuasion, activism, encouragement, and support in many forms. An instruction librarian will need to be able to contextually situate information literacy and communicate its value across a range of audiences in the university community.

Strengths:

  1. Advocates for professional development opportunities and other forms of career advancement.
  2. Communicates the value of information literacy to colleagues within the library system.
  3. Partners with faculty to encourage the integration of information literacy within courses and within curricula.
  4. Engages with other campus entities to integrate information literacy into co-curricular activities.
  5. Promotes and advances information literacy framework to library leaders and campus administrators.
  6. Advocate for information literacy in relationship to student success in the context of institutional learning goals or outcomes.

The Task Force is currently completing the full draft of the roles and will share the draft document beginning in January 2016.

Please contact co-chairs Sara Harrington (harrings@ohio.edu) and Carroll Wetzel Wilkinson (cwilkins@wvu.edu) with questions, comments, and feedback.

Revising the Standards for Proficiencies for Instruction Librarians and Coordinators

ACRLog welcomes a guest post from Sara Harrington, Head of Arts and Archives at Ohio University Libraries.

Your thoughts and feedback are invited!

The Instruction Section has charged a Task Force to Revise the 2007 document “Standards for Proficiencies for Instruction Librarians and Coordinators” as part of the Section’s cyclical review of standards.

The work of this Task Force builds on the recommendations of an earlier review task force that recommended that the Standards be revised to:

  • adopt a contextual and holistic approach and wider vision which encompasses the roles and responsibilities of the instruction librarian within the academy
  • bridge the broader context and potential practical applications
  • simplify the document.

Over the coming months, the Task Force will be sharing information about the draft revisions to the Standards via the ILI-L listserv and this blog.  We invite your comments, questions and suggestions at via email to Co-Chairs Sara Harrington (harrings@ohio.edu) and Carroll Wetzel Wilkinson (cwilkins@wvu.edu) or in response to this post.

The Charge of the Revision Task Force is to:
“To update and revise the Standards for Proficiencies for Instruction Librarians and Coordinators document in accordance with the recommendations published in the report of the Standards for Proficiencies for Instruction Librarians and Coordinator Review Task Force. The Revision Task Force should solicit comments on drafts of the new document from Instruction Section membership prior to seeking approval from the IS Executive Committee and ACRL Board.”

The Task Force Members are:
Sara Harrington (harrings@ohio.edu) – Co-chair
Carroll Wetzel Wilkinson (cwilkins@wvu.edu) – Co-chair
Dawn Amsberry (dua4@psu.edu)
Sara D. Miller (smiller@mail.lib.msu.edu) member and incoming Executive Committee Liaison
Courtney Mlinar (courtney.mlinar@austincc.edu)
Candice Benjes-Small (cbsmall@radford.edu)
Nikhat Ghouse (ghouse@american.edu) – outgoing Executive Committee Liaison