Question Everything: Librarian Research and #IRDL

How is the fall semester already in swing, but I’ve not yet shared my amazing research experience as an IRDL Scholar this summer?

IRDL stands for the Institute for Research Design in Librarianship.  It is itself the product of an IMLS grant-funded research project to develop librarians’ research skills specifically as researchers (in addition to our role as providers of research support).  Its primary investigators, Marie Kennedy and Kris Brancolini, co-direct this project with grant matching funds from their home institution, Loyola Marymount University William H. Hannon Library.  Their direction in partnership with the San José State University School of Information, the Statewide California Electronic Library Consortium (SCELC) and others are what make this life-changing experience for librarians possible. A 9-day workshop on the LMU campus (aka beautiful Los Angeles, CA!) kicks off the institute, but the experience continues for an entire year with progressive networking, mentoring, and collaboration opportunities built in to prepare researchers for disseminating their work.

When this opportunity first came to my attention, the timing of the proposal deadline fell (like so many others seemed to) way too late for me to pull anything together.  With ambivalent hope, I added this to my calendar and annual goals to apply for the following year.  Turns out, as I began approaching my application, I realized what great timing (falling from December to January) the call for proposal offers. Besides the usual window of downtime in academia, just the difference between a month-long window for proposals, as opposed to a single application deadline, is the kind of careful thought and facilitative detail that permeate everything about the IRDL experience and what set it apart.


I admit, there’s kind of a weird mixture of both honor and humility in becoming an IRDL Scholar.  We are by design:

“a diverse group of academic and research librarians who are motivated and enthusiastic about conducting research but need additional training and/or other support to perform the steps successfully”.

It takes an uneasy bit of vulnerability to recognize your own limitations in a skill so necessary for your field.  Maybe this opportunity seems natural and reasonable for librarians at the beginning of their career, or someone changing library specialization (say from public to academic).  The Institute’s generous interpretation of a novice researcher includes new librarians for sure, but also recognizes the variation and barriers that exist for library research support.  That could be in the variety of institutional resources, MLS program strengths, or even research methods education undertaken too many years and paces-of-change ago to adequately support today’s research needs.  What about librarians who have already published research?  Yes!  That too!  And we can call it all into question, which is a good thing.

At the same time that IRDL scholars recognize these limitations, we also must recognize — and are recognized for — the fact that our research is worth pursuing and generously supporting.   My unique brand of novice researcher stems from working primarily in technical services and leadership positions, on and off the tenure track, and directly involved a lot of organizational restructuring and change.  This has meant wide variation in available time, focus, and research methods application. Ever- “motivated and enthusiastic” however, I’ve sought out countless webinars, brown bags, mentor conversations, e-forums, and conference sessions on making time for research, developing research questions, networking for publication, and more. Yet nothing has been as effective as what I took away from IRDL.

The secret sauce (*winks to Marie*) that IRDL offers library researchers includes:

First, other motivated and enthusiastic scholars like you with the same (and yet unique) gaps in trying to cross their own research bridge.  You learn from others in a way you can’t learn in just a textbook, or webinar, or conference session.  Part of that is because the learning frames a specific and applicable need. But the other part is the community of expertise IRDL provides and how it includes the expertise of the novice researchers.  As these ITLWTLP blogging librarians discovered, it’s an important distinction between needs based learning (aka problem based learning) and critical pedagogy.   Taking the skills learned at IRDL, I am certainly more confident in my ability and ways to help my colleagues’ research.  However, I don’t approach this in a teach-the-teacher way, but as true peer researchers – vulnerabilities, strengths, and all.  This peer dynamic is what I think  we expect to happen professionally between colleagues,  but somehow haven’t always managed to achieve.

Secondly, IRDL intentionally builds real and ongoing research network relationships. Not just talking about networking or giving networking tips. Not just one kind of research network, or mentor, or just colleagues you know who are also responsible for research.  I mean a variety of differently strength-ed researchers in your network who are committed themselves to a network of research relationships, as well as committed to improving the design, methods, and impact of published library research literature.

Finally, IRDL (in true California style) offers the value of reflection. Throughout the week together with my IRDL cohort, we reflected on our research as it changed dramatically from day to day; reflected as a group as we learned and struggled to learn together; and reflected individually about our experiences, needs, and interpersonal growth.  Now we have begun reflecting on our progress and ultimate goals with an expanded network of IRDL scholars and mentors as we continue this year-long (life-long) endeavor.

If you are interested in applying to become a IRDL scholar, I encourage to follow @IRDLonline  and set a goal for preparing your 2019 proposals.  You won’t regret it and I will be delighted to meet you!

Crossing the Bridge: Library School to Library Job

Please welcome our new First Year Academic Librarian Experience blogger Nisha Mody, Health & Life Sciences Librarian at the Louise M. Darling Biomedical Library at the University of California, Los Angeles.

In the summer of 2016, I decided to start applying for librarian jobs. I wouldn’t graduate until May 2017 at the earliest, but a Health & Life Sciences Librarian position at UCLA immediately sparked my interest. Before getting my MLIS, I was a speech-language pathologist. And I love the sun. These two experiences convinced me that I was qualified for this position. I figured this would get me to start updating my resume and website (which now needs more updating). And it worked, I got the job! I was shocked and overjoyed.

Since I was applying to jobs on an earlier timeline, I also ended up starting my position before I finished my MLIS. Thankfully, the University of Illinois at Urbana-Champaign has an online learning option to complete an MLIS. So I moved out to La La Land in March 2017 to start my first real librarian job. I have been in my position for a little over 6 months now, and while it took me awhile to understand the myriad of UCLA acronyms, I am finally starting to feel that I have a decent grasp of how things work. However, this grasp has been very (or not very) informed by my experience in my MLIS classes and while working at the Communications Library. I was also able to chronicle several of my experiences and reflections while writing for Hack Library School. Similar to Abby, I took the advice to get as much library experience as possible. I tried my best given that this is my third career, I am in my mid-30s, and I honestly just wanted to get this show on the road.

Now that I have gotten that first library job, I am starting to see what I did learn in library school and working in a library – these lessons have helped me tremendously. However, I realized that there were some learning opportunities I missed. Yet one of the most enlightening aspects of my experience has nothing to do with library school. Rather, I see how the skills I obtained in my previous careers in IT consulting, IT recruiting, and speech-language pathology are transferring to library-land. I’ll outline each of these a bit right here:

What did I learn?

While working at the Communications Library, I gained knowledge about the importance of positive patron interactions (and how to communicate in not-so-positive interactions), outreach, library organization, the integrated library system, interlibrary loan, and the myriad of possibilities to be more critical in all of these areas (and more).

In library classes, I learned the value of intellectual freedom and how this related to control. I learned how various medium of books (print, electronic, and everything in between) are perceived and used. While I don’t ever see myself working in technical services, I gained knowledge about cataloging and metadata which have helped me understand how resources are categorized. My involvement in University of Illinois’ local Progressive Librarian’s Guild chapter allowed me to advocate for issues seemingly outside my immediate library space. I was also able to integrate experiences from library school to my work in a library through an independent study by starting a Human Library chapter.

All of these lessons (and probably more) were essential to how I view the library today. They have given me the framework for my work today and in the future, especially to never remain neutral as a librarian.

What did I miss?

One of the things I loved about my program was that there was a lot of freedom in the classes you could take. However, the downside of this is that I chose to take classes that looked oh so dreamy. As a result, some of the practical classes fell by the wayside. I wish I took classes around collection development and the administration and management of libraries. I never felt the urge to be a collection development librarian, but I do have to start making these decisions within my current role. I know I can learn this on the job, however, having a better foundation would have been helpful.

I am only now really seeing Ranganathan’s fifth law, “The library is a growing organism” in action. But, in my opinion, it is critical to really understand how different functions within a library relate to each other to see this organism in action. After being in less fulfilling careers, I was resolved to take the classes I was passionate about. And while I am happy I was able to do this, I forgot that I am also passionate about the library itself. This required me to have a grounded understanding in all of the different areas of librarianship whether I was to focus upon them or not.

What have I been able to transfer?

While I am thrilled to not directly be working in corporate culture (because, let’s be real, it is always integrated in our work), I did learn valuable skills regarding project management organizational structure, processes, and workflows, that I can infuse into my work today. I also dealt with various stakeholders in these positions; I see how these interpersonal skills have been beneficial when I interact with vendors now. These experiences have also given me critical thinking skills to analyze and navigate through a stakeholder’s motives and desires.

My work as a speech-language pathologist has first and foremost amplified my empathy. Invisible disabilities are real, and I have learned to never assume anything about a colleague and/or patron. While working in the schools, I learned about a lot of economic, family, and social obstacles that many of my students faced. Everyone has a story, and this has been important for me to keep in mind as a librarian. Additionally, being a speech-language pathologist requires one to create tangible goals for patients/students/clients to measure progress. This has easily translated into learning outcomes for library instruction. I realized that I have always been a teacher of sorts, and while the setting is different, the skills are transferable.

I am truly looking forward to contributing to this blog, and I hope that my skills and knowledge are ever-increasing – building upon the past and supporting a growing organism.

HLS/ACRLog: Tweet your heart out?: Social Media and Expanding Professional Development

Today we welcome a post by Zohra Saulat as part of our collaboration with Hack Library School. Zohra Saulat is a second-year MLIS student and graduate assistant at the University of Illinois Urbana-Champaign. She plans on becoming an instructional and reference librarian. Through librarianship, she hopes to do her part in making information accessible. She likes cats, chai, and cardigans, as well as alliteration. She tweets occasionally @zohrasaulat.

From MySpace and Facebook to Twitter, Instagram, and Snapchat, social media is one the most radical developments in the past fifteen years, altering the way we do things and think about things. Information is everywhere. News is not just available through print newspapers, nor through the publisher’s website, but is disseminated via social media. Thus, discussions are no longer confined to a room, nor limited to face-to-face interactions, but conversations now also occur in digital space. We can share our ideas with others across the world. We are connected now more than ever. The way we communicate, present ourselves, and take in information has expanded thanks to social media.

Whether an individual or an institution, having an online presence is necessary to stay connected in today’s world. Many businesses and organizations have strategically increased their reach to target audiences through various social media platforms. Libraries, too, have been using social media to market their services and resources. Much has been written about how libraries can effectively utilize social media, but there is little literature on another fascinating trend: how librarians use personal social media accounts for professional development and networking.

Each social media platform has been designed for a unique purpose. LinkedIn is considered the typical platform used by a myriad professionals for networking. Librarians, ever the innovative bunch, are taking advantage of another platform to connect with each other professionally. Twitter, in particular, allows for librarians to easily discover other librarians and engage in both professional and personal discussion. Twitter was essentially created to quickly share bits of thoughts and information. A bit like a diary entry, a bit like the Facebook status and a bit like the comments section of an online newspaper, Twitter has naturally emerged as an alternative space to broadcast thoughts and have conversation regarding any and everything from politics, to pop culture, or the personal.

Librarians can find each other using hashtags (#library #librarians etc.). Twitter also offers suggestions on who users might be interested in following based on what they tweet or who they follow. Librarians may promote job postings and other professional opportunities. I’ve seen librarians actively seek out hotel roommates or organize meet-ups for conference trips. Often during LIS conferences, librarians at the conference as well as those who are not attending can follow the dialogue via a hashtag. Organized Twitter chats also take place. #Critlib, short for “critical librarianship” hosts bi-monthly Twitter chats on specific topics within librarianship. Hack Library School also hosted a Twitter chat earlier this year. Our profession is known for being progressive and socially conscious. Being able to discuss important topics and connect with librarians across the country, and around the globe, can potentially bring forth recognition and solutions to the issues we care about as a profession. Additionally, all of this fosters a supportive and inclusive professional support system outside of work.

However, there are a few drawbacks we should be cognizant of when identifying ourselves professionally on a personal and public account. Even though for the most part I have seen excellent use of social media amongst LIS professionals in managing the line between professional and personal, I have come across a few questionable, and even shocking, instances on Twitter. As a general rule of thumb, one should refrain from posting work gossip or any sort of “dirty laundry.” This etiquette may seem to be common sense, but I feel it is worth reiterating: if you are identifying yourself as a professional on a public account, even if it is a personal account, you should act professionally.

As someone who grew up using social media, I recognize that folks of my generation do have a tendency to overshare on social media. When discussing this issue with a few of my colleagues, some shared that they make a conscious decision to filter what they post: nothing too partisan, nothing too negative or whine-y. This may not be ideal to some, but the reality is that there can be consequences. Employers do look through social media accounts of prospective employees. I have even heard of an instance or two where seemingly qualified candidates were not offered interviews because they did not seem to be an “institutional fit.” Before even getting a chance to speak with the hiring committee, these candidates were eliminated based on an impression. This may be problematic or unfair, but it is the reality: Whether the impression is based off a few tweets or minimal interaction through in-person professional collaboration, it is similar.

Social media is an extension of ourselves. The way we post on social media undoubtedly imparts an impression to whoever sees it, whether an employer or an acquaintance. From our default picture, to our header image, our bio; however we chose to represent ourselves on social media may not necessarily be the full picture of who we are and can unfortunately be taken out of context.

This is not to say we cannot be political or voice our opinions, we just need to be conscious of how we represent ourselves and our place of employment. Many librarians issue a disclaimer in their Twitter bio that their tweets do not represent their employer. It can be easy to rant on social media. If you find yourself needing to vent about work or the job hunt that is perfectly acceptable, just don’t do it on public social media accounts where it can come back to bite you. If anything, you want to make yourself look good (i.e. employable) on social media; so take advantage of these platforms to highlight your achievements. Ultimately, as the name implies, as information professionals, we should be professional and be able to expertly manage information, including our own.

Though not exactly created for networking, Twitter has proven a great tool for professional development, especially for librarians. This post is merely intended to be exploratory. It will be interesting to see studies on how librarians can effectively use Twitter for professional development. However by then, I am sure there will be another tool or technology that librarians will be taking over.

Many thanks to ACRLog and Hack Library School for this opportunity.

HLS/ACRlog: How to Encourage and Assist New Subject Librarians

Today we welcome a post by Zoë McLaughlin as part of our collaboration with Hack Library School . Zoë McLaughlin is a Master’s student at the University of Michigan’s School of Information.  She plans to become an area studies librarian focused on Southeast Asia.  Her main area of focus is Indonesia, though lately she spends a lot of her time cataloging Malay-language books and learning Thai.  In her spare time, she translates Indonesian fiction and poetry, writes fiction, reads everything she can get her hands on, and dances.  Find her on Twitter, LinkedIn, or at her personal blog.

 

This summer, I attended a meeting that brought together a number of people with an interest in Southeast Asia, including subject librarians.  During the meeting, someone brought up the question of how to encourage and assist people who might want to become Southeast Asia subject librarians themselves.  I did not have any answers at the time, but I’ve since done some thinking about institutional memory, my current precarious-feeling position in the field, and what the future might hold.  With this in mind, I’d like to present some suggestions for encouraging and helping newcomers to Southeast Asia librarianship and to subject librarianship more broadly.

  1. Provide short-term opportunities

The internships I’ve completed have been invaluable in learning about a specialized field.  I can acquire general knowledge of library science in my classes, but working in a real working environment teaches new skills that I cannot learn anywhere else.  I’ve learned about Romanization tables and how to acquire government publications.  We didn’t talk about this in library school.

If you have a short-term project and you could use some help, please circulate that information.  While paid internships and other short-term opportunities are obviously ideal, publicize unpaid opportunities as well—I might be able to find the funding on my own.  This way, I can learn from you; you can get help with a project; and the commitment required from both of us is specific and relatively small.

  1. Provide extended opportunities

Again, I recognize that finding funding for anything, particularly something long-term, can be a challenge.  However, this is the most direct way to influence my professional trajectory and pass on institutional knowledge.  As I begin my own job search, I am considering applying to residencies as a way to get this sort of experience for myself.  That said, residencies are few and far between, especially ones with an area studies focus.

But imagine a residency geared specifically toward training new subject librarians.  This would provide space for new librarians to learn and for seasoned librarians to teach, while removing the pressures of working in what can often be a solitary subject librarian position.

A program such as this would take work to pull off, which leads me to my next point:

  1. Advocate from within your institution

Situated within a university, you are already positioned to advocate for change in a way that I am not.  Propose the creation of learning opportunities—short- and long-term—for emerging professionals to learn the intricacies of the field.  Large, institutional changes need to come from within.  Push for the creation of new residency programs or formalized internship programs.  Present your concerns about the future of the field to your library and ask for help in finding solutions.

  1. Provide guidance

If you are not in a position to provide large or extensive opportunities, your guidance and advice is still invaluable.  Let me know about conferences, meetings, and other events that you think might interest me or might benefit my professional growth.  I cannot stress how important it was when my mentor offhandedly mentioned that I might want to attend the Association for Asian Studies conference.  Not only did I learn much more about the profession simply from attending meetings at the conference, I also made contacts that led me to securing my summer internship.

Small conversations can also benefit me greatly: tell me about the path that led to your current job, tell me about how you track down hard-to-find books, tell me about useful contacts that you’ve made over the years and how you managed to make them.  Informal conversations can be as helpful as more formal opportunities.

  1. Foster partnerships between institutions

Especially in a field as small as Southeast Asian studies, we are spread out between institutions and locations.  New librarians are just at the beginning of their careers while others are retiring; the retention of institutional memory extends beyond a single university’s walls.  Working together, we can share knowledge and collaborate on projects larger than those within a single institution.  This can ensure broad continuity and smoother transitions moving forward.

Reach out and we can work together!  Ultimately, we’re both interested in furthering knowledge about our specific field, so let’s figure out ways to make that happen!

HLS/ACRLog: First Generation College Students and the Job Search with an MLIS

Today we welcome a post by Chloe Waryan as part of our collaboration with Hack Library School . Chloe Waryan is a MLIS candidate at the University of Iowa. She entered into the library field by way of urban public libraries, as a patron, a volunteer, and eventually an employee. She now works as a technical editor for an academic journal. Chloe’s professional interests include access, preservation, and outreach.

I am not sure if any time is “the best time” to choose to go to graduate school for library and information science, but 2016 was definitely an interesting choice. Growing up, I knew very few professionals with college degrees, so I was not prepared for the relative poverty that most graduate students live in today. Like many of my classmates, paying for library school is constantly on my mind, as it is the biggest purchase I’ve ever made. There is an immense privilege attached to going to college, yet it comes with an extreme price tag. Despite our oversharing culture, high tuition has become the new normal and it is hardly ever discussed. It’s a confusing time. Is it hypocritical for academics to complain about high tuition? Can students be against degree inflation while still being supportive of the education we are receiving? The hardest part of starting library school last year wasn’t the coursework or the final exams. It was attempting to wrestle with the value and the values of my soon-to-be-obtained MLIS.

 

We’ve all heard the phrase: “the college degree is becoming the new high school diploma!” This means that despite the high tuition, the college students today are not the elite. Students from all economic classes are awarded the great opportunity to attend college, with help from scholarships and loans. According to the 2010 study from the Department of Education, an estimated 50% of all college students currently enrolled are first generation college students (including myself), who are statistically at a greater risk for dropping out due to many factors, one being imposter syndrome.

 

Have you ever hesitated to apply for a job because you think you’re not qualified? That is imposter syndrome. Imposter syndrome has the potential to follow students not only through their bachelor’s programs, but their graduate programs and job search.  According to many postings on the ALAJoblist, one must have an MLIS to become an academic librarian. Often time, a second master’s degree or Ph.D. is preferred. Amidst the ever-changing environment of higher education, we are no longer advocating towards lifelong learning as “a key to longer, healthier, more satisfying and productive lives,” (Education and Continuous Learning, ALA) but rather, pushing “lifelong learning to stay employed,” (Kim, 2). If degree inflation continues in this rate, a Ph.D. will be required to hold a librarian position. If that becomes the case, who will we be excluding?

 

I admire librarians who have decades of library experience but no college degree. When I graduate, they will still be far more experienced than I. They are the toughest, smartest, kindest professionals, and I consider them pioneers in their field. My hero librarians have gained their expertise by working in a professional environment, taking classes as non-degree seeking students, critically thinking on their own, and of course, through reading books. They do not see gaining a library job as an endgame, but rather as an opportunity to potentially learn what they were not afforded to learn in college. If they applied for another job either laterally or higher up, they would not get the position because of their lack of formal education. Potential employers would be missing out on their creativity, productivity, and entrepreneurial spirit. I have also known librarians who have Ph.D.s who have seem to forgotten the core values of librarianship. We are working with two different sets of standards: one set is formal education and one set is experience. Hiring committees should be able to reflect in their postings that both sets have merit. If anyone can compromise between two different sets of standards, a librarian can.

 

By putting a college degree on a pedestal, we exclude others who have chosen not to get or who are barred from getting the education with which we are privileged. If degree inflation continues, I predict that the LIS field will include those who feel comfortable in an academic setting, thus excluding the first generation college students currently enrolled in America (which, as a reminder, is half of everyone currently enrolled in college). Why are we not hiring people who accurately represent the demographics of our school? I will add that this is not necessarily all our fault, as much of this comes from administration and union restraints, from the competitive job market and from our fear-driven economy. The anxiety and fear we face as library professionals in America right now is overwhelming. We can only try to be more welcoming to those who offer unique perspectives.

 

To be clear, I do not think that the MLIS isn’t valuable. It is a huge accomplishment. Aside from luck, convenience and privilege, I work towards a master’s degree because I want a job that I enjoy, and I want to prepare myself for that job through a combination of schooling and work. However, I must admit that the thought of applying for a job as an academic library is incredibly intimidating. I have heard stories about the all-day interviews. I have been told to save a few thousand dollars to travel to interviews. I have also been told to brush up on my dining etiquette because the casual lunch “counts.” Even after overcoming the struggles of a first generation college student, I fear that I am unemployable. As academic librarians, you have a responsibility to your students and your applicants. It is your responsibility to show these new faces that they have unique perspectives needed in their respective fields, their institution is proud to be represented by them, continuing education is something to be admired and it is never a burden to ask for help. You also have a responsibility to yourself. Show that the journey doesn’t end with the completion of the degree. Welcome and learn from your coworkers. Despite the larger issues in America, patience and compassion towards everyone, no matter what socioeconomic background, can create a new era in which everyone will want to become librarians.

Thank you to ACRLog and Hack Library School for this opportunity.  

 

References:

 

Cardoza, Kavitha. “First-Generation College Students Are Not Succeeding in College, and

Money Isn’t the Problem.” The Washington Post, WP Company, 20 Jan. 2016, www.washingtonpost.com/posteverything/wp/2016/01/20/first-generation-college-students-are-not-succeeding-in-college-and-money-isnt-the-problem/?utm_term=.d26f3ac65369.

 

“Education and Continuous Learning.” About ALA, American Library Association, 13 May 2013, www.ala.org/aboutala/missionhistory/keyactionareas/educationaction/educationcontinuing.

 

“Home.” First Generation Foundation, First Generation Foundation, 2013, www.firstgenerationfoundation.org/.

 

Kim, Bohyun. “Higher ‘Professional’ Ed, Lifelong Learning to Stay Employed, Quantified Self, and Libraries.” ACRLog, ACRL, 1 Apr. 2014, acrlog.org/2014/04/01/higher-professional-ed-lifelong-learning-to-stay-employed-quantified-self-and-libraries/.