Info Career Trends January 3, 2005 vol. 6, no. 1 ISSN 1532-0839 Published by Lisjobs.com - http://www.lisjobs.com E-mail: editor@lisjobs.com In This Issue (Next Generation Librarianship): 1) Editor's Note 2) Career Q&A From the Library Career People (choosing a specialty, career advice for high school student) 3) Management Experience Through the Back Door 4) Musings of a Nextgen Librarian 5) No Fear: How to Build Bridges With Next Generation Librarians 6) Career Advancement For Nextgen Librarians 7) Building Professional Bonds: ISU's New Librarians Interest Group 8) What's Online? Recommended Resources 9) But I Want To Hold It In My Hand! Review: The Branch Librarians' Handbook 10) Administrivia, Copyright, Subscription and Removal Instructions ======== Editor's Note Today's contributors discuss ways next generation librarians can move ahead, as well as ways different generations can work together effectively in today's library. Their varieties of attitudes and approaches parallel the variety inherent in our multigenerational, multifaceted profession, and provide food for thought for anyone interested in our field's future. On a related note, I'm currently working on a book on next generation librarianship, and am seeking people to provide their comments and insights on the subject. Please take a few moments to fill out the online survey at: http://www.lisjobs.com/nextgensurvey.htm - your thoughts on the subject will be greatly appreciated! Congratulations to Susanne Markgren and Tiffany Allen, ICT's "Library Career People" columnists, on the publication of a revised version of their March 2004 column: "How Do I Get There From Here?" in the Dec. 2004 edition of C&RL News. View it online at http://www.ala.org//ACRLtemplate.cfm?Section=december04&Template=/Me mbersOnly.cfm&ContentID=80175 OR http://makeashorterlink.com/?E2296381A . You'll need your ALA login ID and password to read. Have a question for the Library Career People? E-mail it to librarycareerpeople@lisjobs.com. You never know where your contributions to ICT will end up; consider writing for the newsletter! Currently seeking queries for the July 2005 issue, on "getting what you're worth," and the Sept. 2005 issue, on "what I wish I'd learned in library school." Send to editor@lisjobs.com, or see themes and contributor guidelines at http://www.lisjobs.com/newsletter/theme.htm for more info. Please note: The RSS feed for the newsletter HAS CHANGED. Resubscribe at: http://lisfeeds.com/rssme.php?url=http://www.lisjobs.com/newsletter/ current.htm OR by going to http://www.lisjobs.com/newsletter/current.htm and clicking the XML button. I apologize for any inconvenience. Please note also that the RSS feed for job ads HAS ALSO CHANGED to: http://lisfeeds.com/rssme.php?url=http://www.lisjobs.com/jobs/ , OR go to http://www.lisjobs.com/jobs/ and click on the XML button. If you're subscribed to the old feed, please resubscribe now. - Rachel (editor@lisjobs.com) ======== *** Find yourself with management responsibilities? Check out The Accidental Library Manager! http://www.lisjobs.com/talm/ ======== Career Q&A From the Library Career People (librarycareerpeople@lisjobs.com) Q: Hello! I'm in my first semester of LIS school. I like almost all of my classes so far, and, of course, want to enjoy the job I get after graduation, but I also need to make enough money to pay off loans. How do I choose the right specialty for me? SM: This is a question that many soon-to-be librarians struggle with during school. Not only do you want to be happy and fulfilled in your future profession, you want to make a decent living once you get a job. So, how does a student choose a specialty? Since you are in your first semester, you have time to learn about different types of jobs and explore the various paths of librarianship. My advice to you is to get experience, talk to people in the profession, do some reading, look at job ads, and ask yourself some personal, but important questions. It is difficult to know if you will really enjoy working in a specific area (e.g., cataloging, reference, instruction) or environment (e.g., public, academic, special) without actually spending some time in that area or environment. If feasible, get a job or volunteer in order to gain some hands-on experience in an area (or areas) that interest you. If working or volunteering is not possible, the next-best thing is to talk with librarians working in different types of libraries and in different roles, and find out what they do. Also, utilize your library school's career services center; talk to a career advisor and see what kinds of resources and tools she recommends to assist you in choosing a specialty. Some schools have mentoring programs. These match students with a librarian who is working in their area of interest and encourage them to learn about library operations, discuss professional issues and topics, and collaborate with on-the-job librarians. If you haven't yet, search out library-related journals, web sites, and blogs that cover different areas of the profession. This is a great way to learn about new research, tools, resources, and technology. Also, keep an eye on the job ads. Read the job descriptions closely to find out what types of jobs are available, what skills and qualifications the positions require, and the pay different institutions offer for various positions. Finally, ask yourself, what environment do you see yourself in: academic, public, school, special, or other (non-library)? How much does environment matter to you? Within these environments, the specialties are too numerous to name. Also note that a systems librarian at an academic library may be very similar to a systems librarian at a special library, or at a public library. Do you like working with children, with a diverse population, with graduate students? Are you analytical or extroverted, do you have a passion for music, or a second masters in Italian or mathematics? There are so many different factors you need to consider when trying to figure out what type of librarian you would like to be. Not to sound too obvious, but chances are you already have many assets and strengths that favor a specific area of librarianship - you just need to figure out what they might be. Librarianship is a very diverse profession, and today's constantly- changing library landscape compels librarians to take on many roles and wear many hats. This is the main reason why I love this profession. I must admit that I have myself changed my mind several times, while in school and after, and I've held a variety of roles and titles in all different kinds of libraries. Remember that, no matter what specialty you ultimately choose, you can always change your outlook and try something else. With that in mind, don't feel too much pressure to decide on a specific specialty just yet. For now, have fun exploring your options! Check out these sites for more information on specialties and salaries: The ABC's of library specialties http://www.rose.edu/lrc/careers/types.htm ALA's Careers in Libraries http://www.ala.org/ala/hrdr/careersinlibraries/careerslibraries.htm ARL Salary Survey http://www.arl.org/stats/salary/ LIScareer.com Career Planning Section (includes articles, links, and a listing of print resources) http://www.liscareer.com/careerplanning.htm Lisjobs.com Advice Section - Specialties Within the Profession http://www.lisjobs.com/advice.htm#special Placements and Salaries 2003: Jobs! (Eventually) http://www.libraryjournal.com/article/CA471018 (Be sure to look at the tables accompanying the article, especially "Salaries of Reporting Professionals by Area of Job Assignment.") Q: Hello. I am currently a junior in high school but am looking forward to starting a career as a librarian as soon as I get into college. I had some questions and I was wondering if someone could answer them or if there was a resource that would answer them. 1. Is there a high demand for librarians in the nation? (I live in Arizona, if that matters.) 2. What does the librarian of a library do, exactly? 3. What is the average degree of most United States librarians and is it a competitive job? TA: Well, it is always refreshing to see such a thoughtful, focused and ambitious individual in high school. It certainly sounds like you are intelligent (indicated, of course, by your interest in becoming a librarian) and that you have a strong interest in pursuing this course of study. Let me answer your questions, and give you some free advice along the way. What do librarians do, exactly? Librarians can do a lot of things. The beauty of librarianship is that you can specialize in a hundred different ways. We work in academic institutions, large and small. We work in corporate libraries, public libraries, school libraries, “cybraries,” and sometimes not even in a library at all. In addition to working in a variety of settings, librarians work with a wide variety of materials. The Occupational Outlook Handbook, 2004-05 Edition, by the Bureau of Labor Statistics, US Department of Labor (available on the Internet at http://www.bls.gov/oco/ocos068.htm ) is an excellent resource on the nature of work, working conditions, employment, education, and training for the field of librarianship. Perhaps the most significant statement from the Handbook regarding the work of librarians is the following: “Librarians assist people in finding information and using it effectively for personal and professional purposes.” Regardless of where or how, this sums up what all librarians have in common - they help people access information. Below, find some summarized facts regarding librarianship from the Occupational Outlook Handbook. For complete information, please refer to the original source. * Librarianship centers around three primary components: user services, technical services, and administrative services. Librarians are involved in providing information, including determining user needs, searching for, and acquiring information. In small libraries, librarians may handle all aspects of the work. Those in larger libraries generally specialize in one aspect of librarianship, such as acquisitions, cataloguing, or reference. The Internet and the rise of electronic resources make technological skills very important. * Work schedules vary based on environment. For example, school librarians usually have the same workday and vacation schedules as classroom teachers, while academic and public librarians have varying schedules to staff desks and provide coverage for extended hours, including weekends and evenings, as well as some holidays. Special librarians usually work normal business hours, but may need to work extended hours depending on the nature of the business environment in which they work. * An ALA-accredited master’s degree in library science (MLS) is usually required for librarian positions in most public, academic, and special libraries, and in some school libraries. For a list of ALA-accredited programs, visit http://www.ala.org/ala/education/accredprograms/accreditedprograms.h tm OR http://makeashorterlink.com/?C10321B1A . In addition to the MLS, computer knowledge and training and knowledge of one or more foreign languages are increasingly important. Most special librarians have additional training or education in their subject area, and most states require school librarians to be certified as teachers as well as earning the MLS. * Employment of librarians is expected to grow about as fast as the average for all occupations over the 2002-12 period. Job opportunities in librarianship are expected to be very good, because a large number of librarians are expected to retire in the coming decade. This will be tempered, though, by government budget cuts and the increasing use of computerized information storage and retrieval systems, resulting in the hiring of fewer librarians and the replacement of librarians with less costly library technicians. However, there will still be a need for librarians to manage staff and perform the more complex work of libraries. According to the Occupational Outlook Handbook, jobs for librarians outside traditional settings will grow the fastest over the decade. * “Many companies are turning to librarians because of their research and organizational skills and their knowledge of computer databases and library automation systems. Librarians can review vast amounts of information and analyze, evaluate, and organize it according to a company’s specific needs.” (Occupational Outlook Handbook, 2004-05) * Librarian salaries vary according to the type, size and location of the library, as well as the education, skills and abilities the librarian brings to the position. In 2002, librarians' median annual earnings were $43,090. I encourage you to explore librarianship while you are in high school and throughout your college tenure. You may want to volunteer in your high school library or public library, and then work as a part-time student assistant in your university library. These work experiences will help you get an idea of the different types of clientele, work assignments and environments that you may encounter in the field. Prepare yourself during college with literature courses, foreign language classes and entry-level computer classes, all of which will be especially relevant to the profession in the coming years. You’re very wise to be thinking this far ahead, and I hope I have given you some information to help chart your course toward your desired goals. For further reading, I would strongly recommend reviewing the full entry for librarians in the Occupational Outlook Handbook ( http://www.bls.gov/oco/ocos068.htm ), as well as the web sites for the American Library Association ( http://www.ala.org ) and the Special Libraries Association ( http://www.sla.org ). Also, check out http://www.lisjobs.com/states/arizona.htm for job opportunities in Arizona, which will help you get an idea of the salaries and types of jobs in your geographical area. *** Have a question for the Library Career People? E-mail it to librarycareerpeople@lisjobs.com, and you could see it answered in an upcoming column. Sorry, we cannot provide personal responses. About the Authors Tiffany Allen is currently serving as the Assistant Personnel Librarian at the University of North Carolina at Chapel Hill. Prior to her work in academic librarianship, Tiffany worked in a variety of libraries, including a small non-profit library and a large corporate research library. Susanne Markgren is Reference Coordinator and Web Librarian at the Levy Library, Mount Sinai School of Medicine, in New York City. Her career experience encompasses a variety of positions in different types of libraries, including public, special, and academic. ======== *** Post your resume online! See http://www.lisjobs.com/resumes.htm for details. ======== Management Experience Through the Back Door by Louise E. Alcorn (louise.alcorn@wdm-ia.com) Many Nextgens - new, younger librarians - run into a brick wall when trying to get management and leadership experience, which is often required to move "up the ladder" to supervisory and administrative positions. How do you get that experience, if it is not offered to you as part of your job? In the November issue of Info Career Trends, Chrissie Anderson Peters ("Unintentional Leaders," http://www.lisjobs.com/newsletter/archives/nov04capeters.htm ) discussed people who were thrust into leadership situations without seeking them out. This does happen - it happened to me, as I'll explain later - but what about when you are seeking leadership positions, but feel stymied on how to find and get into them? Also in November, Barbara J. Arnold (in "Developing the Leader in You," http://www.lisjobs.com/newsletter/archives/nov04barnold.htm ) outlined ideas for showing off your skills, including volunteering for committees or becoming expert on a topic of use to your organization. I want to expand on this idea and show you how "unintentional leadership" can be made to work for you: in particular, how opportunities for non-traditional management experience can be yours for the taking. One Librarian's Experience My experience serves as an example of some of the ways we can make our mark in libraries, using our unique skills and perspectives as newer librarians. I began my job straight out of library school (University of Michigan) in 1996. This was a newly-created position, Reference Technology Librarian, which mixed the standard tasks of a professional reference librarian and the know-how of a techie. One great leap forward in my leadership skills came when the library immediately set me to creating a library web site. About a year after the site went live, the City of West Des Moines, of which the Library is a semi-autonomous department, decided to create its own web presence. A committee was created (isn't it always?), and I was the logical choice to represent the library. I was a fairly new employee, and saw the chance not only to advance my own standing in the larger organization, but also to help the library - which tended to have a fairly low exposure in the city structure. I wanted to show my worth, and the worth of libraries in general to projects of this kind. Librarians know how people look for information; we can help others understand this, and design accordingly! I quickly realized that, among the committee members, I had the most experience with site creation. Also, I had picked up tips and learned about pitfalls in working on a collaborative web site design project during my tenure on the original Internet Public Library Project at UMich. Remember those annoying group projects we all had to do in library school? Much to my dismay, those projects - not the work we produced, but the experience of working with others in a collaborative effort - turned out to be the most useful thing I learned in grad school. Among other things, I'd learned that my best skills were in the daily grunt work of making sure things got communicated and tasks got done. So, that's what I jumped in and did for the city. During that process, the committee members came to respect each other; in particular, my previous experience with collaborative web sites was useful. I found that, for the next year or so, I was the person most called upon when there was a question with the web site. I really felt I was contributing to my larger organization and to helping our citizens. A year or so later, we knew we had to have a more professional redesign. Money was found, and the Assistant to the City Manager was charged with the task. However, she had no experience with web design, or even with web maintenance. I gently pointed out that there was a standing committee which had been updating and maintaining the web site for some months. She'd thought she could just call up a company and task them, which showed a deep lack of understanding, not only of the varying costs of web site design, but also city procedure. (This, by the way, was my first experience with the tricky tightrope act of office politics - a management tool of the first water!) The committee was thus reconvened. I took it upon myself to prod the young woman in charge about policies, procedures and the importance of trusting the committee's experience. Just as we were to sign a contract with the chosen company, the Assistant moved on. Suddenly...I was in charge! This happened largely because I had been the primary communicator on the tasks and issues, including the RFP process for finding the designer. I ended up running meetings and somehow (it's a blur!) getting thirteen departments to agree on a design, color scheme, message and format for a web site which still, some years later, stands the test of time. I'm reasonably proud of the work we did, and my role in it. To some extent, my being thrust into this situation was "right place, right time," but it was also about sticking my foot in the door and making myself useful to the larger organization. Leadership = Management = Experience Yes, I was lucky, but how can you make this work for YOU? Have you volunteered for any committee - in your library, in your parent organization (city, university, company), or in your statewide associations - where you might be useful? Have you learned about a new technique/source/database/strategy that you could write up, not only for your library, but also for a statewide newsletter? Have you simply jumped in and been willing to do the scut work on a large project your library is implementing? If you have done any of these things, have you made sure that those above you (or potential new employers!) have heard about them? I was lucky, but I also made some noise. Not whining, mind you, but standing up and saying "yes, I'll do that rather crappy piece of work you need done, and I'll do it well, and I'd like you to take notice." There is a fine line between making your accomplishments known and crowing, but it's possible. I have a dear friend who has been an academic librarian for over twenty years. I have another mentor who has been a public library director for at least that long. Both of them, independently, gave me the same valuable piece of advice. I was complaining that all the jobs I might apply for at a similar salary level required two to five years of "supervisory or management experience." I don't supervise anyone directly, nor do I have opportunity to do so in my organization. Both of my mentors pointed out that the experience I described above, and similar tasks which had come my way, constituted a nice line in project management. This type of experience can easily be sold to potential employers as roughly equivalent to supervisory experience. Employers want to know that you can work with people, make decisions, coordinate activities, and set tasks for others. What else is project management all about? I have to admit, this view of the work I had done had barely occurred to me, and I'd never thought it would be deemed useful by others when applying for jobs. My mentors are both in positions where they hire frequently. They couldn't believe I hadn't made a bigger deal of my experience! Lesson learned. Make Some Noise! A colleague of mine said recently: "The private sector recognizes project management experience as valid supervisory experience, and the main reason that the library world doesn't is because most people don't make enough noise about those roles that we take on." As a Nextgen librarian, your career path and skill building may not follow a traditional path - but you didn't want to be traditional anyway, did you? Take the opportunities that are offered to you, and a few that aren't, and make them your own. Take responsibility, take ownership, then tell people what you've done. The most likely response will be that you'll be given more to do, but that's what a career path is about - increased responsibility. If you're looking to change organizations, be sure that your resume reflects ALL that you have done, not just the traditional tasks expected from your job description. No one is going to hand you what you need to get ahead. Take some chances, take a few interesting detours, take on project management. Then write it up, shout it out, and make it known! Louise Alcorn received her MILS from The University of Michigan in 1996. She is the Reference Technology Librarian at the West Des Moines (Iowa) Public Library, a vibrant, growing suburban library in the Midwest. She's an active member of the NexGen Librarians list and can be reached at louise.alcorn@wdm-ia.com. ======== *** Need some encouragement on writing for publication? http://www.lisjobs.com/pub4lib/ ======== Musings of a Nextgen Librarian by Rachel Holt (takingmanhattan@riseup.net) Next generation librarians – we “Nextgens” – are often viewed by our colleagues with a mixture of bewilderment and mistrust. After all, who do we think we are? Strolling into library schools and library jobs with our Easter-egg-colored hair and our media savvy, we must seem like interlopers at best, altogether alien at worst. Then we open our mouths and say words like “social responsibility,” and, boy, you can just hear the arms crossing and the noses sniffing in libraries everywhere. I have some experience with this in my current job in a private, for-profit corporation. Because I am young, well, I’m treated a little differently. I am the de facto computer technical support for the whole department, even though my job description declares that I am to support one measly little software package. My colleagues either do not know or willfully ignore the fact that I have a master’s degree. I still get funny looks on the elevator whenever I wear pants to work. Small talk is virtually impossible – my colleagues don’t know any more what to talk to me about than they do their teenage daughters. I am, in spite of the fact I have been a permanent, full-time, contributing staff member for over a year, still seated at the kids’ table. I know I am not alone among my recently-graduated MLS peers. Nextgens do, however, have something more to contribute than mild- to-moderate social disarray. First, and most importantly, we have chosen to be librarians. Most of us will come to our first library jobs without ever having been in the workplace before, making us unique in many of our institutions. We chose the MLS program; we chose the profession. They did not choose us through recession or industry belt-tightening. Our enthusiasm is no more than that of our colleagues who have come from different careers, but it is no less potent, either. Many of us bring to our careers the belief that “librarian” is all we’ve ever wanted to be. This is an intangible benefit, but its impact cannot be overestimated. Second, and perhaps most obvious, we have a very high level of comfort with technology. We are the first generation to have had computers as toys when we were children. We were teenagers when the Internet was introduced. These innovations form part of our worldview. They are part of our group identity. We are comfortable with computers as helpmeets, avatars, gateways, and tools. We are comfortable with the alternative universe that is the World Wide Web. We know how to make these things work for us, how to apply them and integrate them into our lives. They were already applied and integrated when we graduated high school. To us there is no “wired world” and no “new economy:” just the world, just the economy, just another day at work. When we are in decision-making positions in our institutions, we will bring this comfort and familiarity to bear on the revolutionary changes that libraries are making in response to technological innovation. Third, and following from the above, we have a shared cultural experience with the generation following us, the Millennials. They are our younger brothers and sisters. Very often, we share the same points of reference, the same language, the same perspective on world events. Technology and media are the ties that bind. We and our younger patrons have grown up saturated with cultural information. We have been the primary recipients of the great information overload of the past twenty years. Nextgen librarians are in the perfect position to help our overwhelmed coming-of-age patrons learn to navigate the immensity of this expanded knowledge universe. We’ve learned to navigate it already – we earned the MLS. Fourth, we are the first generation of librarians to have experienced the library in its most modern mutation. We were the first students to use online library catalogs, the first to take college classes over the Internet, the first to send desperate reference questions over e-mail in the middle of the night. We were the first to experience the thrill of searching library collections in distant corners of the world from our dorm rooms. We bring to our careers the same experiences, delights and frustrations as our student patrons. We know the library’s successes and its failures in adapting to the digital world. We know its potential because we have benefited so much as students of great modern libraries. Fifth, and most enjoyably, we bring a strong desire to do away with dusty librarian stereotypes and revise the profession for the culture at large. We are not your average shush-marms. We’re pierced and tattooed. We call ourselves Renegade, Anarchist, Lipstick, and Queer librarians. Our sorority went co-ed and we kicked Marian out on her petticoats. We have fun dicing up these old stereotypes but we mean for something bigger to happen. We want libraries and librarians to be relevant, stay relevant, to continue to exist in the lives of each successive generation of patrons. If a pierced, shaggy-haired skater kid sees a pierced, purple-haired librarian at the reference desk, that library just became friendly and accessible, and we’ve just hooked another one for life. So, how can we capitalize on these qualities? Well, first of all, we’ll need jobs. Then, we’ll just need to settle in and start making things happen. Design a web resource for activists, teach a course in information literacy at the local public library, educate colleagues and patrons about the alternative press, offer to speak at high school career fairs about how very cool it is to be a librarian. We can join our professional associations and offer a fresh voice on pressing issues like recruitment, social responsibility, and intellectual freedom. We can mentor and encourage each other on lists and other online communities. As harbingers of change in this profession, we can hold ourselves accountable for its future and always push ourselves to the highest standards of practice. Our library services in the future will look very different than they did just ten years ago, but the quality of those services must not and will not diminish. We will leave our mark by assuring the profession safe passage through the rough waters ahead. Nextgen librarians have so much to offer the profession, yet our age is very often our greatest liability. Sometimes it seems like we’ll never get a job unless and until we adopt the very characteristics of librarians that we’re trying to shake. We just want to do some good, have some fun, do a necessary service for our communities and our world. We’re not trying to steal anyone’s job, wipe away the traditions of the profession, or show disrespect to the people who have done this before and who do it better than we ever could. But, we know we are good at what we do. We want to sit at the grown-ups’ table. Rachel Holt is an independent researcher and legal records custodian in Dallas, TX. She may be reached at takingmanhattan@riseup.net. ======== *** Love the newsletter? Make a PayPal donation to its upkeep: https://www.paypal.com/xclick/business=rachel%40lisjobs.com ======== No Fear: How to Build Bridges With Next Generation Librarians by Shelly McCoy (smccoy@UDel.Edu) The “nextgen” librarian in your life may be the newest librarian at work, an ALA committee colleague, or yourself. You have noticed differences between this newer generation of librarians and the not- so-new librarians, and the friction that these differences may cause. One way to improve this frustrating situation is to build a bridge across the gap between nextgen librarians and their colleagues, supervisors, staff, and mentors (hereafter called “now- generation” librarians). This article gives suggestions of ways in which now-generation librarians can improve their relationship with nextgen librarians. To start building this bridge, let's examine the characteristics of nextgen librarians. These may often be summed up or viewed as a "no fear" attitude, but there are reasons why: next generation librarians often feel that they should be involved in something, whether being asked for an opinion or being appointed to a committee; nextgen librarians carry an ambition to keep moving within their job, within the library, and/or within the profession; and, as with new people in any field, nextgen librarians offer new perspectives and bring a fresh enthusiasm to the profession. Professional Involvement Nextgen librarians' need to be involved can be misconstrued by now- generation librarians as naive and idealistic. This can, in turn, make these more experienced librarians feel territorial, or feel the need to initiate Nextgens in the "actual" ways the library works - which can negatively impact younger librarians. My advice for now- generation librarians is to: 1. Respect that, even if a request may have been denied five years ago, it doesn't mean it will be denied now. If it is, at least the person tried. 2. Do not buy into a negative culture, but, instead, embrace the Nextgen's enthusiasm to be involved as a way to break out of this negativity. 3. Let Nextgens become involved - if for no reason but for the fact that you will not have to be! 4. Be there to mentor them. Maintaining Momentum If I am bored in my job and have gone through all possible ideas for things to do (including talking to my supervisor), I know it is time to start looking for a new job. This "ambition to keep moving" characteristic of nextgen librarians could be annoying to other librarians. The way I look at it, though, is: "let's mix things up a bit." Our work in the profession has changed, therefore workflows should have changed and job descriptions may need to change. But, often enough, this isn't done. If this ambition means getting more accomplished in a shorter period of time, either in work tasks or as a professional, this can make now-generation librarians feel as if nextgen librarians are trying to show them up. It is difficult for most nextgen librarians, though, to imagine staying in the same employer for a long time without some room for growth, both for the person and for the organization. This could be as simple as allowing us to try a trial project or method, giving us time for professional development, allowing for mistakes, and then providing the opportunity to try a task again. My advice on how to help bridge the gap: 1. Feed off of their ambition by giving Nextgens opportunities. 2. Do not assume that the person is volunteering for projects because they have nothing else to do. (If you want to know more about what a person is working on - and this should go for all librarians - ask in a way that doesn't make it sound like you think they do nothing all day.) 3. Don't think badly of Nextgens if they ask for more work, volunteer first for projects, or decide they need to move on. Harnessing Enthusiasm The new perspectives and fresh enthusiasm of nextgen librarians can fuel a library. These characteristics can also prompt library administrations to go with these new ideas over a now-generation librarian's. Nextgen librarians are more excited about the profession of librarianship (because it is still relatively new to them), and therefore excited about any change that may improve librarianship or the library they work in, where they are most likely to have some effect. As librarians, we're constantly seeing more databases, digitized collections, digital repositories, and so on. Nextgen librarians seem to have an energy from this fresh enthusiasm that encourages them to learn about new library tools, technology-based or not. This has also pushed their enthusiasm for the profession to rise above simple advocacy. Moving On How do we work together and get past the issues of generational differences? This goes far past finding out each others' Myers Briggs test results. It takes time to build a mutual respect. Yes, most nextgen librarians may be younger than the average age of librarians, but it does not mean that we are all inexperienced. Even if some are inexperienced (and how many years does it take to be "experienced?"), we may bring a different perspective to a situation. Nextgen librarians look up to the same people that call us or see us as naive and inexperienced. They look to learn from now-generation librarians, to learn from their own mistakes, and to become the basis for future generations of librarians. Nextgen librarians will capitalize on their no-fear attitude, as it is what is needed to continue to transform our profession and our institutions. Shelly McCoy is the Head of the Digital User Services Department at the University of Delaware Library. She is a Nextgen librarian that has been in the profession for five years. ======== *** Have technology responsibilities in your library? Check out The Accidental Systems Librarian! Information and links online at http://www.lisjobs.com/tasl/ . ======== Career Advancement For Nextgen Librarians by Cory Tucker (cory.tucker@ccmail.nevada.edu) Because of their recent entrance into the library profession, career advancement may be the last thought on nextgen librarians' minds. With a large population of potential retirees in the library profession, though, career advancement is an important topic for all nextgen librarians. There are several factors that will affect their success or failure. What Do I Want to Be When I Grow Up? This is an overused phrase, but relevant in career advancement. A new librarian may not have a formally-planned career path. In order to advance one's career, however, it is vital to know one's path. All people must take responsibility for their own careers. This involves self motivation and taking the time to reinvest in your career. What's Next? Once a career path is chosen, the next stage is planning. The first step in this process involves self-evaluation. This is often referred to as "gap analysis," or SWOT (Strengths, Weaknesses, Opportunities, Threats). Self-evaluation requires people to look at their own knowledge and skills. What are your strengths and weaknesses? What skills need to be developed? Although it can be a humbling experience, the self-evaluation process is a key element in career advancement. The next step is comparing your skills to those required in a job(s) of interest. This can be achieved by scanning library-related job ads on lists and web sites. Evaluate these, and compare the required and preferred skills to your own skills. Where do you rate well? Where are there gaps? The job advertisements provide key ingredients for career planning, including skills required for potential positions, years of experience, and educational requirements. Another idea is to perform a literature review and see what has been published about the desired position. The library literature is full of extremely informative case studies. The final step in the planning process is identifying your goals. Goals may be short-term or long-term. An important thing to keep in mind is setting goals in realistic time frames. It is wonderful to "shoot for the moon," but don't set yourself up for failure. How Can I Advance My Career? Implementation of the career path involves several factors, including educational or certification requirements, professional development and training, mentoring, work experience, and the job market. Career advancement may depend on the educational requirements for the position of interest. Potential positions may require a second master's degree or a Ph.D. For moves to library administration, a Ph.D. or MBA may be required. Another factor to keep in mind is certification; specialized positions may require certification from a professional organization. Professional associations are great sources for developing knowledge and skills. State and national associations, consortia, and other organizations have seminars and conferences for professional development and continuing education. Many associations are organized into specialized divisions. For example, for those interested in business librarianship, ALA has a sub-organization called Business Reference and Services Section (BRASS). BRASS conducts programs and seminars on many aspects of business librarianship, including "core competencies." These organizations are also good places to network and make contacts with librarians in positions you would like to attain. Networking is valuable because it allows librarians to interact with their peers and make contacts with people who may serve as mentors, references, or even members on a search committee. Professional organizations are also valuable because they afford leadership opportunities. Volunteering for a committee assignment allows one to play an integral part in the development and governance of an association. Locating a mentor is a significant factor in career advancement. Mentors are valuable because they can provide career advice, and they are great references. There are a couple of ways to develop a mentor relationship. The first possibility is to ask your supervisor to assign a mentor based on your goals; but a potential problem is that personalities may not be a good fit and a relationship may fail to develop. The second method is to identify a colleague who is on the career path that you would like to take, and set up an informal meeting with them. This method allows a person to see if there is a good fit, and allows the relationship evolve naturally. Gaining as much library experience as possible is another factor in career advancement. Use your current work situation to your advantage; attempt to strengthen needed skills through your current job. Also, if you are interested in leadership positions, speak with your supervisor about your desire for more leadership roles within your organization. Most libraries create task forces or committees to resolve issues; these offer the opportunity to work on leadership skills. Your current work environment can also be beneficial if you still have uncertainty about a career path. Get to know each division of the library (reference, media, admin., etc.) and develop a general understanding about how each division operates. The job market portion of career advancement involves three areas: marketing, interviewing and available positions. Realize that the job market for librarians is not static; it is hard to predict what the job market will be like in five years. Once you find a position of interest, there are three factors of great importance. First, market yourself with a good cover letter and resume, which are the first documents a committee reviews during the search. The final two factors are connected, and involve experience with the interview process and self marketing. Being prepared for the interview process is critical. Create a list of questions for the search committee. Prepare for questions the search committee may ask of you. Self marketing is also critical. Understanding how to be tactful in "tooting your horn" is an art that can be learned. In the next few years, nextgen librarians will have significant opportunities to impact the library profession. In order to take advantage of these opportunities, they will have to think critically about their career paths. This involves setting realistic goals and following a carefully-planned strategy. Thinking strategically about your career will allow you to use the opportunities provided by the library profession to advance your career. In return, you can give something back to the profession. Cory Tucker is the Business & Hospitality Librarian at the University of Nevada, Las Vegas. He can be reached at: cory.tucker@ccmail.nevada.edu. ======== Advance your library career: http://librarycareers.blogspot.com ======== Building Professional Bonds: ISU's New Librarians Interest Group by Erik Sean Estep (esestep@ilstu.edu) and Katharine James Our profession spends a lot of time talking about generational gaps. For instance, it has been said that Generation X does not fully understand the Baby Boomers, and vice versa. One way to bridge generational divides is to create groups that appeal to occupational interests. One such group is the New Librarians Interest Group (NLIG) at Milner Library in Illinois State University. Founded in fall of 2002 and open to anyone new, or even fairly new, to the profession, NLIG has functioned as a forum for new librarians to educate themselves and to learn from more experienced librarians. Bright Beginnings NLIG has worked as a non-hierarchical, democratic organization. During the first year, every group member was responsible for either putting on a presentation or getting one of their colleagues to do so. There were roughly ten members in the group, so we were able to fill a monthly schedule fairly easily. Most of the presentations lasted about an hour, so there was no large time commitment required from group members. With that format, we were able to have presentations from experienced faculty on such diverse topics as tenure requirements, faculty publications, conference presentations, and service learning. Expanding Horizons The "Silo Syndrome," when workers tend to place their own unit's interests over that of the organization, is another problem that was addressed by the NLIG. Several times, librarians gave presentations about their own departments. For example, the public service librarians learned a great deal about the different work flows in Bibliographic Services and Preservation. We also had a tour of the Special Collections department, which focuses on circus items, unique children’s books, and Lincoln memorabilia. Focusing on different parts of the library can help erode the Silo Syndrome, as librarians find the common interests they all share and learn about the very different jobs that librarians have in an academic library. The second year of NLIG brought a new chair and a shift in emphasis to more social events, as many of the important topics in librarianship were already exhausted. However, we continued to tour off-campus sites. During NLIG's inaugural year, we made a trip to the new Ames Library at Illinois Wesleyan University in neighboring Bloomington, Illinois. For the second year, we toured the McLean County Archives. Our guide was the McLean County Librarian, Bill Steinbacher-Kemp, who happened to be one of our former co-workers at Milner. Our second tour was at State Farm Insurance's corporate library. This was particularly important because of State Farm's great influence; it is the number-one employer in Bloomington-Normal and casts a large shadow over the community. Also, we learned about the very different methods of librarianship at special libraries. These tours not only got us away from Milner for a couple of hours, but also helped us strengthen our ties to the local area. Second-year presentations continued to focus on helping new librarians acclimate to Milner's policies and environment. One meeting we held was on committee confusion. This was particularly useful because Milner Library, as is common in most academic libraries, has many committees and new librarians can have a hard time figuring out what they all do and the participation requirements. We also had another meeting that year to clarify the tenure process. Tenure issues affect us all, because members of NLIG are either tenure-track or likely to become so someday. Social Studies In addition to meetings about policies and procedures at Illinois State University and Milner Library, the group started to become more social. NLIG went out three times for lunch; two of those were to welcome new members into the group. Milner Library does not have a formal procedure for welcoming new librarians, so NLIG has to take an active role. Each new librarian received a letter explaining the group's purpose and objectives and they were invited to attend meetings. The chair also extended an invitation to new librarians to go out for lunch during their first week. This was a good opportunity to introduce ourselves and make new members feel welcome. A large factor in the formation of NLIG was that many of us felt that we did not receive a formal introduction to Milner; we were left to find our own way. NLIG has been effective in addressing this need. The Road Ahead The future of NLIG is open. Instead of imposing a time limit, so far the group has left it up to each member when they want to leave NLIG. Attendance at the various programs has varied widely, with the tours and social events being some of the most popular. Since we have covered many of the important subjects, we will mostly likely continue to be more of a social group. One idea for year three is to set up a game night with the librarians from Illinois Wesleyan down the road. Although NLIG has only been in existence for just over two years, it has been able to accomplish many things. The varieties of programming and social events have allowed the large cohort of new librarians to forge some bonds outside of their own departments. Since Milner does not have a mentoring program, NLIG has acted as a self-mentoring group. The flexibility inherent in NLIG has allowed it to evolve to fit the changing needs of our librarians. Hopefully, NLIG can continue to be a fine example of how more informal groups can be effective in academic settings. Erik Sean Estep is a Social Sciences Librarian and Assistant Professor at Illinois State University. He was chair of NLIG during its first year. Katharine James is a Bibliographic Services Librarian at Illinois State University. She was the chair of NLIG during its second year. ======== *** Your ad here: http://www.lisjobs.com/ratecard.htm#newsletter . ======== What's Online? Recommended Resources Are You Sure You're A Librarian? by Sarah Houghton http://librarianinblack.typepad.com/librarianinblack/files/Areyousur e.pdf OR http://makeashorterlink.com/?B23B6222A Fixing the First Job by Ria Newhouse & April Spisak http://www.libraryjournal.com/article/CA443916 Librarian Spotting: Opportunities for the 21st Century Librarian http://www.slais.ubc.ca/courses/libr500/03-04-wt1/assignments/ www/C_Wallace/opp.htm OR http://makeashorterlink.com/?S14B2122A Library Journal's "NextGen" column http://www.libraryjournal.com/community/151/NextGen/23222 A Measure of Change: Comparing Library Job Advertisements of 1983 and 2003 by Joan Starr http://libres.curtin.edu.au/libres14n2/index.htm Memo to Baby Boomers by John N. Berry III http://www.libraryjournal.com/article/CA421023 Nexgenlib-l E-mail List http://lists.topica.com/lists/nexgenlib-l NexGen Librarian http://www.nexgenlibrarian.net They Lied to Us In Library School http://www.bookslut.com/library_rakehell/2004_06_002637.php ======== But I Want To Hold It In My Hand! Print Resources Rivers, Vickie. The Branch Librarians' Handbook. McFarland: 2004. ISBN 0-7864-1821-4. $39.95. Purchase from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/0786418214/librarisjobsearc/ Rivers has written a handbook that, with more research and better organization, could have been one of the best comprehensive manuals for branch library managers ever written. The book covers a broad spectrum of topics essential to the management of a branch, ranging from managing your staff to programming and outreach. Unfortunately, the book lacks linear structure and is not well organized, jumping between unrelated topics such as discussing the importance of conducting a supplies inventory to what to do if you are served with a subpoena on the same page! It provides a whirlwind tour of many important issues, but is overly simplistic and leaves the reader wanting more. For example, there is only one paragraph devoted to the issue of computer use policies. In addition, the minimal bibliography is inadequate and leaves the reader with no resources to refer to for additional information. An over-reliance on recycled material from the Whole Library Handbook 2 and The Whole Library Handbook 3 is another weakness of Rivers' book. Finally, it includes some alarming disclosures and suggestions, including the disclosure that the author fired a staff member on the spot for inappropriate behavior and refuses to look up phone numbers for telephone patrons on the grounds that it violates privacy issues. Overall, this book brings up more questions than it answers. Not recommended. Wendy Lee is currently the director of the Marshall-Lyon County Library in southwestern Minnesota and previously spent over six years as a branch librarian. ======== Info Career Trends is copyright Lisjobs.com and Rachel Singer Gordon. Permission is granted to forward this newsletter in its entirety as long as the contents remain unchanged and this copyright message is included. For permission to reprint articles in this newsletter, contact the individual authors. If no author is listed, contact editor@lisjobs.com. If you find this newsletter useful, please consider becoming a voluntary subscriber for $10(USD)/year. Donations are accepted via PayPal: https://www.paypal.com/xclick/business=rachel%40lisjobs.com Or, send a check or money order made out to Rachel Gordon to: PO Box 6931, Villa Park, IL 60181. To subscribe to Info Career Trends, send an e-mail message to imailsrv@lisjobs.com. 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