Keeping UP: What Technical Services Librarians Should Know and Where They Can Go to Learn It
4/30/2004
Hogan Center, College of the Holy Cross
Worcester, MA
Morning speaker: Michael Gorman, Dean of Library Services, Henry Madden
Library, California State University, Fresno:
Technical Services in the LIS Curriculum
Breakout sessions:
George Needham (OCLC): Online Learning Options for Staff
Dorothy Morgan (Liverpool, N.Y., Public Library): Paraprofessional Certification: Past, Present and Future Possibilities
Jodi C. Williams (University of Maine, Augusta): Mentoring in the Library: Inspiring Growth and Sharing Ideas
Judith Brink (University of New Hampshire) and Karl Fattig (Bowdoin College), facilitators: Discussion Group: Local Strategies for Developing and fostering Professional Development in Technical Services
Lunchtime speaker: Diane Baden (NELINET, Inc.):
ALCTS, ALA Association for Library Collections and Technical Services
Afternoon speaker: Heidi Hoerman (School of Library & Information Science, University of South Carolina):
Education for Technical Services: The Possibilities of Distance Education
Michael Gorman, Dean of Library Services, Henry Madden Library, California
State University, Fresno
Technical Services in the LIS Curriculum
The text of Mr. Gorman's address (Word format)
Mr. Gorman has kindly allowed NETSL to include the text of his
address here, with the caveat that "the paper was put together from other
presentations (with some NETSL specific elements) so it is a pot-pourri of
published and unpublished and new matter."
Online Learning Options for Staff
George Needham (OCLC)
This hour-long session was fun and informative for attendees. The purpose of
Mr. Needham's presentation was to discuss online choices for continued learning
and training in the library and information field. He made it clear that there
were numerous options, depending upon the learning styles and time constraints
of the trainee. An OCLC Library Training & Education Market Needs Assessment
Study was conducted in which to assess the needs of librarians and library
workers when it comes to online training opportunities.
Mr. Needham talked about E-Learning, defined as online education, and its
continuous growth in the information industry. Two of the top growing companies
are E-learning companies, according to Mr. Needham. Audience members responded
to his question of whether they had ever participated in any online courses, and
several responded that they had. The benefits of online learning as discussed by
some of the audience members were convenience (can be in your pajamas and "bunny
slippers"), one can take a course at any time, and progress at one's own
learning pace. Some participants complained about some online experiences as
being too easy and slow, lack of documentation regarding completion of a course,
and the lack of human interaction and input. In general, the audience felt that
online learning was a positive way to learn especially when combined with other
methods.
While earlier E-learning opportunities were initially not as successful or
popular, Mr. Needham presented the audience with various current online
opportunities for lifelong learning. He began by discussing the Outsell Survey,
2002, done by OCLC to determine the needs of library staff. A major focus of
this survey was on the use of web-based learning opportunities. This survey was
used to help determine the kinds of learning needed by library staff, along with
where learning needs are not being met.
He described online learning methods as on a continuum from the most
intervention needed, to the least needed. Course Management Systems such as
WebCT, Cyberlearning, Blackboard, and others, manage course cooperation between
the instructor and the students. These support the traditional classroom
activities by providing assignments, reserve readings, syllabi, and online
discussion opportunities. He went on to define Instructor-Led classes as
synchronous courses, usually with students in located in various locations.
These courses provide readings, projects, testing, and more. Mr. Needham told
the audience that costs of these courses are comparable to on-campus education,
if one considers savings on transportation and housing. Instructor-Facilitated
courses are those online courses with an instructor who provides lectures and
discussions, often along with links to other sites. In Instructor-Facilitated
courses, there is generally no direct interaction between the instructor and the
students. Mr. Needham gave several examples of online programs at various
Universities (including Drexel, Southern Connecticut State University), and
mentioned that there are Online MLS programs available.
Mr. Needham provided the audience with a link to a document written by the
OCLC E-Learning Task Force which explains how academic courses can be enhanced
by online learning. He then went on to give examples of online learning
opportunities, starting with OCLC Professional Development, tutorials, and
online learning. Other learning opportunities mentioned were WebJunction, an
online community for library staff to share ideas, Dynix online seminars (highly
recommended by Mr. Needham), and Drexel University Online (a fee-based service).
Mr. Needham provided attendees with enough online learning resources to keep
them busy for a long time.
Resources described in "Online Learning Opportunities for Staff"
Courtesy of George Needham
Resources: OCLC
Resources: Library-Oriented
Resources: General
Reported by Carol Will
University of Massachusetts
Student, University of Rhode Island Graduate School of Library and Information Studies
Mentoring in the Library: Inspiring Growth and Sharing Ideas
Jodi C. Williams (University of Maine, Augusta)
Imagine owning a treasure that increases in value each time you share it with
someone. Impossible? Not when the treasure is knowledge. At the NETSL meeting on
April 30th, those who attended Breakout Session C heard a call to action. Jodi
C. Williams from the University of Maine presented Mentoring in the
Library: Inspiring Growth and Sharing Ideas in which she asked
those who hold the treasure to consider sharing it. In short, become a mentor to
the new members of our profession.
"I can barely get my own work done. I simply don't have time to
take this on as well."
You will need to invest time initially
in order to insure a successful mentoring experience for both participants, but
consider the ultimate benefits. Once you've created the program, you will have
no difficulty finding projects and work for the mentees. Who doesn't have
projects on the "back burner" that we never find the time to start, much less
complete? You can start with smaller, defined tasks but will quickly see that
they are willing and eager to take on as much as possible. For example, mentees
have updated policy and procedure manuals, cleared out backlogs, completed
unfinished projects and even undertook new projects.
"We already have volunteers and some interns here. What's the
difference?"
There are some differences that make this
relationship unique. A mentor is an experienced, trusted advisor who can help an
individual fulfill his/her own potential. Mentoring relationships are typically
one-on-one, mutually beneficial, long term arrangements that offer benefits to
both participants. Mentors have a wealth of real-life experience and knowledge
that perfectly complements classroom instruction. Mentors can provide
information, instruction and even inspiration to a newcomer. The mentees bring
energy and enthusiasm to the work that can be rejuvenating. They can also
provide information on current technical services instruction that can benefit
the department.
"I don't know how to explain what I do - I just do it."
There is a "knowing" that is demonstrated by and develops from
doing. We can readily demonstrate our knowledge by executing the action, but it
isn't always easy to articulate the "hows" and "whys" behind the action. Mentors
need to be comfortable with all the different ways that effectively communicate
knowledge and information, including talking, listening and being watched as we
"do what we do". All of these methods of communication will be learning
experiences.
"How can I make this a successful experience?"
Plan ahead, communicate honestly, assess frequently. Mentoring
relationships are most successful when both individuals are clear from the
outset about what each hopes to gain from the experience. First discuss and then
document the goals and expectations that you both hope to achieve. For example,
if you are looking forward to a completely updated procedure manual but your
mentee wants to concentrate learning the systems for managing periodicals, then
these conflicting expectations will be a problem if not discussed and resolved.
Once the situation has been mutually agreed upon and organized, commit to a
periodic assessment of the relationship. Are you both satisfied? Are the goals
appropriate or do they need revision? Are the resources available and
sufficient? What's been accomplished thus far? Are expectations being met?
"OK, you've convinced me. Now how do I get started?"
Often it's simply a matter of contacting the state library
organizations or the schools offering degrees in library science and expressing
interest in offering to be a mentor. Since there is no single database or
registry list, it may initially require some persistence to find the right
contact person within these organizations and institutions. Don't overlook your
own organization either. New employees would welcome the opportunity to learn
from a "pro" and current employees would appreciate the opportunity to increase
and enhance their skills.
Additional information and guidance on the subject is readily available.
The National Mentoring Center has a lending library of books and materials on
mentoring with information at:
http://www.nwrel.org/mentoring/library.html.
An extensive bibliography of information on mentoring can be found at:
http://colt.ucr.edu/bibmentoring.html.
You are also invited to contact Jodi directly at: jodi.williams@maine.edu.
If we value what we do and want to see the work continue, we owe it to the
profession that served us to pass on our knowledge and keep it alive and vital.
Let's not miss these opportunities to develop the next generation of
librarians.
Reported by Kate Cheromcha
Student, University of Rhode Island Graduate
School of Library and Information Studies
Diane Baden (NELINET, Inc.)
ALCTS, ALA Association for Library
Collections and Technical Services
Since 2001, NETSL's spring conferences have featured short after-lunch
presentations about related technical services organizations. Diane Baden,
Associate Director, NELINET Inc., discussed ALCTS, with an emphasis on its
continuing education efforts. The current ALCTS director, staff, and board are
all very much committed to continuing education. ALCTS offers Web-based courses,
ALA summer preconferences , as well as regional institutes and workshops on a
variety of subjects. Ms. Baden is particularly involved with an initiative which
explores the potential for partnerships between ALCTS and library schools via
the Association for Library and Information Science Education (ALISE). Due in
part to differing views of what is important in education for librarianship,
there have been difficulties in forming these relationships, but the initiative
is continuing.
In 2000, the Library of Congress sponsored an invitational conference on
"Bibliographic Control in the New Millennium." A detailed
Action Plan
resulted from the conference, and ALCTS was assigned a lead role for two "action
items" related to continuing education vis-à-vis bibliographic control of web
resources. Item 5.1 concerns LIS curricula. A joint ALCTS/ALISE task force for
this action item was charged to investigate the changes needed to prepare
librarians with the expertise to develop and apply metadata for control of web
resources, but this investigation developed into a broader concern with
cataloging education. The task force's report describes different levels of
expertise, with the highest (third) level designated for those wanting to be
involved in metadata schemes applied to digital libraries. A second task force
was charged with implementing the recommendations of the first task force.
Actions have included a workshop at the 2004 ALA Midwinter Conference in San
Diego for practitioners, an electronic discussion list, a web-based
clearinghouse for teaching materials, and a "metadata basics" package to support
teaching. Item 5.3 concerns the continuing education needs of technical services
librarians. Again, ALCTS participated in the task force for this item, which has
three points of focus: identifying and enhancing core competencies among library
catalogers, devising and conducting training programs, and promoting the use,
understanding and refinement of metadata standards.
ALCTS is also working with the Program for Cooperative Cataloging at the
Library of Congress to develop a set of educational modules on the topic of
subject cataloging using the Library of Congress Subject Headings. This program,
which uses a "train-the-trainer" model, will be previewed in a two-day
preconference at the ALA Conference in Orlando this summer, and will be
available for general use later in 2004.
Reported by David Miller
Curry College
NETSL Writer/Editor
Heidi Lee Hoerman (School of Library and Information Science, University of
South Carolina):
Education for Technical Services: The Possibilities of
Distance Education
In her afternoon talk, Heidi Hoerman focused on the factors threatening
technical services education in LIS schools, described the distance education
program at the University of South Carolina, and advocated the benefits of this
approach to graduate education. USC is "trespassing into New England" by
marketing its distance education program to library school students in Maine.
The program is now working with its second cohort of Maine students, and
beginning with the third, focussing on rural public and school libraries.
Prof. Hoerman talked about the background of her involvement with education
for librarianship. She's always been a librarian, and is proud to say that she
teaches in an "L" rather than an "I" school (referring to the distinction in
emphasis between library science and information science). She initially became
involved with teaching in the 1980s, when she had difficulty hiring qualified
catalogers. Along with other colleagues such as Janet Swan Hill, she joined the
Association for Library and Information Science Education (ALISE) to investigate
the roots of this problem. In the course of things, she pursued doctoral studies
and began teaching. Unfortunately, there remains a shortage of educated,
qualified professionals in all of the specializations of librarianship.
Prof. Hoerman described a number of systemic factors which contribute to the
decline in core technical services in library schools. One important factor is
the closing of library schools in recent years, coupled with the shift in focus
which many schools have undergone to an information science emphasis. There are
fewer fulltime LIS educators with backgrounds as working librarians, so it is
very difficult to find applicants who are both interested in teaching technical
services, and qualified to do so by virtue of their experience. Also, in
general, new LIS faculty are older by the time they begin their teaching
careers, retire sooner and therefore need to be replaced more quickly.
Prof. Hoerman made a study to estimate the number of library school faculty
who are primarily professors of cataloging. Out of forty-eight schools, there
were a maximum of thirty full-time faculty who teach cataloging primarily, not
"on the side". Of these thirty, possibly twelve to fifteen undertake research in
addition to teaching. (The situation with serials is worse: only nine faculty
teach serials courses, and only two of these are full-time.) The rest of the
cataloging courses are taught by adjunct faculty. In many schools, all of the
cataloging courses are taught by adjuncts. Other configurations include all
distance education courses taught by adjuncts, or all specialized courses taught
by adjuncts, with full-time faculty teaching only basic courses.
This heavy reliance on adjunct faculty has great significance for the
development of library school curricula. First, it means that core values and
competencies in librarianship are not central to the knowledge base of the
full-time faculty. Adjunct faculty have little influence in planning the
curriculum, are less able to coordinate their work with the rest of the
curriculum, and have less time to devote to curriculum development in general.
Some adjunct faculty lack a multi-type library point of view, or tend to teach
current or local practices. Additionally, some adjunct faculty may have a
tendency to teach as if most of their students will take up their specialty, as
compared with placing their specialty in a broader professional context. Many
adjuncts teach only a few times over the course of their careers, as there is
frequently too much work involved in return for poor pay and benefits. Finally,
adjunct faculty often receive little or no mentoring. (In response to a later
audience comment, Dr. Hoerman emphasized that these observations are pertinent
to the typical institutional position of adjunct faculty, and not intended as
generalizations about quality of instruction.) The crucial point is that those
topics in which full-time faculty do not have expertise are precisely the topics
which are increasingly seen as marginal. As mentioned, increasing numbers of
fulltime LIS faculty have no working library background of any kind.
There have been fewer Ph.D.s granted in LIS since 1928, in total, than are
granted annually in the field of education. The forty-eight LIS schools are
generally small, with an average faculty size of about ten. American Library
Association standards for LIS school accreditation standards exacerbate the
dangerous movement away from "L" to "I", by encouraging schools to reward
faculty for they already know how to do. In short, we need more actual
professors of librarianship. We are running a risk of falling below a critical
mass of "actual breathing humans who are library science faculty." Information
science is only one part of what libraries do, and the profession requires
people trained and educated across the entire spectrum. Prof. Hoerman encouraged
the NETSL conference attendees to pursue a teaching career, as fulltime faculty
if possible or as adjuncts.
How can we optimize the use of the faculty we now have? One answer is through
distance education. Distance education is important for a number of reasons, not
least of which is its potential importance to the finances of an institution.
Between twenty-five and forty per cent of USC's income now comes from distance
education programs. This is likely to increase: as states continue to decrease
funds for public institutions, tuition becomes an ever more important source of
income.
Distance education in the United States can be traced as least as far back as
1920, with the University of Wisconsin's extension education program for 200-250
students. For many decades, the "flying (or driving) faculty" model was used,
but the effort involved in travel took its toll. The use of multiple media, so
characteristic of distance education today, is also not new, as radio and
television have been included in past initiatives. The varieties of media in use
today include video, live broadcasts, Web-based lectures, PowerPoint slides with
sound files, all-day face-to-face Saturday meetings, course packets,
proxy-server based access to library resources, and more. Chat rooms, for
example, have proven very successful for teaching descriptive cataloging.
USC's own distance education program began in the 1930s, with the slogan,
"The university will come to you." All USC faculty are involved, and there are
more distance education courses offered than local courses. Each course taught
at the university is offered in this fashion at some point. The university's
distance programs are taken to other states, such as Maine, when invited. Maine
students attended courses with South Carolina students in the same course
sections.
Prof. Hoerman discussed many of the positive aspects of teaching at a
distance. There is frequently a much higher level of student involvement in
distance education situations, as compared with that found in classrooms with
quiet and passive students. Larger numbers of students are accessible, up to 160
per course section. Although there has been a problem with online access to the
library journal literature, that problem is diminishing. (One most unfortunate
exception comes from ALA, as none of its disciplinary publications are available
online.) Distance education courses have the potential to improve the quality of
education in technical services, due in part to the use of a greater variety of
media and means of delivery. The faculty themselves are also exposed to a
greater variety of students, which raises everyone's interest and allows
exploration of regional differences. There is also the intriguing possibility of
distance education "collaboratives", in which the expertise of faculty with more
specialized areas of expertise is shared through cross-listing of courses among
multiple institutions. It is true, however, that administrative and policy
differences among schools, as well as mutual administration of funds, are
obstacles which must be addressed to make collaboratives effective.
In conclusion, Heidi Hoerman maintained that we cannot only rely on the
initiatives of organizations such as ALCTS, ALISE, and ALA to improve technical
services librarianship. Members of the profession must also take the initiative
as individuals, lest hers is fated to be the last generation of "L-school
professors" per se.
Reported by David Miller
Curry College
NETSL
Writer/Editor
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