Info Career Trends July 1, 2004 vol. 5, no. 4 ISSN 1532-0839 Published by Lisjobs.com - http://www.lisjobs.com E-mail: editor@lisjobs.com In This Issue (Diversity): 1) Editor's Note 2) Career Q&A From the Library Career People (working part-time with a disability and staying in a librarian trainee MLS program) 3) A Brief Description of Title I of the ADA for Library Managers 4) Who Knows? Accommodation and Attitudes 5) Recruiting Future Generations: Libraries and Millennials 6) Information Professionals as Multicultural Ambassadors 7) A Vital Necessity: Advancing Ethnic and Racial Diversity in Library Schools 8) What's Online? Recommended Resources 9) But I Want To Hold It In My Hand! Reviews: Learn Library Management and Public Speaking Handbook for Librarians and Information Professionals 10) Administrivia, Copyright, Subscription and Removal Instructions ======== Editor's Note I once read an article about the space shuttle Challenger disaster, which quoted NASA officials as saying that the tragedy stemmed mainly from a reliance on overly-homogeneous teams, on which everyone thought alike and dissension was minimized. While few of us are launching shuttles into space, we are creating mission-critical programs and services whose success depends on the incorporation and interaction of diverse viewpoints and backgrounds. We talk a lot about serving diverse populations, but less about incorporating and celebrating diversity in our own institutions. As one small step toward remedying this, the diversity of our profession is reflected in the articles below, which range from a discussion of ADA compliance to ideas on how librarians can recruit future generations to the profession. ICT also needs to incorporate your diverse backgrounds and viewpoints, and is seeking article contributors for future issues. Send your queries to editor@lisjobs.com. Queries are currently needed for two upcoming issues: Nov. 2004 ("Leadership") and Jan. 2005 ("Next Generation Librarianship"). Contributor guidelines are available at http://www.lisjobs.com/newsletter/theme.htm#contrib . - Rachel (editor@lisjobs.com) ======== *** Appreciate receiving this newsletter? Consider making a small donation to its upkeep. PayPal contributions accepted at: https://www.paypal.com/xclick/business=rachel%40lisjobs.com ======== Career Q&A From the Library Career People (librarycareerpeople@lisjobs.com) Q: I am currently in an MLIS program, a little over half done. I have (and probably will continue to have) a disability that severely limits the amount of time I can work. I am so excited to be in the profession, but am concerned that I will not be able to find a part- time position (under 20 hours a week) that is interesting and/or challenging. Can you help me? SM: All types of libraries, public, special and academic, hire part- time librarians. Finding a part-time librarian position may be easier than you think; finding something that interests you is likely to be the bigger challenge. And this is a major challenge for all new librarians, not just those looking for part-time work. Of course, as with any job, there will be many more opportunities if you are able to relocate after you graduate. If not, you may need to be a little more patient and persistent as you search for jobs in your hometown. Part-time jobs can be just as interesting and challenging as full- time positions, and one advantage is that they are often more flexible. You may get to determine your own hours, or vary them by day or week. Many institutions have part-time public service positions to cover hours on evenings and weekends. And many smaller, more specialized, institutions such as hospitals and law firms employ part-time librarians and library staff. Also, keep in mind that there are ways you can make any job more challenging and interesting. I try to engage in as much continuing education and professional development as possible. During an interview, inquire about professional development opportunities and the possibility of learning new skills on the job. Letting a potential employer know that you are eager to learn new skills is always a good idea during the interview process. Check out the Association of Part-Time Librarians at http://www2.canisius.edu/~huberman/aptl.html . Their site has useful information and helpful hints for finding part-time employment, which include getting as much experience as you can while you are in school, networking with librarians and joining library organizations and associations. Two important job-related tools are electronic lists and library job web sites. Join electronic lists that are of interest to you, whether these are public library, reference, or cataloging lists, or a job list like libjobs ( http://www.ifla.org/II/lists/libjobs.htm ). These lists are great venues for current job postings and information on the profession itself. Also, search for part-time positions on library job sites such as Lisjobs.com. Do a keyword search for part-time to focus your results. When you start interviewing for jobs, make sure you know your rights. If you haven't done so already, you may want to familiarize yourself with the Americans with Disabilities Act (ADA), which prohibits discrimination in all employment practices, including job application procedures, hiring, firing, advancement, compensation, training, and other terms, conditions, and privileges of employment" ( http://www.ada.gov/q%26aeng02.htm ). (ed: See also "A Brief Description of Title I of the ADA for Library Managers" later in this issue.) Good luck in your job search! Q: I have worked in public and county law libraries for about eight years. I was given the opportunity to apply to library school through a "Librarian Trainee" program through my current employer. On the surface this seems like good news, but it is not turning out to be that for me. I am forty-something, and have found the rigors of graduate school to be difficult. I am supposed to be receiving training and support in librarianship on the job; what I am is a glorified "go-fer." I act as a filler wherever they are short on staff. I am feeling used and disgusted with this arrangement, and have seriously considered quitting my position. If they are not going to assist me and support me in my studies, what is the benefit of me staying with this library system? I feel I will be just as ill treated when I graduate (if I graduate). TA: I have several questions for you about the type of trainee program you are involved in, but since you are not here for me to ask, I am going to make several assumptions, and then give you some questions to ask yourself. It sounds like you're getting more than you bargained for with graduate school, and less than you want from your supervisors and place of employment. The first thing I would recommend is that you sit down and do a true cost-benefit analysis. You need to make a list. Actually, several lists. First, list your initial expectations of the trainee program. What did you think you would get out of a program of this type? Next, list what you see as the shortcomings of the program. Lastly, make a list of the things you can do to change the outcome. Initial Expectations At some point, you were obviously excited about the possibility of possessing an MLS, so you took advantage of an opportunity offered to you by your employer. The question now is, at what cost? Make a list of the things you get from being in the librarian trainee program. You are going to library school. Is this something you could have done prior to being a trainee? Is financial assistance for your education part of the trainee program? How about time off for school or a flexible schedule to accommodate your classes? It's easy when we're unhappy to focus on the negatives and everything that's wrong. But in order to make an informed decision, we need to have all of the information, and that means assessing the positives as well. Shortcomings You mentioned being unhappy with the absence of the training and support you need, and filling in wherever there was a staff shortage. These can be real disappointments, but can also be survived. In my opinion, the best mentor/protégée relationships occur naturally, not by assignment. You may not find someone in your current workplace to fill this role. But don't give up. Keep looking and forming relationships with people at work and at school. Continue to be interested in all areas of librarianship and continue to reach out to others in the field. You will eventually find someone to assume the mentor role and who will offer the career guidance and support you value so highly. Changing the Outcome There are several things that come to mind to try in your effort to change the outcome of this situation. First, be proactive. In your journey from department to department, you are getting quite the initiation to the entire library - a bird's eye view that some folks would envy. During your tour, perhaps you could identify special projects that relate to your coursework. Seeking out the opportunity to oversee a special project would demonstrate initiative, and you may have the opportunity to work on a more specialized task at a higher level. Another benefit: your experience may provide a nice case study to write about in one of your classes. A second option for altering your current situation involves more of a shift in perspective than anything else. You said you felt like a "go-fer," moving from department to department wherever there was a staff shortage. This may not seem glamorous, but you are getting a great opportunity to see all of the departments of the library and their inner workings. There are students coming out of library school who choose their specialization in libraries (and accept their first job) based on their coursework. You have the opportunity to try your hand at all types of librarianship long before having to make a decision about your first professional position. Consider your journey through the library as a practice-based supplement to your academic education. Additionally, I don't know of any library that has never had to manage without a staffing shortage. Your experience filling in where needed says, "I'm a team player," and will serve you well when you have to manage similar situations as a library supervisor or department head. Finally, you need to consider how long the trainee program lasts and ask yourself if you can stick it out long enough to complete graduate school. With a wide range of library experience, initiative demonstrated through special projects, and an MLS in hand...Oh, the places you'll go. *** 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. ======== *** Find a library job! http://www.lisjobs.com ======== A Brief Description of Title I of the ADA for Library Managers by Meghan L. Prater (MPrater@MSEC.org) Since its passage, the Americans with Disabilities Act (ADA) has provided innumerable opportunities for individuals with disabilities to be treated equally and fairly. However, the ADA is a very large and complex law that is still being defined by litigation, as court decisions try to interpret its broad language. As with most providers of public services, the ADA can greatly impact your library's facilities, services, funding and staff. Following, find a brief description of the requirements employers face under Title I of the ADA. A Brief History The movement to prevent discrimination against individuals on the basis of a disability began during the Civil Rights Movement of the 1960s. The Civil Rights Act of 1964 protected individuals on the basis of race, gender, religion, and national origin, but did not include disability. The Rehabilitation Act of 1973 granted some protection, but not in the areas of employment or public accommodations in the private sector. Finally, in 1990, the ADA was passed. Otherwise qualified disabled individuals were granted protection from discrimination in employment. Title I of the ADA prohibits discrimination against qualified individuals with a disability in regards to all areas of employment, including the application process. Title I focuses on whether an individual with a disability can perform the essential functions of a position, either with or without a reasonable accommodation. Definitions Before you can begin making accommodations for employees and applicants in accordance with the ADA, you should understand the terminology of the Act. The ADA defines "disability" as a physical or mental impairment that substantially limits one or more major life activities. The Act does not contain a list of major life activities, but guidelines and litigation have begun to define them as the ability to stand, sit, walk, lift, reach, talk, eat, breath, hear, see, learn, or reproduce. More recent Equal Employment Opportunity Commission (EEOC) guidelines have added additional major life activities such as thinking and interacting with others to the list. It is important to note the ADA does not protect individuals who violate employer drug and alcohol policies; the Act does cover addicts in recovery. The ADA extends the definition of disability to include individuals who are regarded as disabled, even if they are not limited in a major life activity. In simpler terms, if you assume an individual has a disability or treat them as if they do, then they are viewed as disabled by the ADA. Also included as disabled under the Act are individuals who have a record of a disability, even if they are not currently limited in a major life activity. As cases continue to find their way into court, the list of major life activities will increase and the definition of disabled will continue to be debated. Qualified individuals with a disability can request a "reasonable accommodation" from employers to help them perform the essential functions of a job. A reasonable accommodation is any modification to a job, work site/environment, or job procedure that enables a qualified, but disabled, individual perform the essential function of a position. The ADA does not force employers to provide specific remedies to an ADA request, only that an accommodation that does not create an "undue hardship" for an employer. An undue hardship would be a significant financial expense. The ADA also does not require an employer to make an accommodation that would create a direct threat to the safety of the disabled individual or others in the workplace. There are no uniform accommodations for a disability, and all requests should be viewed individually. How to Respond to an ADA Request Employees, or applicants, do not have to use any specific language or process to request an accommodation. A simple request for a tool, a schedule change, or time off can signal a request for an ADA accommodation. When you receive a request for any type of job modification, you should begin to follow your procedure for accommodating a disability and immediately contact your Human Resources (HR) department. If you do not have an HR department, you can seek assistance from the EEOC. The EEOC provides guidelines for employers and employees on their web site (see below) that are easy to read and use. Once notified of a request for accommodation, the ADA requires you to engage in an interactive process with the disabled individual to determine the nature of the disability and the most effective resolution to the request. Through this interactive process, the employer needs to determine if the individual is disabled and if the accommodation is reasonable. The interactive process can include requesting a medical statement proving the disability and the limitations caused by the individual's disability. Once you have begun the interactive process, you can then decide what accommodation(s) you will make. If the individual is not disabled, you can then decide to grant, or not, the request. If the employee does have a disability, you must provide an accommodation, if reasonable. How to Avoid ADA Complaints The best way to avoid ADA complaints and potential litigation is to be prepared for ADA requests by knowing your policy. If you do not have one, or do not know if you do, contact your HR department or consult the EEOC site. Once you know your policy, you can create a procedure for your library to handle each accommodation request. The key is to know how to open the interactive dialogue with the individual making the request and how to work the employee to determine the reasonable accommodation. Another way to be prepared is to be familiar with your job descriptions. Every position (not every individual) in your library should have a detailed job description that includes a summary, essential functions, work environment, skill requirements and physical requirements. Having a documented job description will allow you and your employees to understand what is expected in the position and what is considered an essential function of the job. Job descriptions should also be given to applicants. You cannot ask an applicant if they have a disability, but you can ask them if they have read and understand the job description. The Americans with Disabilities Act creates new opportunities for employees and employers alike. However, there are a large number of employers that have faced litigation due to ignorance of the ADA. Whenever you have a request for changes to a position or work environment, do not ignore it or assume it will go away. Immediately involve your HR or legal support and begin an interactive dialogue with the individual. By addressing issues immediately and consistently, you can protect your employees, your workplace, and your library patrons. Web Sites for Additional Information: Equal Employment Opportunity Commission's Enforcement Guidance: Reasonable Accommodation and Undue Hardship Under the Americans with Disabilities Act http://www.eeoc.gov/policy/docs/accommodation.html U.S. Department of Justice ADA Home Page http://www.usdoj.gov/crt/ada/adahom1.htm The Job Accommodation Network, a free consulting service designed to increase the employability of people with disabilities http://www.jan.wvu.edu Meghan L. Prater spent seven years in Human Resources before becoming a part-time graduate student. She is currently enrolled at the University of Denver in Denver, Colorado and hopes to obtain her MLIS in 2006. When not at school, Meghan works full time for a regional employer's council providing Human Resource related information and research. ======== *** Need some encouragement on writing for publication? http://www.lisjobs.com/pub4lib/ ======== Who Knows? Accommodation and Attitudes by Monica A. Ollendorff (lofts32@msn.com) If you are disabled and contemplating starting a new library job, you should be the one who knows: * What accommodation(s) do you need, where can this equipment be found, and what is the cost? * Who is going to pay for it? * How willing is your potential employer to help you? * Does the host institution (e.g., the university or other larger institution) have arrangements in place to facilitate meeting the needs of all disabled employees? * Is there a department or individual you are to work with or through? * Do the library director, associate director and the head of the department you are going to be working in have the most current information about the host institutions compliance policies and arrangements? * What is the library's attitude towards disabled employees (and patrons), and is it in line with that of the larger institution? At first, I didn't know the answers to any of those questions. So, along the way, I have been confronted with attitudes in spite of laws, having to justify my requests, not receiving the accommodations I needed, and supplying my own equipment. My Background I have psoriatic arthritis and degenerative disc disease in my lumbar and cervical spine, along with chronic depression caused by a chemical imbalance. Once I worked in an office area with no windows, although it was well lit. When I asked for full-spectrum lighting for the office, I was asked to do research proving that this would assist me as well as everyone else in the office. The information I found was given to one of the university's engineers, who decided the information I found was not convincing enough for the university to bear the expense of getting the lights and installing them. I settled for getting two tubes for my desk - which I had to pay for and install. Back in 1992, I walked with a cane when I started that job. That was because my left knee didn't have much cartilage left, and I was "too young" to have knee replacement surgery. I rode the elevator instead of using the stairs, and kept my left leg propped up when I could. After several years, with the pain and instability of my knee increasing, I met with my doctor and it was decided that an arm- crutch (like the doctor in "ER" uses) would be the best for me. When I returned from winter break using it, my supervisor said nothing to me, but reported it to the library director. When my lumbar spine began to deteriorate, I asked for an ergonomic chair. I was told that that was very expensive, and wasn't there some adaptive device I could put on my chair. I did find something minimally helpful, and it was reluctantly ordered. Never mind that the secretaries and library assistants had been provided with new, very expensive chairs when they asked for them. That was when I contacted the office of disability services on campus to ask if they could help me. Their first reply explained that they did not know that the library had any disabled employees. Apparently there was an accounting of each department and office at the university which indicated if there were any disabled employees in each. The library had decided not to report that they had a disabled employee. It was not for being left off the list alone that I was miffed: I was told that if a department gave notification of a disabled employee, the university would assume the cost of providing whatever assistive equipment that person needed. After I told the library director about this, I felt the weight of having embarrassed her by announcing my existence as a disabled library employee. I later learned that, in addition to my personnel file, my supervisor kept a separate "medical" file on me. I never said anything about it, largely since I resigned my position to take another job. But if I had remained there, I believe I would have questioned the reason for that file and the legality of it. Moving On At another university library, I arrived with my arm-crutch, and was welcomed. I asked for an ergonomic chair, and was told I could have anything I needed to help me do my job. After the chair came an ergonomic computer station. I had to research what I wanted and where to buy it, but I was not denied anything. The attitude appeared to show an understanding of the legal ramifications of the concept of reasonable accommodation. I gave library tours, riding the elevator - and offering it to anyone in the group who needed to use it - sending the remainder of the group up or down the stairs. My supervisor wondered whether that would work, but she soon saw that the students had no problem with it. Deteriorating Relations But, as accommodating as the library administration was to me at that time, when I told my supervisor that, as part of my outreach efforts I wanted to give a special orientation session for new disabled students - as I had been requested to do by the Office of Disability Services on campus - I was denied. (I was told that they are not to be singled out. Since they have been mainstreamed into the university, they shouldn't get any special attention from us.) When I passed on a request from a visually-handicapped patron for Opera software to be installed on our reference computers, I was asked to find out exactly how many visually-impaired students there were on campus and how many of them wanted this service. Subsequently, it was put on two computers, but was not formally announced to the reference staff or the office of disability services. I had to have one finger operated on for a tendon release. After that surgery, one is not supposed to use the hand for anything more than writing or typing a very short while, if you are able to do any writing or typing at all. Around that time, I was on a committee that was planning a move of materials on the first floor of the library. While I was out having hand surgery, the date was set for the actual move, and I returned to work that day. I was soundly reprimanded in writing for my lack of physical work during the move; I was told that even the students complained. When the bulk of the move was finished, I left on a pre-planned two week vacation, partly to rest my hand; I was written up for abandoning my duty. No accommodation was offered for that surgery and the healing process which followed. I finally had total knee replacement surgery. My recovery was slow, and I did not appreciate my supervisor bugging my doctor weekly asking him to predict when I would be back. As it turned out, I went back a week or two before I really should have, and later learned that my returning date coincided with the date the university would have had to start paying me long term disability. When I returned, no accommodation was made to give me a few days to get up to date and return to my job responsibilities. My supervisor had been teaching my class and turned a few papers over to me and said go meet your students. She failed to tell me that she was not teaching the course as I had it outlined, but was following her ideas and worksheets; even after the students complained to her, she never said a word; but I was marked down in my annual evaluation for my poor instructional service during the spring semester. When I asked for the library to pay for one night at a motel when I was going to a one-day workshop because I was not able to ride for two hours and then sit all day, I had to bring a note from my doctor. And when I made the same request months later, I was told I had to bring in another note from my doctor to prove I still needed that accommodation. When the deterioration of my cervical spine became increasingly painful, I asked for a wrist support on my chair to support my arm and ease the pressure on my shoulder when I used my mouse and my keyboard. I was denied the most effective device, because I was only going to be there another nine months, and they did not want to pay for something I needed since I was leaving. Lessons Learned So now I know that trying to cover up impairments that are not visible in order to try to work in spite of them was not to my benefit. I know that not fully informing my superiors - and the appropriate department of the university - of the details of my disability and how it could affect my work, and immediately of changes in my health that could affect my job performance was a mistake. Most of all, I know that not knowing the answers to all the questions I initially raised in this article before I started my job was quite unwise. This creative thinker, who is intelligent, people friendly, has a good sense of humor, works well as part of a team or alone, and has top-notch research, communication and computer skills shouldn't be unemployed, but is. With MLS, MSSW and BSJ degrees, and a total of 36 years experience as a reference & instruction librarian, a social worker, a medical secretary and office manager and a researcher, there must be an employer out there who needs to hire this talented person! Won't you please let me know who you are? MAO@mail2catlver.com. ======== *** Love the newsletter? Make a PayPal donation to its upkeep: https://www.paypal.com/xclick/business=rachel%40lisjobs.com ======== Recruiting Future Generations: Libraries and Millennials Amanda B. Johnson (amandajohnson13@hotmail.com) In light of largely negative media stereotypes of Generation X, librarians, particularly those involved in the hiring or supervising of new staff, may be bracing themselves for the next big thing: the Millennial Generation. Yet this some 70-million huge generation is definitely is not “more of the same.” They’re not like the Xers, only more so; instead, this up-and-coming group of 20-somethings and younger (born between 1980-2000) is quite different from earlier generations. They want different things from their employers and their work. Millennials - the term this generation prefers, if they label themselves at all - are just starting to enter the workplace and to interact with the Boomers (born 1945-1965), Xers (born about 1965- 1980) and even some members of the soon-to-retire Silent (Greatest) Generation (born about 1925-1945) as their coworkers and supervisors. So...Who Are the Millennials? According to William Strauss and Neil Howe’s book, Millennials Rising (New York: Vintage Books, 2000): * They’re the most ethnically-diverse generation ever - thirty-one percent are minorities and twenty percent have at least one immigrant parent. They’ve been taught to be inclusive, and, to them, “diversity” is not just one’s racial or ethnic background. * They’ve led structured, scheduled lives and been pressured to achieve in school and elsewhere, so they’re goal-oriented. They multi-task - all the time. * They’re civic minded, hopeful, patriotic and believe in community service; their values are more conformist, but also heavily peer- influenced. * They feel close to parents and their values and they have been both sheltered and consulted by their parents about their opinions throughout childhood. As a result, they expect respect and interest in their views from their employers and supervisors. They’re used to ‘being connected” to family and friends. * They’re fascinated by new technologies, and they grew up with computers. Diana Oblinger, in “Boomers, Gen Xers and Millennials: Understanding the New Students” in the July/August 2003 Educause Review ( http://www.educause.edu/ir/library/pdf/erm0342.pdf ), notes that twenty percent began using computers between ages of five and eight and that seventy-three percent conduct research by going on the Internet rather than to a library. However, sixteen percent of Millennials are raised in poverty. The digital divide between the technology “have-nots” and the tech-savvy Millenial “haves” is a widening gap, and an issue that concerns librarians and schools. Millenials also don’t understand delays, or tolerate bureaucracy, hypocrisy or “paying their dues” in the workplace. What Millennials Want In her article “Managing Millennials” ( http://www.generationsatwork.com/articles/millenials.htm ), Claire Raines notes that Millennials are team players, tech-savvy, and looking for frequent new learning opportunities — which sounds like the working conditions many libraries and information centers can provide. However, she also notes that “employers who provide for the social aspects of work will find those efforts well rewarded by this newest cohort. Employers who are flexible will keep employees – the busiest generation ever isn’t going to give up its activities just because of jobs.” Some bigger library system bureaucracies will need to evolve or risk severe understaffing. The three public library systems of New York City have been severely understaffed for more than ten years, and other urban libraries nationwide also need more librarians. Academic libraries are feeling the staffing pinch even more acutely than public or school libraries, because the average academic librarian (late forties to early fifties) is even older than the average librarian (forties) — who’s older than the average American (mid- thirties). Millennials (and many Xers) aren’t driven to “do the job despite the cost” unlike many Boomers. They aren’t interested in “giving it their all,” if this means that work interferes with time spent with family and friends or in other, self-perceived important activities or pastimes. Library employers will need to not just offer good pay, so that other technology-related careers cannot lure young information workers away, but they will also need to work creatively to offer flex-time, part-time, shared jobs and other benefits such as advanced staff training, new software or new projects and challenges to retain their best people. Managing and Mentoring Many Millennials have the technical skills, but have not yet honed their business or social skills in the workplace. Mentoring is an important way that older, more experienced librarians can teach Millennials managerial or people skills. In return, they could learn Dreamweaver or XML from their fearless young technophile colleagues. Some businesses have instituted such reciprocal programs; libraries should look into internships or training of new staff that might accomplish similar ends. Millennials like learning and working in groups. They enjoy experiential but structured activities, and working towards a defined goal. For example, a generic library’s goal of “better customer service” could be quantified and qualified in an intergenerational group brainstorming session. Technology could be used to assess quality customer service or to perhaps let patrons “self-serve” in some fashion and all workers, regardless of their ages, would benefit from each others’ input to the process and results. Some of the benefits employers can offer workers are relatively inexpensive, such as more flexible scheduling for vacations or instituting personal days instead of sick leave. Others, such as training, may be initially more expensive, but end up more than paying for themselves. Libraries of all types will be facing a librarian labor shortage in the near future, as the Baby Boomers retire in record numbers. It only makes sense for library human resource managers and administrators to start selling themselves as the employer of choice to Millennials (and Gen Xers) before the need becomes acute and the number of available younger people with the MLIS or equivalent degrees becomes even more scarce. Amanda Johnson worked six years as a public librarian (QBPL in NYC), three years as an academic librarian, and is starting a position as a prospect researcher in an academic setting. ======== *** Have technology responsibilities in your library? Check out The Accidental Systems Librarian! Information and links online at http://www.lisjobs.com/tasl/ . ======== Information Professionals as Multicultural Ambassadors by Barbara Oeffner (oeffnerb@pbclibrary.org) Diplomats must represent their countries in a positive way wherever they go. To receive VIP treatment, an information professional needs to think of herself as an ambassador from her library. Getting out in the community can be akin to representing a country at the United Nations, and can also assist in your own career advancement. Your visibility in the community and liaisons with diverse groups can enhance your chances of getting promoted. Managers will respond to your proactive stance when you market the library among your community's many constituents, and your association with various people helps you ask for references when seeking advancement. You are building your own brand recognition; it is good for business to make your name a household word. Partnering with diverse organizations creates benefits for all. My region of Florida, for example, has many immigrants from Mexico, Cuba, El Salvador, Nicaragua, Dominican Republic, Puerto Rico, and Haiti, along with a diverse group of local farmworkers and laborers. To help me connect with these groups, I am a member of the local Workforce Development business group, as well as the Glades Community Development Corporation (GCDC). Through their meetings, I interact with clergy, the community college Provost, presidents of social organizations, the NAACP, and many other representatives. Programs outside the library let you develop partnerships with other educational and business organizations. Community outreach shows commitment to expanding the library's influence and programs to everyone, not just current patrons of the library. By being an ambassador, you will increase your personal contacts as well. Organize an Event You can also be a diplomat with the Friends of the Library and your volunteers. By organizing events to recognize the dedicated people who donate their time and efforts, you show respect for those who help make your library a success. You might, for example, host a literacy recognition dinner where you pay tribute to those who are making strides in the areas of adult literacy. Through your diverse partnerships, you can organize a festival, dinner, or event that celebrates different cultures. GCDC sponsors a Cultural Day in June that showcases mariachi bands, inspirational music, Puerto Rican dancing, and Dominican folklore, with ethnic food served. A Spanish-Haitian sports event fosters cross-cultural competition and cooperation. A local school hosts a yearly breakfast to thank its community partners. Another public library has an around-the-world festival, showcasing costumes, dances and foods from other countries. Expand Your Horizons Membership in civic clubs can expand your knowledge of organizations in your community. As treasurer of my Lion's Club, I have a chance to meet and develop friendships with other Lions. Speakers at our weekly luncheon meetings keep me up-to-date on area happenings. Community leaders, businessmen, law enforcement, health care personnel, and government employees are present, and it's a chance to socialize, mingle, and learn from them. Membership in the Palm Beach County Library Association also invites resource sharing with other information organizations. If you already sit on a board, take a more active role in that organization. One Hispanic insurance executive admitted she joined several organizations to bring in business, but then realized that the real rewards were from giving back to her community, not taking from it. Enhance Your Sensitivity Part of your diplomatic career requires sensitivity to cultural differences. This promotes greater understanding among people of different races and national origins. For example, relationship building is important in the Hispanic culture. A person might spend 20 minutes talking before getting down to business, and, if the person leaves the business, so will the relationship. Building trust is important in the Hispanic community, while being on time is not. Differences in communication with Hispanic library staff can be worked out when managers are aware of these cultural differences. Hispanic women are often culturally conditioned to be submissive, but career women and second- and third-generation Hispanics are strong and more assertive, says a Hispanic communications specialist. In her book, La Vida Rica, Yrma Rico says she always did more than what was expected. "Just showing up is not good enough," she advises. No job is only 9 to 5. Being bilingual was a huge help, but if you want to stand out from the crowd, follow her advice. Sponsor an Intern, Mentor a Student Another way to be an ambassador to diverse groups is to invite a librarian trainee to intern at your library. We have had an intern from Ameritech spend two weeks here as part of her job training experience. This summer, in partnership with the community college, we will host a librarian from Jamaica. Volunteers gain valuable experience, while you gain an understanding of working together through multicultural teamwork and expand your diverse staff. Student employees can get valuable job experience and go on to become professionals in your community. Setting an example makes them, in turn, ambassadors for your information organization. We have had students go on to become pharmacists, naval intelligence officers, ophthalmologists, and, of course, librarians. Being an ambassador for your workplace helps advance both your library and your career. Adopt a diplomat's philosophy, and your library, your community, and your career will thank you for it! Barbara Oeffner, a graduate of Northwestern University's Medill School of Journalism, B.S.J. and Florida State University, MLIS, is the reference librarian at Belle Glade Library, a branch of the Palm Beach County Library System. She lectures on literacy and also supervises the volunteers at her library. She is author of "Chief - Champion of the Everglades," a biography of Seminole chief James E. Billie. ======== *** Advice, articles, and salary information for librarians: http://www.lisjobs.com/advice.htm ======== A Vital Necessity: Advancing Ethnic and Racial Diversity in Library Schools by Socorro Maria Pelayo (pelayo007@sbcglobal.net) The Civil Rights Movement of the 1960s was the singular compelling social movement moving universities to re-examine their admission and recruitment policies regarding non-white students. The Black Power Movement, the Chicano Movement, and, later, the Women’s Movement galvanized students to apply for admission into schools of law, medicine, engineering, social work, library schools, and other academic departments. To enroll more students, Dr. Arnulfo Trejo created the Graduate Library Institute for Spanish Americans (GLISA) at the University of Arizona in 1975. In its brief history, GLISA graduated sixty Hispanic students. This was a major accomplishment, considering that in 1965 Dr. Trejo was the fifth Hispanic librarian in the nation. Earlier, Dr. E. J. Josey challenged discriminatory practices of southern library chapters who refused admission to African- Americans. In 1964, he persuaded the American Library Association (ALA) to pass a resolution forbidding officers and employees from attending segregated southern library association meetings and functions, until those chapters opened their doors. The Problem Sadly, recruitment and retention gains of non-white students in library schools have not kept pace with changing demographics. Although the last population census revealed that Hispanics are the fastest-growing ethnic group, in 2001 there were fewer than 2,000 Hispanic librarians in the country. Recent statistics published by the Association of Research Libraries (ARL) indicated that fewer racial and ethnic minority students are graduating from library schools. Other ARL statistics disclosed that only one percent of director positions and three percent of assistant and associate director positions in U.S. ARL Libraries are held by non-white professional staff. If the drop in library school admissions goes unabated, the number of non-white professional librarians and library students could conceivably return to the days before the Civil Rights Movement. Potential Solutions Here are a few proposals that may increase the diminishing numbers of non-white library students and develop leadership and team building skills for career advancement. 1. Apply the business model to provide scholarships. For example, in the hospitality industry, Marriott Hotel has an outstanding record in hiring African-Americans, Hispanics, and Asians as top managers. Marriott understands that diversity is good for business. Its diversity initiative is simple: Mirror the communities where they do business. Marriott also forms partnerships with racial and ethnic professional organizations as a way to extend its influence into these communities. Partnerships allow Marriott to recognize new talent and tap into products and services of emerging businesses. Forming partnerships with their local business communities provides opportunities for library schools to raise funds for tuition scholarships and internships. This is one way for industry to discover and appreciate the valuable work librarians do. This approach may open up future possibilities of employment for the school’s graduates, and provide the school with a way to publicize the profession while making contacts within the business community. 2. Recognize talent wherever you find it - among paraprofessional staff and elsewhere - and encourage people to enter the profession. Seek out communities, high schools, and colleges, to visit and recruit students. When we make ourselves known in our communities, we publicize our profession. 3. Check with your alumni associations and inquire what they are doing to mentor non-white students. Use REFORMA, which provides mentors to Latino ALA Spectrum and REFORMA MLS scholarship recipients, as a model to organize mentoring programs. Several new librarians, white and non-white, who responded to my e-mail query about having and being mentors, spoke highly about their experiences. The proteges said having mentors made them feel welcomed in their new roles as librarians. Former student colleagues of mine mentioned that the racial and ethnic background of their mentors was not a factor for them; they were just interested in having skills and knowledge passed on. Another colleague wrote that her mentors notify her of available professional development opportunities. She believes mentors have contributed significantly to her job performance. Two former colleagues, both non-whites, are acting as mentors to library students. They seek out non-white students and also make themselves available to anyone who asks for help. 4. Recommend and hire proteges to work in libraries and continue mentoring them as long as it is mutually convenient. 5. Study what other librarians are doing to increase enrollment of traditionally underrepresented racial and ethnic groups. Clara Chu, an Associate Professor at UCLA’s Information Studies Department, is actively involved in recruiting students of color into the Masters and Ph.D. programs. She believes that diversity in education and the workforce is one way to eliminate societal inequities caused by racism, and feels mentoring should begin at the time of application. At UCLA, every item on the application counts. Students’ Statement of Purpose must be written carefully to demonstrate the purpose for applying to UCLA, and to specify the subject field of study. In Ms. Chu’s experience, students of color need someone who can “show them the ropes and guide them through the process.” Ms. Chu and others dedicated to creating a diverse student body in the Information Science Department, organized workshops on racism, established courses on diversity, developed a course on ethics. She is active in the Diversity Recruitment and Mentoring Committee, a group of faculty, students, and professional librarians, who work to increase the number of non-white library students in the Masters and Ph.D. programs. Racial and ethnic minority librarians have been good for the profession. They influence collection development and acquisitions, as authors from traditionally underrepresented racial, cultural, and ethnic groups are becoming a part of library collections. They provide library services to previously-neglected culturally and racially diverse communities, and they invite people to feel comfortable in libraries and to participate in functions. Individually and within our associations, we are capable of setting the professional standard to increase the numbers of racial and ethnic students. We need the political will and intention to provide scholarships, recruit, mentor, and hire them. Socorro Maria Pelayo is a recent graduate from the School of Library and Information Science, San Jose State University. She enjoys teaching research skills and looks forward to working as a librarian. She has a J.D.and is looking for employment. Her email address is pelayo007@sbcglobal.net. ======== *** Your ad here: http://www.lisjobs.com/ratecard.htm#newsletter ======== What's Online? Recommended Resources Versed http://www.ala.org/ala/diversity/versed/verseddiversity.htm This official publication of ALA's Office for Diversity is published five times per year online, with paper printings available twice yearly at ALA midwinter meetings and annual conferences. They're currently seeking contributors, and back issues are freely available at the site. Yesslibrarian http://yesslibrarian.blogspot.com One of the missions of this blog is to gather resources for disabled librarians. National Diversity in Libraries Conference http://www.librarydiversity.org Reports on the 2004 event and provides links to some handouts and other presentation materials. Committee on Diversity http://www.ala.org/ala/diversity/commondiversity/committeediversity. htm OR http://makeashorterlink.com/?A539314A8 The official ALA site, provides links to a number of resources. Opportunities for Minorities in Librarianship http://irarevels.blogspot.com This blog provides information on opportunities, and invites visitors to comment. ======== But I Want To Hold It In My Hand! Print Resources Pymm, Bob and Damon D. Hickey. Learn Library Management. Lanham, MD: Scarecrow Press, 2003. ISBN 0810848856. $30.00. Purchase from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/0810848856/librarisjobsearc/ I distinctly remember one of my library school professors repeatedly telling my classmates and me: "You will be managers!" He was right, and I certainly could have used this handy workbook in the early weeks of my first professional library job. Though you should not expect this easy-to-read workbook to offer in-depth management theory, it provides a respectable overview of the issues faced by library managers. It does so in a practical way, with exercises and case studies appropriate for individuals or small groups. The authors were especially mindful to include a variety of libraries in the exercises, including public, academic, legal, government, and others. They also provide suggested answers, as well as references to more substantive resources. While it cannot replace a solid management class or textbook, Learn Library Management is a good place for a library science student or entry-level manager to begin learning the fundamentals. Christina Tabereaux (ctabereaux@hotmail.com) is a law librarian for the Connecticut Judicial Branch in Waterbury, Connecticut. --- Statz, Sarah R. Public Speaking Handbook for Librarians and Information Professionals. Jefferson, NC : McFarland, 2003. ISBN 0- 7864-1546-0. $39.95. Purchase from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/0786415460/librarisjobsearc/ The title sounds inclusive, but the book slants toward the traditional; the metamorphoses of BI sessions over the ages are a common theme. Statz promises a useful resource for public speaking neophytes and veterans alike. Six chapters on "The Speaking Process" introduce the basics for preparing and delivering successful speeches and presentations and include knowing the audience and researching topics. The remaining five fall within "The Speaking Environment," and can be read independently for tips on interviewing, interpersonal communication and instruction. A chapter called "Meetings" and the appendix of interviews are handy. Look at any reference job posting, and you’ll likely see "liaising with committees" listed right after bibliographic instruction duties. The interviews offer a nice anecdotal component to the "process" outlined in the first half of the book. Note: don’t expect to read anything new about the supremacy of PowerPoint, and use the Speaker’s Bookshelf sparingly. Just be yourself. Beatrice R. Pulliam (pullibe@rcn.com) received her M.S. in Library & Information Science from Simmons College in May. Beatrice is actively seeking outreach and instruction opportunities in academic librarianship. ======== 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. In the body of the message, type "subscribe infocareertrends [your name]" To unsubscribe from Info Career Trends, send an e-mail message to imailsrv@lisjobs.com. In the body of the message, type "unsubscribe infocareertrends [your name]" To subscribe to the RSS feed, visit: http://www.lisfeeds.com/rssify.php?url=http://www.lisjobs.com/newsl etter/current.htm , or subscribe from http://www.lisjobs.com/newsletter/current.htm . PLEASE SAVE THESE INSTRUCTIONS. Also visit the Info Career Trends web site at http://www.lisjobs.com/newsletter/ for current information, contributor guidelines, online subscription form, and archives.