The impossibility of tying up loose ends

This week, I’m writing this blog post from a new location and from a new job. Since April, things have been hectic and frantic and frankly, (not to be dramatic but) life-changing. I wrapped up a job I had been in for four years, moved eight hours to a new city, and started a new job. I survived the first week and am excited about what week two will bring. 

As I was packing up and getting ready to leave, I was struck by all the things I could do and felt like I should do in preparation for my exit. This pressure also came from the legacy of those who had left my institution in prior years; I thought of the laments and frustrations and eye rolls colleagues (including myself) had when someone left pieces without instructions. I wanted so badly to do right by my job, the projects I had started, and most importantly, by my colleagues and the students involved in our work. 

In the month I had remaining at my former institution, I was appreciative to have Jenny Ferretti’s tweet thread from a few months ago when she changed roles. I spent time writing out the context, the stakeholders, the dreams, and the processes for my work. I connected colleagues and reassured folks that my job during that final month was to make sure all the pieces were in place for future success. I created new SharePoints, walked people through past reports and systems, and set up meetings to talk about these transitions. 

At the beginning of that final month, I felt on top of things. I finally had some space to work on some projects I had set aside for the time being. My calendar wasn’t filling up with new appointments and requests for future work. However, the closer we got to those final days, the less energy I had to devote to tying up work projects. I was moving and had all the things a move creates — new addresses, cancelling services, starting new services, reserving UHauls, seeing old friends before you go, and deciding what stuff I wanted to move. I just didn’t have the brain space to tie EVERY single loose end. 

On my final days of work at my former institution, I tweeted about the loose end emails I knew I would have.

It was comforting to hear folks affirm that tying all the loose ends is impossible and that others were going through similar transitions. I hope that things go okay for the projects at my former institution and that my colleagues there will give me grace for the things I might have missed. 

So now it’s onto a new chapter. I’ve got a small inbox and a clearer calendar. Excited to dive into my new role and thankful for the work I was able to do at my former institution. Can’t wait to share more about my work as a department head on ACRLog in the coming months. 


Featured image by Nathalia Segato on Unsplash

Evaluating Evaluations During a Continuing Crisis

As we enter year two of this pandemic, I’m thinking about annual evaluations. At my university our annual evaluation schedule has library faculty writing our own annual reports and our appointments committee holding evaluation meetings in late Spring, and reappointment and tenure votes happen in the early Fall. And while schedules may differ at other colleges and universities, now that we’ve lived a full year with covid19 everyone has probably had an opportunity to go through the evaluation cycle at least once.

Last year there were lots of articles in higher education news outlets discussing the extraordinary circumstances of the abrupt shift to remote operations during the pandemic, and it seems like many (most?) institutions canceled student evaluations last Spring, as did my institution. While the college where I work extended due dates for faculty annual reports last year, they were still required, as were evaluation meetings and supervisor reports. This academic year our student evaluations of teaching are proceeding as usual, and all signs so far are that our annual reports and evaluations will be, too.

Librarians are faculty at my university and with the contractual requirements for evaluation dates and processes we’re not able to make changes at our local level in our library, so we’ll be going through the process the same way faculty in all departments are. But I still find myself wondering about the evaluation cycle this year. Should we be doing things the same way this year, when this year is still very much not the same as the pre-covid19 years? The uneven impact of pandemic on all aspects of academic life is well known by now, and especially for those already marginalized in higher education, including folx who are Black, Indigenous, and people of color. Abigail Goben and Nell Haynes are compiling a terrific bibliography of the effects of covid19 on women’s labor in particular, which has been especially concerning around time and resources for the research and scholarship often required for tenure and promotion. Just today there’s a new report from Ithaka S+R on the results of a survey that digs into the effects of the pandemic on women and caregivers, and the disparities in research and publishing are on stark display.

The faculty union at my university negotiated an optional tenure extension for those on the tenure track, and any faculty member can choose to extend their tenure clock by a year, to acknowledge the incredible disruptions of this past year. The process requires faculty to make that decision at the time that they come up for tenure, which to me has both strengths and weaknesses. It’s definitely true that for some untenured faculty, especially early career faculty, the pandemic might not end up having a big impact on their research and scholarship by the time they come up for tenure. Some may be working on research that can continue uninterrupted even with lockdowns and other restrictions, and others might have had to radically change or even cancel plans. Some may have newly available time and attention in their schedules to devote to their scholarship, without the need to commute, for example, while others have new responsibilities like homeschooling and other caregiving. Ithaka’s report highlights a similar decision at the University of Massachusetts at Amherst that’s implemented differently: the one-year tenure deferment is automatic, and faculty who don’t want it can opt out.

I was glad to see annual evaluations as a topic of discussion at a recent department chairs meeting at my college; though I had to miss that meeting, a colleague attended in my place and brought back lots of useful notes. There seemed to be general agreement that extra attention is needed this year to be compassionate, constructive, and supportive in our evaluations. One chair noted that the annual evaluation is always a snapshot of a faculty member’s career – with faculty responsibilities in teaching, scholarship, and service, every year will not necessarily look the same even in non-pandemic times. I’m keeping in mind Dr. Amanda Visconti’s tweet during the CALM Conference earlier this month that quotes overhearing someone say “the pandemic is a stretch goal,” and I hope everyone who’s in the position of evaluator this year keeps that in mind, too. And with so much still uncertain for next year, as the vaccine rollout accelerates, as states take different approaches to getting back to “normal,” I hope the evaluation process can continue to adapt as the pandemic does, and continue to center support and compassion.

Burning with Your Own Passions

Since 2008, ACRLog’s “First Year Academic Librarian (FYAL) Experience” series has annually featured 1-2 academic librarians in their first year on the job in an academic library. This new series, “Where Are They Now? Former FYALs Reflect,” features posts from past FYAL bloggers as they look back on their trajectories since their first year. This month, we welcome a post from Kimberly Miller, Assessment Librarian and Liaison to Psychology at Towson University. 

“Where are they now?” 

Right now? Like many of you, right now I am at home seeking quiet and solitude away from the chaos of managing work, family, school, and self-care during a global health crisis. Thinking back to my first-year librarian experience, I can’t help but laugh and think, as our ALSC colleagues already reminded us, responding to a global pandemic was definitely not covered in library school.

What’s Happened?

In 2012, shortly before joining ACRLog as an First Year Academic Library Experience (FYALE) blogger, I was hired as Emerging Technologies Librarian & Liaison to Psychology at Towson University. In that role I provided technology leadership within the library’s Research and Instruction Department. I also taught information literacy workshops, provided student and faculty research help, and worked with the Psychology-related collection. While the open-ended nature of the role was sometimes daunting (what exactly “counts” as an “emerging technology” still remains a mystery to me), all-in-all it was a great first position because the diversity in my responsibilities provided a lot of areas for exploration and growth. And some of that growth, particularly around risk taking and experimentation, is captured in my FYALE blog posts

Over time, as I began to articulate my expertise and vision, I successfully advocated to narrow my position to focus specifically on “learning technologies” necessary to support formal and informal learning within the library. Other highlights between my first year and now include:

  • Changing my job description (twice)
  • Applying for, and achieving, rank promotion and permanent status
  • Participating in ACRL’s Immersion and the Institute for Research Design in Librarianship
  • Attending too many conferences and serving on too many committees
  • Starting an instructional technology doctoral program and, recently, transfering to the masters program (graduating May 2020!)
  • Becoming a parent
  • Serving in leadership positions within regional and national professional organizations
  • Collaborating with senior library leadership as librarian representative to the library’s Leadership Council

Turning Point

As I reflect on those experiences it’s clear to me that the month I had a child and was notified that I was awarded permanent status marked a significant turning point for me personally and professionally. When I returned to work, I realized I was spending more time managing projects and, indirectly, the people associated with those projects than I was exploring and creating technology-based instruction itself. And I was good at it. I loved my job and the people I worked with, and I had developed a talent for leading people to solve interesting problems. As a doctoral student, I also gained a deeper expertise in educational leadership and professional development necessary to take on new challenges. At the same time, I was growing tired of running into the same roadblocks and questioning whether what I did really mattered while seeing little opportunity to grow into new professional areas.

In my cubicle, a now-faded handwritten quote reminds me that “People who do not blaze with their own passions burn out.” This quote has been my guiding principle as I’ve made decisions, both small and large, about how I spend my time. Throughout my career, one of my driving forces has been a desire to deeply understand the rationale behind our work and the evidence needed to help make that work a success. With this in mind, I proposed that my experiences and interests made me a good fit for the new Assessment Librarian position our Dean of University Libraries announced in the Fall of 2018. After several conversations and some final job description editing, I transitioned into my new role as TU’s Assessment Librarian in January 2019.

Now and the Future

I’ll admit that, unlike technology, assessment initiatives are not high on the list of exciting or flashy library projects. But I would argue that’s because assessment is best when it is infused within all other work that we do on a day-to-day basis. Assessment is not just counting, number crunching, and correlating. The flashiest project will fizzle if we don’t know how or why it was successful. And that’s what assessment is about to me – it is being curious and asking questions about the way our services, systems, and collections support our community. Academic libraries make profound differences within and beyond our campuses, and the best way to continue doing so is to continually learn from our work. 

As an Assessment Librarian, I find meaning in dispelling myths about assessment while building our library staff and faculty’s capacity to apply evidence within their specific domains to provide excellent user support and services. While I help everyone learn about the nuts-and-bolts of assessment, I also get to tie assessment to how we explore new possibilities for serving our users. For example, in November I spoke to our staff as part of our library’s Inclusion, Diversity, Equity, and Accessibility (IDEA) Spark series about using assessment to dispel the “myth of average” when designing library services, spaces, and resources. I’m excited to explore how I can continue to support this work in the next stage of my career.

While the jump from instructional technology to assessment may seem strange to some, for me it was a chance to lean into new skills and solve new challenges while leveraging the talents I cultivated in my previous role. I also continue to learn a lot about navigating the politics of projects that require working both horizontally and vertically within the library’s organizational chart. As the first person in this new role, I have come full circle and once again find myself with an open-ended opportunity to shape our library’s path forward on key strategic initiatives. This time, I get the unique and exciting privilege of a front row seat to the amazing work happening in nearly every area of our library. I can’t wait to see what else I didn’t learn in library school!

Credentials, Credentials!: Demonstrating Your Potential Value in Academic Libraries

ACRLog welcomes a guest post from Karen Sobel, Teaching & Learning Librarian, Auraria Library, Denver, CO.

The ACRL Webcast that I presented last fall, “Making Yourself Marketable for Academic Librarian Positions” had a particularly lively Q&A session. Attendees shared detailed questions about how different types of credentials and work experience will support their case as they apply for academic librarian positions. In this post, I will respond to eight of the most common questions, moving from easiest to trickiest.

Special shout-out to Rachel Minkin of Michigan State University. In addition to being a wonderful moderator, Rachel managed to copy down and categorize the questions most important to attendees while keeping the presentation running smoothly. Thank you!

And now for the questions:

Does a library school “field experience” that I performed for credit count as work experience?

  • Absolutely! Work is work, no matter whether you received pay, course credit, or simply gratitude for doing it.

Does GPA count for anything?

  • Honestly? Potential employers typically don’t ask for your GPA. I don’t recall ever sharing my library school GPA, except for when I applied to my doctoral program. That said, making a positive impression of your work ethic within your program is important. So are your skills in respectful communication and collaboration, as well as insight and creativity. Your professors may be the ones to recommend you for work experiences that you want to have during library school. They may also serve as references for professional positions. But no, it’s unlikely that anyone will ever ask you to state your GPA. You don’t have to focus on that goal of earning a 4.0.

CV and cover letter: I have a gap in my library work history, how do I talk about it? (In this case, it was to work in K-12 education)

  • This situation is easy to “spin” in a positive way. You chose to spend several years working in a profession that librarians value highly. Depending on the area of academic libraries that you want to work in, you probably built many skills that will support your librarianship—perhaps teaching skills, curriculum building, and so on. You’ll only need to discuss this in a sentence or two in your cover letters. Be sure to phrase it positively: You chose to pursue your interests in K-12 education through studies and work. Now you look forward to returning to academic libraries and applying skills that you’ve developed in multiple settings. You’ll have the chance to discuss this in more detail when you interview.
  • If there’s a period of time where you were not formally employed, whether you were caring for a family member, dealing with medical concerns, searching for work after a lay-off, or another scenario, that gap will show up on your CV or resume. Make sure that you address it in a sentence or two in your cover letters. You can mention your situation in more detail at interviews—but make sure to stick to a level of detail that you and your interviewer will both feel comfortable with. Stay as positive as you reasonably can.

Second master’s degree: Necessary? Not really necessary? Does this mean I’m overqualified? Should I emphasize my second degree?

  • Oh, my goodness—one of the trickiest ongoing debates in academic libraries. Let’s address the easier parts first. I’m going to assume that we’re discussing positions where a second master’s is either preferred or not required. (If it is required, then it’s probably only worth applying if you do have that second master’s—though you can take a chance.)
  • Don’t worry about seeming overqualified due to a second master’s. If no second master’s is required but you have one, it will typically be seen as value added. You have extra expertise in a subject area, PLUS you have additional experience with graduate-level studies and research. Those experiences are worth emphasizing in an interview. Discuss the ways in which your research in the other field would help you to better support faculty and students. This will be true even if you’re interested in a subject specialist position in another field.
  • If you’ve earned your MLIS degree but don’t have another master’s degree, the choice is up to you. Whether candidates with an additional master’s degree are placed above you in a candidate pool depends on the nature of the jobs, as well as on that institution’s values.
  • Many articles and blog posting on this topic exist online. Try searching for “second master’s degree librarians” to find articles with a variety of perspectives. You may want to get more specific with your searching if you’re interested in a type of position that sometimes does require a second master’s.

Can one create their own internship, (i.e. get meaningful experience outside of library school program) and still call it an internship on one’s resume/ cv?

  • Many MLIS students create their own work experiences in one way or another. I did this myself—when I realized that I wanted to gain experience in collection development, I inquired in that department at the library where I was working. A librarian generously offered to train and supervise me in a project that we designed together. My advisor and I were able to arrange for me to receive course credit. Work experiences that you co-design can be incredibly valuable. And yes, you can often call them “internships.” One word of advice is that you should agree with your supervisor on exactly what you will call this work experience on your resume or CV. Regardless of what the two of you decide to call it, you don’t want someone who is serving as a reference for you to sound surprised at the beginning of a reference call.

How I can I use my background in teaching online to market myself for “in-person” instruction positions?

  • When academic libraries hire for instruction positions, they’re looking for a number of qualities and specific areas of experience. These vary, depending on the nature of the position. As colleges and universities offer more and more courses and degrees online, there is increasing demand for instructors who can teach online. If you have experience teaching asynchronously, you already have very marketable skills for those positions: for example, choosing content and creating online teaching materials, and interacting with students online.
  • If you’re looking to move from teaching online (synchronously or asynchronously) to teaching in person, yes, you do have marketable experience with some of the necessary skills. You understand selecting content, creating lesson plans and curricula, and interacting with students. To make yourself more marketable, it’s worth trying to build experience and confidence with day-to-day interactions in the classroom. Find opportunities to work on your teaching confidence, as well as your skills with classroom management. Think broadly: Can you volunteer to teach workshops at your local public library? Could you practice teaching in another group that you’re involved with, such as your child’s scout troop, your church, or another community organization?
  • Different library instruction positions will have different levels of competition. Some may have three applicants; others may have a hundred. You may need to keep trying before you get your first opportunity – but once you have an instruction position, you can build from there.

How can I start building a scholarly record if my MLIS program and/or my current job don’t give me opportunities to do so?

  • Getting started building a scholarly record can feel overwhelming, especially if you don’t have opportunities from your degree program or workplace. It can still feel overwhelming if you do—I’ve been there! (You can learn more about what a scholarly record is beginning on slide 19 of the November 12, 2019 webcast.)
  • I’ll reiterate a couple of points from the webcast for readers who are still enrolled in an MLIS program.
    • It’s unusual that your professors offer writing a manuscript for a scholarly paper as an option for an assignment. However, they’re often open to this as a course final project if you ask well in advance.
    • You may have opportunities to gather data, perform cutting-edge work in informatics or many other subspecialties, or simply to spend significant time thinking about theory and praxis. The data you gather, and the thoughts you put together, can form the basis of articles, presentations, and blog posts when you write them, or later.
    • Speaking of “later”—you can absolutely revisit the work you did during your MLIS and write about or transform it later.
    • Speaking of articles, presentations, and blog posts—remember that a scholarly record usually *doesn’t* begin with peer-reviewed articles. Rather, it often begins with a few thoughtful professional blog posts, a presentation at a local or student-oriented conference, or an article for a professional magazine (“non-peer-reviewed publication”). Look creatively for opportunities to show off your writing and analytical skills. (Check out the slideshow linked above for suggestions on finding opportunities.)
  • If you’re working in the field, you can almost certainly write and create professional or scholarly materials on your own time. That isn’t as great as having work time set aside—but it’s how many librarians start building a scholarly record.
    • Ask your employer if you may write about innovative work that you and your colleague have done. Aim for a professional publication—or for a scholarly one, if you feel that you have the information needed to meet that publication’s requirements. Or present locally—that’s a great way to build recognition for your library as well.
    • Talk with your employer about whether you may analyze data that you have available to serve as the basis for a scholarly manuscript. Or consider designing a project that will ethically gather data about your work. You will need to investigate policies at your institution to make sure that you are following all of their ethical regulations related to patrons and patron data, if applicable. That said, once you’ve made sure that you are following regulations, you’re set for meaningful and productive work.

As always, I look forward to hearing additional questions, as well as insights based on your experiences. Please feel free to comment, or to contact me.

Best of luck to you with your career goals for 2020!

Big Transitions: Changing Jobs within and between Libraries

ACRLog welcomes a guest post from Karen Sobel, Teaching & Learning Librarian, Auraria Library, Denver, CO.

Happy new year, everyone!

During the ACRL Webcast that I presented, titled “Making Yourself Marketable for Academic Librarian Positions” (12 November 2019), many attendees asked questions about transitions. In particular, they asked whether it’s possible to transfer from one type of library to another, or from one type of librarian position to another. The webcast organizers and I felt that those questions deserved thorough answers, along with some resources. Thus, here we are in the new year, ready to talk about creating change and working toward your goals. Let’s discuss the two questions one at a time.

Transitioning between Types of Libraries

Imagine that you’re working in one type of library – let’s say it’s your city’s public library. You’ve been there for a few years, and you realize that you want to find a job at another type of library. We’ll say that your new dream is to work at an academic library. Could you realistically make this transition happen?

The answer is yes – plenty of librarians have made this sort of change in the past. However, it does require careful preparation, and may not occur in a single move.

The most important aspect in making this sort of a shift is finding opportunities that align as closely as possible with your experience. Have you gathered experience in all of the required qualifications, and in some or all of the preferred qualifications for the position? If you begin searching for positions at a different type of institution from the one where you work, and you find that there are qualifications that you like, make a plan for developing that experience. You may need to get creative. Seek out experience at your own library. If you cannot develop the skills or experience that you need there, search for opportunities, or for professional development, elsewhere.

When you’re applying, highlight your experience honestly, echoing the language of the position posting. Different types of libraries may describe similar types of duties differently; make sure that your description will resonate with search committee members who will read your application. Your application will of course come across as “different” from those written by librarians whose experience comes closer to the job for which you are applying. Highlight the strengths that you have built which will set you apart. You would bring unusual positive qualities to the job.

Show that you truly understand what it would be like to work in the type of library where you wish to work. Talk with librarians who work in that type of library. Use the preferred language of that type of library in your application – and make sure to run your cover letter and CV or resume by librarians who work in that type of library. If you’re chosen for an in-person interview, research the library and the community it serves in great detail. Being able to discuss the context is important in rising to the top of the applicant pool.

Remember that different libraries and different positions will have different levels of competition. You could be one of three candidates for one position, and one of 200 candidates for another. That means that it may take several tries to make the leap from one type of library to another. Or that you may require a couple of leaps before you reach your dream job (which is true for most of us anyway). With careful planning and application, you can make the move from one type of library to another happen.

Transitioning between Types of Library Positions

Typically when librarians shape their career paths, they move from one position to another, built on a related set of skills and qualities. However, occasionally a librarian wishes to follow a career path that uses a dramatically new set of skills—moving from instruction to technical services, for example.

Building skills and experience are of course key to switching tracks within librarianship. If you already have your MLIS or similar degree and some experience, you’ve got an advantage. You just need to build credentials and experience specific to your new goals. Once you’ve decided to make the switch, it’s time to research the skills that you’ll need to build. Talk with professionals who already do the work that interests you. Read position postings and look for trends in required and preferred skills.

Once you’ve identified skills and experience that you need to build, think about what you could learn through on-the-job experience and what requires coursework or professional development. A lot of that is up to your judgment; you may want to seek out thoughts from professionals who already do that work. For example, you might decide that you’d learn skills for instruction most effectively through on-the-job practice at your institution. However, you’d probably learn the details of working with MARC records most efficiently through a course.

If you’re already working full- or part-time as a librarian, it’s well worth inquiring as to whether you can gain experience through making special arrangements in your own library. Interestingly, you may find that it’s easier to make this sort of arrangement in a smaller library, where each individual tends to have a broader range of duties. Think carefully about whether you can build this into your job, whether you can do the work as part of a full-time work schedule, or whether you may need to make adjustments to your arrangements in order to find time to support your goals.

It probably doesn’t need to be said, but you can likely be open with your colleagues regarding your changing intentions. New aspects of librarianship have sparked your interest. As long as you’re continuing to work hard at your current job, good colleagues tend to be supportive of your evolving dreams. Be open with your supervisor as well. Just like your other colleagues, your supervisor will likely be supportive as long as you continue to work hard. You may find that you need to request support, or to discuss the possibility of shifting some arrangements at work. Keeping your supervisor involved from early stages will only make this part easier.

Final Words

I wish you the best in working toward your goals! Feel free to reach out to librarians in your network, including me, as you move forward: karen.sobel@ucdenver.edu.

Resources

Strategies for Changing Your Career Path within Librarianship:

“Adaptable Applicants: Preparing to Change Your Library Path,” by Lindsey Homol for the American Library Association New Members’ Round Table: http://www.ala.org/rt/nmrt/news/footnotes/february2014/adaptable-applicants-preparing-change-your-library-path

The richest source of information on how to prepare for a “big transition” (from one type of library to another, or between roles in libraries) is articles from scholarly and professional library publications. If you have access to LISTA, LISA, Library and Information Science Source, or other library and information science databases through your library, you may want to explore those. Google Scholar will also point you toward many of those articles.

Writing Effective Library Resumes/CVs and Cover Letters:

“Common Library/Info Science Action Verbs,” courtesy of the Massachusetts Library System: https://www.masslibsystem.org/wp-content/uploads/LIS-action-verbs.pdf Terms on this sheet are commonly used to describe librarians’ work. Read through the list & consider incorporating some of these words into your next cover letter, CV, or resume.