tag:blogger.com,1999:blog-64801716855407734402024-03-13T10:55:51.631-07:00Library and Information Technology Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-6480171685540773440.post-65756471701334808012019-02-09T17:14:00.000-08:002019-02-09T17:14:08.713-08:00Moving PlatformsI know it has been a long time since my last post!<br />
I am back into writing and I have moved to WordPress at as the Resistant Librarian:<br />
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<a href="https://resistantlibrarian.home.blog/">https://resistantlibrarian.home.blog/</a><br />
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Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-2384854557312886242016-05-15T16:42:00.000-07:002016-05-20T00:06:01.607-07:00The 21st Century Library Worker: Post-Conference Reflections & Musings<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: "arial" , sans-serif;">Having spent many years teaching prospective library technicians, I have wrestled with the issues of power,
gender, and inequity that I have seen operate within the library field and my
responsibility to address these issues in a jam-packed undergraduate program. I
often felt alone in my struggles to confront these issues. Certainly, there are
not many who teach in library undergraduate programs amd fewer who view that
role as being responsible in exposing problematic social library-centric
practices.</span><o:p></o:p></div>
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On May 13th, at our provincial conference, (<a href="https://bclaconnect.ca/2016-conference/" target="_blank">BC Library Conference 2016: Disrupt
and Transform</a>), our final keynote,</span><span style="font-family: "arial" , sans-serif; font-size: 13.5pt;"> </span><span style="background: white; font-family: "arial" , sans-serif;"><a href="https://mobile.twitter.com/HarshaWalia" target="_blank">Harsha Walia</a>, blew open the doors on
the politics of gendered labour. Some attendees described the experience as
'uncomfortable', 'political' and 'powerful'. Should the library community act
on this, it may be an important moment in our profession. By exposing the
normalization of inequity and confronting the political sphere that libraries
occupy, we might actually be able to cut a new path in the pushback against the
marketization of the public sphere. While the task is enormous, the simple act
of just talking openly about our own workplace inequities carves out a new and
exciting (if not challenging) space in the discourse of librarianship. I was
greatly encouraged by the response of the audience and I am heartened by their
interest in this area.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="background: white; font-family: "arial" , sans-serif;">Below is a summary of my own presentation around the future
of library education and library work.There is some interesting overlap of
ideas with Harsha's presententation (validating for me, certainly). I have
edited my original to present a better flow.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">In recent years, I have
been studying the role of higher education and labour, and their intersections
in the library field. I see two significant events that are defining our
workplace experiences and educational needs:</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">1. Technology changes
demands for skills</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">2. Shifts in what it means
to be a “waged” worker </span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">We have to think about our
roles within the context of a "technologically-mediated world"
and this means that the "waged labourer" is changing. Technology is
the ultimate driver of this monumental shift. We are no longer making
things or, even, moving them around. Rather, we are creating 'cultural'
products (eg. Fashion, design, music, content services, podcasting,
illustrating and much more). <b>It is our collective creativity, our
feeling, our cognition that is our labour</b>. Labour that is not
material, labour that is not 'muscle power'.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Increasingly, the division of work and leisure is no longer
cleanly divided. What we<span class="apple-converted-space"> </span><i>do<span class="apple-converted-space"> </span></i>frequently becomes entangled in
our subjectivity of who we<span class="apple-converted-space"> </span><i>are</i>.
Most significantly, this is becoming a<span class="apple-converted-space"> </span><i>norm</i><span class="apple-converted-space"> </span>in how we perform work. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">“The worker is to be
responsible for his or her own control and motivation within the work group
without a foreman needing to intervene, and the foreman's role is redefined
into that of a facilitator.”</span></b><span style="font-family: "arial" , sans-serif; font-size: 13.5pt;"> </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><i><span style="font-family: "arial" , sans-serif;"><a href="http://www.generation-online.org/c/fcimmateriallabour3.htm" target="_blank">---- </a><a href="http://www.generation-online.org/c/fcimmateriallabour3.htm" target="_blank">Immaterial Labor, Maurizio Lazzarato</a> </span></i></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">While some of us, by
virtue of our personal disposition and professional roles cannot separate our
labour (our work) from our personal lives, even those who may not be treated
(monetarily) as “professionals” find themselves always working - always thinking
about problems and solutions. Our work has become inextricably linked to <i>who
we are.</i><span class="apple-converted-space"> </span> This is very
powerful because it fuses our work with our identities in ways that we, as
subjects (our consciousness, our being) self-regulate. For example, a
supervisor or boss may not instruct you to “go home and think about how you can
link TOR with your latest service model” but, as you are walking the
dog after dinner, this is exactly what you do. It may mean you perform some
research after your walk or write a blog post about the benefits of
TOR. This might be an enjoyable problem to chew on but it also means that
you may not be thinking about the next novel you want to read. Further
this <i>immaterial</i><span class="apple-converted-space"> </span>work
that you are not directly compensated for is part of what society is becoming
increasingly and economically dependent upon.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The discussion of
immaterial labour, informed by technological development, is important to
preface any discussion about education, skills, and competencies because these
are informed by the complex social processes that shape our everyday experiences.
In other words, to understand what skills and education library workers will
need in the future, it is necessary to recognize the broader societal shifts
that shape what it means to paid worker in the 21st century.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: "arial" , sans-serif;">Libraries Re-imagined</span></u></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Inevitably, libraries are being reshaped as part of technological
disruption. This disruption is inextricably linked to changes in ideologies
like a shift from the welfare state to free market capitalism and, since the
Thatcher–Reagan era, neoliberalism.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Neoliberal ideology
(social practices and ideas that restructure institutions towards capitalistic
interests), infiltrates the public sphere, changing libraries to be
another aspect of the marketplace. For example, consider how some public
library systems have converted their "Chief Librarian" positions to
"CEO" or how library patrons have been converted to
"customers". These shifts in language carry very powerful meaning
that shape the ways we perform our practice. This, in turn, has an affect on
the ways in which library spaces are conceived and shaped, generating possible
tensions in what libraries are and what they should be.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Siobhan Stevenson (2016)
describes the library as a <b>“space where people can "critically
engage with the issues of the day in a way that is separate from the market and
the state" </b>(p. 195).</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">However, our notions of what
it means to be a “citizen” in a community are also being
redefined. Citizens/members of our democratic society are increasingly seen as
consumers and customers and part of “markets”. Our community members (and
ourselves) are made responsible for our education, development, upward
mobility, etc. It is convenient, in free market capitalism, to make
individuals ultimately responsible for their own self improvement. The costs
and responsibility of being a good worker move from a collective responsibility
to an individual one. Yet, as many of us will attest, there are profound
structural barriers that can limit how we access education and training
including time off from work and financial support. Not only, then, is library
work changing, so too are its service aims. Thus, the library is
being re-imagined and re-invented as mixed use spaces that are looking less and
less like "libraries" of the past. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Since many of us were
educated in a time when library work was focused on the handling of materials
as part of a collections focus, the changing nature of libraries has
significant implications for those who use then<span class="apple-converted-space"> </span><b>and</b><span class="apple-converted-space"> </span>for those who work in them. As mixed
spaces increasingly focused on service provision, we have to ask what will
those working in libraries look like going forward and what is to become of
those who work in them now? This prompts questions about the profession, more
generally.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">A question I wrestle with
as an educator, is who should be attracted/recruited to this profession? I am
hoping for some insights in my current research that is studying how
stereotypes of librarians in popular culture is a way in which people are
“educated” about the role of librarians and what it means to perform
"women’s work". Because these stereotypes remain incredibly prevalent
and are most often generated by those outside of the field, I hope to
understand how discourses of femininity In popular media in 2016, the
stereotypes are not designed by “us” and they persist. One of my guiding
research questions is: "How are representations of librarians contested
and socially produced as a cultural struggle for professional
recognition?"</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Policies, shaped by
government are an integral and highly political element in the struggle over
how we talk and think about our field and our workplaces. Libraries, as
cultural and public institutions are influenced by government policies by
reproducing them and shaping their own to mirror government expectations. At
times, library workers also find ways to "push back" and subvert
efforts to move libraries in problematic directions. Doing so, requires
tenacity, courage and knowledge. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">When we develop job
descriptions and roles, we make assumptions about what kinds of people best
serve those positions, including the kinds of experience, education, and
training required. We make folks get library tech diplomas and master's
degrees and we build hiring and training policies around assumptions about what
these credentials embody. We often don't openly discuss and share our views
about the role of class, race, and gender and yet these are important elements
in shaping the ways we approach labour. </span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Often I am tasked with
anticipating what library education should look like in the context of these
issues. However, like many, I feel we are in highly disruptive times and I
am very cautious of making assumptions about what specific skills will
be needed. While I would contend that discrete skills and competencies can
be dangerous in that they can give us tunnel vision when thinking about
abilities (Just think of<u> <a href="https://www.workbc.ca/getmedia/4c54646a-93fa-4566-b148-f43a3f27b240/Booklet_BCsBlueprint_web_140428.pdf.aspx" target="_blank">BC’s Skills for Jobs Blueprint</a> </u>and LNG<u>)</u>, I
also recognize that we have to do <i>something</i> to set out
expectations.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">While technical skills are
important – we need to know how to be “technologically agnostic”, we need
to know how to invoke tools that aid in protecting privacy and we need to be
able to communicate and collaborate with our communities – we also need
librarians to understand critical theory and policy analysis. We need
library people who can navigate “complex political and economic environments”.
Further, we need library workers, at all levels, to have some flexibility in
developing their knowledge and skills that is guided by open discourse on the
problems and possibilities that exist for libraries.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Using the example from the
BC Library Conference session<span class="apple-converted-space"> </span><i>Privacy
Matters</i><span class="apple-converted-space"> </span>- When the police
enter a library and demand information about library members, we need to be
assured that our front line library workers not only know how to respond, but
also know why their response is absolutely integral to the protection of the
library as part of the public sphere. AND THEN we need to help our
communities understand why we take on these positions because we are, after
all, members of those same communities!</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">We need to understand that
the work performed in libraries is increasingly “immaterial” and our focus
shifts from handling materials to handling broader, more complex and pervasive
societal problems including a shrinking middle class, limited access to
affordable housing and post-secondary education, grappling with the
effects of climate change, homelessness, mental health issues including a
growing number who, in spite of our social connectedness, feel isolated,
marginalized and alone. The skills needed include a sophisticated
understanding of what it means to be a human being in this world.
(Interestingly, our salaries do not actually mirror the tremendous
cognitive weight of doing this work, but that is for another blog post...)</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">While technology is
disrupting the way we understand labour, we acknowledge that libraries ARE also
sites of disruption. Most profoundly, this disruption is their role as
political spaces in the sense that they are one of the remaining sites for
public discourse as a cornerstone to democratic society.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;"><span style="font-size: x-small;">Stevenson, S. A. (2016). Immaterial
labour, public librarians, and third-generation public libraries. New Library
World, 117(3/4), 186-200. doi:10.1108/NLW-11-2015-0083</span></span></div>
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Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com7tag:blogger.com,1999:blog-6480171685540773440.post-28267189464999196402016-03-26T12:21:00.000-07:002016-04-07T20:45:58.976-07:00Resiliency & the Future of Libraries: Questioning Assumptions About Library Continuing EducationIt has been a long time since I last made a blog entry and it has weighed on my mind for quite some time. It is not that the ideas have not been circulating. Far from it! I have been working on my doctorate which has pulled me into a whole new realm of writing, re-writing, and more writing....
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However, it is time to resume my musings here in the hopes that it inspires some conversation.
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Recently, I crafted an editorial piece for a library publication discussing some issues around library education and, through that process, I came to the conclusion that in the "sea" of learning opportunities, library practitioners continue to struggle with access to educational possibilities. That is not to say that there are not a plethora of webinars, moocs, and other low-cost options that focus on skill-based outcomes. By virtue of our education, training, and professional persuasions, library practitioners are very good at sharing their skills and knowledge. My concern rests with the growing need to expose, discuss, and explore the often complicated conditions that shape our working environments. These environments are shaped by global/national/local politics, economics and social agendas that ultimately affect the shape and character of library services.
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-UaaIibrOlX4/VvbROV4-9xI/AAAAAAAAAFY/4DupPr8jeNghPSGM5XzFoBnEQuYJDxFrg/s1600/CarnegieLibrary2016.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://2.bp.blogspot.com/-UaaIibrOlX4/VvbROV4-9xI/AAAAAAAAAFY/4DupPr8jeNghPSGM5XzFoBnEQuYJDxFrg/s320/CarnegieLibrary2016.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Carnegie Branch, Vancouver Public Library</td></tr>
</tbody></table>
Discussion around the <i>future of libraries</i> is something we ALL need to engage in. However, we often find ourselves running to keep up with the <i>now</i>. While essential, skills training and development does not build in <i>resiliency</i>. Continuing education for many library practitioners is reserved for the privileged. The structural barriers to deep and meaningful continuing education persist for most people in this industry, creating difficulties that affect everyone. A simple example is access to conferences. As the cost of attendance climbs and professional development budgets stagnate or disappear altogether, those in the most marginalized positions are cut out.<br />
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Ironically, many of these people work the most intimately with library members. They see, first hand, the effects of globalization, economic uncertainty and broken social systems. Their experiences are an important part of the library narrative. Often these very workers are subject to the same structural inequities of the people they serve. Precarious work, in the form of "auxillary", "on-call", and "contract" positions, ensure that many of these employees exist on the edge of the organizations they work for, often being denied access to professional development support. The irony is that these people <i>are</i> the future of libraries. They are part of an undeniable shift in North American labour practice that excludes workers from benefits, guaranteed livable wages, and organizational belonging. Further, they are mostly women.
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-JrFz43b4xa0/VvXMAghHc4I/AAAAAAAAAFI/JXME6P3SeUkw0xE7Gh3_VdhHh8klWpGYQ/s1600/SurreyCentrePublicLibrary2016.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://4.bp.blogspot.com/-JrFz43b4xa0/VvXMAghHc4I/AAAAAAAAAFI/JXME6P3SeUkw0xE7Gh3_VdhHh8klWpGYQ/s320/SurreyCentrePublicLibrary2016.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Surrey Public Library: A view within the City Centre Branch</td></tr>
</tbody></table>
Much discussion around the future of libraries centres around libraries as <i>institutions</i> -- brick-and-mortar spaces. There is an eerie silence about the future of the people who work within these spaces. We must be cautious not to mistake dialogue around professional development (that is often skills-focused) for the equally important and necessary discussion around the <i>role</i> of library practitioners in libraries of the future.
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There is a large supply of rhetoric around the future of work that includes the influence of automation, artificial intelligence, global outsourcing, climate change and more. Far from unified, much of the general professional employment literature is grounded in what employers need. Employer need, particularly in a world where "short-termism" prevails, is not the only lens that should be used to contemplate the future. Library practitioners, from all levels and job descriptions, have a very important role in developing libraries of the future. However, by virtue of their positions and power dynamics in the workplace, they are often denied the means of participating in these conversations.
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As I ponder how we create space for conversation for all individuals, I recognize that, as mentioned in earlier <a href="http://libitufv.blogspot.com/2014/04/leadership-privilege.html">posts</a>, library folk often do not have the ability to speak openly about their profession. As an educator, I am also acutely aware of how costs prevent many from gaining access to forums where they can share ideas and concerns. I wonder if it is possible to take advantage of technology to develop better communication networks that allow for grassroots discussion and action. I fear that even the newly proposed <a href="http://cla.ca/">Canadian Federation of Libraries</a> is a project that fails to encompass the grassroots contributions and considerations that are so profoundly necessary in building resiliency. Perhaps it is time to organize more, low-cost, open invitation "un-conferences". <br />
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While the values of individuals may comfortably align with those of the organizations they may work for, this is not always the case. What do we do if there is a disconnect? What <i>can</i> we do? What <i>should </i>we do?<br />
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I have worked very hard to create a <a href="http://www.ufv.ca/continuing_studies/certificate_programs/library-technicians-post-diploma-certificate/" target="_blank">certificate program</a> for library workers that attempts to create one possibility for building empowerment. More recently, I am experimenting with place making as a "way in" to thinking creatively about our future and its relationship to human need. I believe that the ways we wrestle with our social problems are highly subjective and iterative. For me, this suggests that the plurality of our experiences is not only inescapable, it is the only way we are going to be effective in developing a robust future for ourselves as individuals and for our organizations.<br />
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This means that we need a stronger investment in
the intellectual capital of library practitioners. We need to make it part of a
national library agenda. An agenda that is not defined by libraries as institutions but an agenda defined by libraries as organizations of <i>people</i>. An agenda that incorporates skill development but is equally focused on inclusive conversations about the role of library practitioners both now and in the future. The politics of difference will always constrain our actions but this does not negate the need for expecting and supporting thoughtful engagement.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com2tag:blogger.com,1999:blog-6480171685540773440.post-13459076845476936242014-10-27T21:10:00.000-07:002014-10-30T11:02:54.039-07:00Finding Empowerment Through Continuing Education<div class="separator" style="clear: both;">
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Sculpture at the University of Alberta, Spring 2014</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">I was recently pulled out of my daily distractions when I was invited to speak with a group of library practitioners who had kindly invited me to their annual general meeting (<a href="http://www.bcla.bc.ca/ltas/default.aspx#.VEyaNfnF-So" target="_blank">LTAS</a>). Connected by an interest in information work and the call to be part of a professional community, I realized that my prospective audience had asked me to speak as part of a pursuit in their own ongoing education. These informal and collective moments are an important part of an earnest endeavor to remain intimately engaged with the larger issues of their field. Yet, such activities often go unrecognized as forms of continuing <i>education </i>because we assume that such work happens in more formal arenas.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This points to a very significant problem. While education remains a popular concept in library and information studies, the role it plays in the lives of practitioners is not always clear. Certainly, it is easy to infer that taking courses from accredited institutions, attending workshops and conferences are forms of continuing education. However, these are not necessarily the places and moments when <i>significant</i> learning occurs. Indeed, within some of these structures it would be more accurate to say that they present opportunities for <i>training. </i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A number of recent articles regarding education for library workers reveals a tendency to focus on training,<i> </i>with discussion limited to a focus on skill development for the purpose of creating efficient organizations and employees (e.g. Certification, 2014; La Chapelle, 2014; Leong, 2014; Lopuszynski, 2014l; See & Teetor, 2014) . Using "training" and "education" interchangeably, obfuscates their individual meanings and, ultimately, their roles in the lives of library employees. This is not to say that training is not important or, even, critical to the work that is performed in this field. Training is limited in that it enables us to perform our jobs as they evolve but it cannot inspire us to confront our fears. It cannot empower us to speak up and it cannot act as the key that unlocks our passion to do <i>better</i>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I boldly suggest that we need to shift paradigms and begin thinking about continuing education for library workers as something that moves beyond training into something far more integrated, meaningful and emancipatory. Doing so will allow us to bracket training as something that is skills/competency-based and used for improving job performance. Continuing education can be focused around the <i>person</i> and his/her journey towards self-actualization. Granted, such a shift is neither easy nor assured. However, such a shift in thinking presents an opportunity to reexamine how we currently describe and support education. Further, this move can renew conversations about what we actually do to support learning, what needs to be improved and, most importantly, to what <i>end</i>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">For a profession that prides itself on a service ethic to empower <i>others</i> to realize their potential, library personnel struggle to access this same support for themselves. If an increasing number of staff are part of the precarious workforce, whether due to poor pay or contingent work, their ability to exercise empowerment (in the ways we hope for our broader communities) will increasingly elude them. Not only does this reflect a deep hypocrisy within our profession's <a href="http://www.ala.org/advocacy/intfreedom/statementspols/corevalues" target="_blank">core values</a>, it also jeopardizes our ability to navigate our way into a successful future <i>as</i> a profession. How can libraries support engaged, highly participatory and informed communities if those who work in libraries are not engaged?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Many of the most poorly paid staff in libraries are also the ones who interface most closely with the public. Representing the "face" of the library, these front-line employees are frequently the least able to advance their education in order to grapple with the changing expectations of their communities (I have seen this first hand with my own students, who are often already working in libraries). Not only do these individuals often have limited financial means, they also have little or no political and social capital within their organizations. This hampers their ability to contribute through creative problem solving and innovative practice that jeopardizes the way the <i>entire organization</i> is perceived and, therefore valued, by its community.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There is a troubling trend in libraries (and in many other organizations, for that matter) to only support continuing education if the endeavor <i>directly</i> informs a position or role. While the reasons for this relate back to the need to demonstrate accountability and rationality, this approach undermines the prevailing assumption that libraries support life-long learning. In such cases, learning opportunities are constrained by employer values and needs. This is problematic for libraries because they are organizations that, in the very first instance, exist to serve "a learning society". ALA has codified our responsibility as a profession in its <a href="http://www.ala.org/advocacy/intfreedom/statementspols/corevalues#service" target="_blank">Core Values</a> by stating:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession</span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;">Although there are many examples of free or inexpensive training and development options for library staff, most represent short-term skills acquisition. These resources fulfill only a partial role in the educative process. The complex problems that library professionals face are not easily fixed or managed through one-off experiences because they do not invite the learner to challenge the status quo in order to reimagine the future.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">S<i>ignificant learning </i>offers us a way of seeing education as something that incorporates individual experience and <i>change</i>. "For learning to occur, there has to be some kind of change in the learner" (Fink, 2003, p. 30). Such change requires sustained introspection, discussion, and exploration. This form of education takes a turn away from training to become something more lasting and, ultimately more impactful. Continuing education </span><span style="font-family: Arial, Helvetica, sans-serif;">"</span><span style="font-family: Arial, Helvetica, sans-serif;">helps develop an understanding of our society and the </span><span style="font-family: Arial, Helvetica, sans-serif;">world ... and it helps develop the personal, social, </span><span style="font-family: Arial, Helvetica, sans-serif;">and human competencies" (Schejbal & Wilson, 2008, p. 32). </span><br />
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">As in the case of the LTAS AGM, library workers can exercise some agency in their educational pursuits but the structural barriers that limit these efforts must be called out and probed. However, I have mentioned in earlier posts that finding voice is also an issue for this field. We will not become better librarians and library workers by becoming better technologists or managers. We will will become better librarians and library workers by becoming better <i>people</i>.</span></span><br />
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Once again, I reflect on the purpose of continuing education and I see it clearly as something that is far more complex than a course, a certificate, a workshop or a conference.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">It is a <i>process</i><i style="font-style: normal;"> </i>and an </span><span style="font-size: small;"><i>investment</i><span style="font-style: normal;">. </span>It is <i>essential </i>and, most importantly, it is our collective <i>responsibility</i>.</span></span><br />
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">I am left with Dewey's passionate claim:</span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has (1976, p. 226)</span></span></blockquote>
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">** I would like to thank the members of LTAS for their invitation to speak and the opportunity to reflect on how it may be possible to "lead from below". </span><span style="font-size: small;"> </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">________________</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small; line-height: 16.7999992370605px;">Certification for Public Library Personnel. (2013). </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-size: small; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Public Libraries</i><span style="font-size: x-small; line-height: 16.7999992370605px;">, </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; font-size: small; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">52</i><span style="font-size: x-small; line-height: 16.7999992370605px;">(2), 13-21.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">Dewey, J. (1976). Creative democracy: The task before us. In J. Boydston (Ed.), </span><span style="font-size: x-small;">John Dewey: The later works, 1925-1953, volume 14 (pp. 224-230). Carbondale: </span><span style="font-size: x-small;">Southern Illinois University Press.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;"><br /></span>
<span style="font-size: x-small;">Fink, D. (2003). A taxonomy of significant learning. <i>In</i> Creating significant learning experiences. San Fransisco: Jossey-Bass.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span lang="FR-CA">La
Chapelle, J., & Wark, L. (2014). </span>I've Got My MLIS, Now What?
Further Educational Opportunities for LIS Professionals.<span class="apple-converted-space"> </span><i style="outline: 0px;"><span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Partnership: The Canadian Journal Of Library & Information
Practice & Research</span></i>,<span class="apple-converted-space"> </span><i style="outline: 0px;"><span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">9</span></i>(1), 1-4.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span></div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="line-height: 16.7999992370605px;">Leong, J. (2014). Purpose-driven learning for library staff. </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Australian Library Journal</i><span style="line-height: 16.7999992370605px;">, </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">63</i><span style="line-height: 16.7999992370605px;">(2), 108-117. doi:10.1080/00049670.2014.898236</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 16.7999992370605px;"><span style="font-size: x-small;"><br /></span></span>
<span style="font-size: x-small;"><span style="background-color: white; line-height: 16.7999992370605px;">Lopuszynski, C., Ramirez, P., Rosenthal, L., & Zukowski, J. (2013). Staff Training: Day In, Day Out. </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">ILA Reporter</i><span style="background-color: white; line-height: 16.7999992370605px;">,</span><span style="background-color: white; line-height: 16.7999992370605px;"> </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">31</i><span style="background-color: white; line-height: 16.7999992370605px;">(1), 22-24.</span></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 16.7999992370605px;"><span style="font-size: x-small;"><br /></span></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;"><span style="line-height: 16.7999992370605px;">Schejbal, D. & Wilson, D. (2008). The value of continuing education. <i>Continuing</i> <i>Higher Education Review, 72, </i>p.32-43.</span></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: x-small;"><span style="line-height: 16.7999992370605px;"><i>.</i></span></span>
<span style="background-color: white;"><span style="font-size: x-small;"><span style="line-height: 16.7999992370605px;">See, A., & Teetor, T. (2014). Effective e-Training: Using a Course Management System and e-Learning Tools to Train Library Employees. </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Journal Of Access Services</i><span style="line-height: 16.7999992370605px;">, </span><i style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 0px; line-height: 16.7999992370605px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">11</i><span style="line-height: 16.7999992370605px;">(2), 66-90. doi:10.1080/15367967.2014.896217</span></span></span></span></div>
Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com8tag:blogger.com,1999:blog-6480171685540773440.post-36035061623710612062014-04-20T10:05:00.001-07:002014-04-20T10:05:14.783-07:00Leadership & Privilege Having just returned from yet another, well-organized BC Library Conference, I am left with many complicated thoughts. I aspire to share some of them here as a way of encouraging others to reflect on their own experiences in an effort to wrestle with the problems and assumptions that remain hidden in library culture.<br />
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I am interested in understanding how we have arrived at certain conditions that seem to be the product of certain forms of leadership and, more importantly, how we discuss it. Despite the difficulty in trying to tease the issues out, it is important to tap into what lies beneath the surface of this profession and, even, the broader social problems that we all face. Doing so, for instance, may help us to better understand how we might approach our work, our professional development and our education to open up more space for debate, experimentation, and support.<br />
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To begin my exploration, I turned to what has been written and what is being discussed both formal and informally at conferences, in the literature and in other web resources. While there is much "discourse" or discussion about leadership, there is space for delving deeper into what is hidden -- the assumptions that construct the ways in which we make decisions and perform our roles. For example, we need to take a closer look into how relations of power and privilege can position certain people to <i>become</i> leaders*. Furthermore, we need to understand how different kinds of leadership produce certain outcomes that may or may not reflect our inherent values and understanding of our roles in library work. This can only be done if we first attempt to unpack the concept of leadership.<br />
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The lack of consensus on the meaning of leadership makes it an "essentially contested concept" (Dowding, 2011). This means that our understanding of leadership is relative and is likely to shift over time and circumstance. Recognizing this, enables us to see that approaches that appear in the workplace in addition to the professional and academic literature are merely <i>possible</i> ways of "seeing" and are not, in any way, definitive. Some approaches are so common that they take on a kind of power of their own that is discursive and seemingly natural.<br />
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As a way of untangling some of the meaning, it is useful to examine the work of Keith Grint, who appreciates the significance of leadership but challenges the notion that it can be universally understood. He begins his book,<i> Leadership: Limits and Possibilities</i>, with four possible ways of understanding leadership<br />
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<li>Person: is it WHO 'leaders; are that makes them leaders?</li>
<li>Result: is it WHAT 'leaders' achieve that makes them leaders?</li>
<li>Position: is it WHERE 'leaders' operate that makes them leaders?</li>
<li>Process: is it HOW 'leaders' get things done that makes them leaders? (2005, p.1)</li>
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I venture that the general discourse of library leadership is based on ideas of position and, to a lesser degree, results. For example, Peter Hernon (2010) examines the Blackwell Award Program, revealing that not only is leadership tied to program development, applications are focused on management with an underlying assumption that leadership is present. "Management is concerned with executing routines and maintaining organizational stability - it is essentially concerned with control; leadership is concerned with direction setting, with novelty and is essentially linked to change, movement and persuasion" (Grint, 2005, p. 15). In order to understand when true leadership occurs (and whether it is has assisted us in order to move in the direction of a worthy and desirable future), it is important that we carefully separate the practice of management from leadership.<br />
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We can also understand leadership looking at how leaders and leader<i>ship</i> are acknowledged and by whom. Grint asks, "So who says what the context is (it's usually a crisis)? And who says that - as a consequence of the context - we therefore need leaders of a particular kind (it's usually 'decisive')? Usually the answer is: the existing leaders" (2005, p. 11). In other words, leaders decide what the crises are and who is needed to lead through these crises. <br />
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How, then, do library folk become leaders? While many who become organizational "influencers" rise through the ranks of their organization through what seems a natural career progression, others are more carefully groomed. There are numerous leadership institutes for librarians and their focus is, understandably, on leadership skill development. A main objective of ACRL/Harvard Leadership Institute, for example, is to, "force participants to examine their own leadership styles" (Kalin, 2008, p. 266). An attendee of the Northern Exposure to Leadership Institute blogs, "NELI helped me to understand more about myself and my strengths as a leader" (Mac, 2012).<br />
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What appears to be lacking in the discourse of leadership is a discussion of the social constructs that enable some to rise to positions of leadership that may or may not have anything to do with their demonstrated abilities and/or knowledge. The matter is made more complex by the fact that the work environments are becoming increasingly "accountable" through technologies that cannot easily incorporate the qualitative elements that are so often the basis of public service.<br />
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Our culture has become dominated by the language of austerity. It is increasingly difficult for us to imagine ourselves operating in any other way other than as economic entities. Economic growth trumps social justice. Henry Giroux and Susan Searls Giroux summarize the effects most meaningfully, “As the discourse of neoliberalism seizes the public imagination, there is no vocabulary for political or social transformation, democratically inspired visions, or critical notions of social agency to enlarge the meaning and purpose of democratic public life”(as cited in Ayers, 2005, p. 536). Consequently, we find ourselves attempting to respond to change from only one perspective. This relative position is one that does not allow for individuals to influence development and change in a more distributed, democratic fashion. Doing so invites debate, deliberation and questioning that is simply not welcome in a neoliberal regime.</div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; line-height: 24.375px;"><br /></span></span>All of this leads to my observation that inequalities prevail in all sectors and at all levels. Some benefit from privilege while others suffer as the <i>other. </i>While such problems extend outside of the library field, it is essential that some attempts are made to understand where privilege may not only disadvantage some but may also inhibit our collective ability to grow and adapt to changing societal habits, values, and circumstances. Inequality in the workplace is powerful, sometimes subtle and certainly something to be examined and challenged. Pease (2010) attempts to unravel the complexities of inequality by revealing that an examination of unearned advantage (privilege) can help us to understand why some social problems persist. He eloquently states<br />
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This belief in the naturalness of inequality leads most people to accept and live with existing inequalities in the same way we live within the laws of gravity. It is only when we understand that social inequalities are human creations designed to benefit a few that we can see the possibilities for challenging inequality (p. 14)</blockquote>
This relates directly to the discussion of library leadership because the institution that is the "library" is increasingly influenced by economic and political ideologies that are unraveling what it means to be democratic, accessible, intellectually free, and diverse - values articulated in the <a href="http://www.ala.org/advocacy/intfreedom/statementspols/corevalues#democracy" target="_blank">ALA Core Values of Librarianship</a>. The present condition of Library and Archives Canada (LAC), the process of program reviews in education, the penetration of private companies that seek to "aid" libraries in becoming more efficient through "de"-selection, automating services and, most recently, the outsourcing of our <i>national </i>bibliographic holdings are only some of the more obvious examples. It is very, very difficult to have an open and candid discussion about why it is that some of the actions taken by government, library workers, and management teams may be problematic. Despite the fact that the profession needs to exercise its voice by challenging problems, most in the field feel limited in how they may speak and act.<br />
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It should be noted that while librarians are understood to be a class of "professionals", in most cases, they are also paid servants of the state. Pease notes "that professionals have a range of privileges connected to their relative job security and control over their labour process and the work of others (A. Ferguson 1979). So, their material interests are connected to the status quo" (2010, p.75). This creates a strong tension when the ideology of how libraries must organize themselves and define their value shifts. Today, this transformation is part of pervasive and powerful claims that all aspects of education, training and public service must operate to support the interests of business and industry. Many of us know that questioning the very powerful discourse of rationality, austerity, and <i>productivity </i> puts us in very vulnerable positions.<br />
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So while many are frustrated by the ebbing away of what it is that we value as a profession, they feel absolutely powerless. This is precisely why we must understand how leadership does and does <i>not </i>work. One of the limits of leadership is that it continues to operate in the library field in a hierarchical fashion that is often position-based. These positions are political and reflect power structures within organizations that structure who is able to speak, what they are able to share and do, as well as when and where. If we are to understand strengthening leadership as a way of facing the future with some degree of success, we are well-served to heed the words of Bob Pease (2010)<br />
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members of privileged groups need to be aware of the ways in which their speaking positions can be oppressive and dangerous and, at the same time, not retreat from political work that is contentious. After all, what could be more privileged than positioning oneself in a way that is beyond criticism? (p. 31)</blockquote>
It is difficult for us to think our way outside of this box unless we consider leadership as something less binary (leader/follower, powerful/powerless, control/resistance, etc.) and something more interdependent and fluid. Collinson suggests that such an approach, "recognizes that leaders exercise considerable control and that their power can also have contradictory outcomes which leaders either do not always understand or of which they are unaware" (2005, p. 1435). Doing so can reveal that deploying other forms of leadership (like distributed or participatory) may, in fact present new opportunities for dealing with very large and difficult problems.<br />
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Distributed leadership acknowledges a collective responsibility and collective flexibility and helps us to see expertise in new areas within the field. Being less individual-driven, this form of leadership has the potential to re-invoke what it means to be socially responsible (Grint, 2005). This possibility could be one way in which the community of library workers, from all levels, can become more involved and empowered to address the real problems the field must face. <br />
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While leadership may remain an "essentially contested concept", we can better position ourselves to understand its varied and contextual role if we are to to continue to provide communities with access to diverse resources and aid in the navigation of a complex information-centric society. The problems we face cannot be solved by individual "heroes" who have had the benefit of elite educational and training opportunities. There is simply more force to defend democracy and intellectual freedom if the profession is able to call upon the diverse knowledge, interest and expertise of all of its members. Without it, we are not much of a profession at all.<br />
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<span style="font-size: x-small;">* However, a good place to start is the Progressive Librarian Guild's journal <i>Progessive Librarian: A Journal for Critical Studies and Progressive Politics in Librarianship.</i></span><br />
<span style="font-size: x-small;"><i>________________________________________________</i></span>References<br />
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<span style="font-size: x-small;">Ayers, D. (2005). Neoliberal ideology in community college mission statements: A critical discourse analysis. <i>The Review of Higher Education, 28</i>(4), 527-549). </span><br />
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<span style="background-color: white;"><span style="font-family: Times, Times New Roman, serif; font-size: x-small;"><span style="line-height: 16.799999237060547px;">Collinson, D. (2005). Dialectics of leadership. </span><i style="border: 0px; line-height: 16.799999237060547px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Human Relations</i><span style="line-height: 16.799999237060547px;">, </span><i style="border: 0px; line-height: 16.799999237060547px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">58</i><span style="line-height: 16.799999237060547px;">(11), 1419-1442.</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Times, Times New Roman, serif; font-size: x-small;"><span style="line-height: 16.799999237060547px;"><br /></span></span></span><span style="background-color: white;"><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 16.799999237060547px;"><span style="font-size: x-small;">Dowding, K. (Ed.). (2011). Essentially contested concept. In the <i>Encyclopedia of Power</i>. doi: </span></span></span></span><span style="font-size: x-small;">http://dx.doi.org.proxy.ufv.ca:2048/10.4135/9781412994088.n123</span><br />
<span style="background-color: white;"><span style="font-family: Times, Times New Roman, serif; font-size: x-small;"><span style="line-height: 16.799999237060547px;"><br /></span></span></span><span style="font-size: x-small;">Grint, K. (2005) . <i>Leadership: Limits and Possibilities. </i>New York<i>: </i>Palgrave Macmillon.</span><br />
<span style="font-size: x-small;"><br /></span>
<span style="font-size: x-small;">Hernon, P. (Ed.). (2010). </span><i style="font-size: small;">Shaping the future: Ldvancing the understanding of leadership. </i><span style="font-size: x-small;">Santa Barbara: Libraries Unlimited. </span><br />
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<span style="font-size: x-small;">Kalin, S. (2008). Reframing leadership: The ACRL/Harvard Leadership Institute for Academic Librarians.<i> Journal of Business and Finance Librarianship, 13</i>(3), 261-270.</span><br />
<span style="font-size: x-small;"><br /></span><span style="font-size: x-small;">Mac, L. (2012, Mar. 17) </span><span style="background-color: white; font-family: Times, 'Times New Roman', serif; font-size: x-small; line-height: 1.5em;">TSLIS execs strengthen their skills at the 2012 Northern Exposure to Leadership Institute. [blog post]. Retrieved from: </span><span style="font-family: Times, Times New Roman, serif; font-size: x-small;"><span style="line-height: 19.5px;">http://tslisnetwork.org/tag/northern-exposure-to-leadership-institute/.</span></span><br />
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<span style="font-size: x-small;">Pease, B. (2010). </span><i style="font-size: small;">Undoing priviledge: Unearned advantage in a divided world.</i><span style="font-size: x-small;"> London: Zed Books.</span><br />
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Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com6tag:blogger.com,1999:blog-6480171685540773440.post-86832315903580071142013-11-02T13:51:00.000-07:002013-11-03T10:34:57.799-08:00Peeling back the layersIt has been too long since my last post but my reasons have been good ones. I began a doctoral program and I have been deeply buried in literature. The results have already been life-affirming because I am developing a toolkit to help me to better understand the dissonance that I both observe and experience. I am now ready to share some of the things that I am thinking about in the hope that others may feel inspired to examine and discuss these things as well. This is not a research piece, it is an editorial examination in preparation for further work. There is a body of literature that discusses issues that I will mention below but my goal, here, is to first bring some of the issues to light in anticipation of deeper analysis.<br />
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As part of my journey, I am reviewing "codes" and policies that we use in the profession of librarianship and how the use of such tools shape the ways in which we operate. These instruments are political and powerful but are often hidden from view. I am keenly interested in how it is that the majority of library employees (technicians, assistants, clerks, etc.) remain on the periphery of library discourse, despite the fact that they act as the "face" of libraries as front-line workers. <br />
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There is much discussion around the "de-professionalization" of librarianship and the "up-scaling" of library support staff. This is not surprising as libraries, like many public sector institutions, are falling prey to neoliberal practices that emphasize <i>efficiency</i> and <i>effectiveness</i> as the only means in which value can be measured and rewarded. The effects of this movement are seductive. Libraries become subject to decisions and actions that subtly undermine the philosophical frameworks that shape library services. For example, librarians act to uphold the principle of "intellectual freedom", yet they, themselves, are not free to practice such freedoms. The most obvious example of this would be the introduction of a code of conduct at Library and Archives Canada that instructs employees to adhere to a "duty of loyalty" that limits their freedom to even discuss what it is they do in a workplace which "belongs" to Canadian citizenry. However, freedoms are challenged in many other ways and in many other environments. Interestingly, those who are subject to these conditions may not be aware of how their situations are problematic because the contexts are complex and closely tied with existing politics and power relations in the workplace. Many library workers have not had the privilege of being exposed to the theoretical frameworks that can provide some basic tools to respond to these pressures. In addition, they are not in positions to challenge the dominant views of their library culture (views that we also perpetuate in our service to our communities).<br />
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Library culture comes with its own very interesting attributes including a class system of its own. As librarians with master's degrees continue to move into "coordinating" and "managing" positions and away from front-end work, the hierarchical nature of the workplace is further solidified. In tandem with these changes come divides between the library "elite" and non-elite. Those occupying positions in the upper echelons of the workplace are more privy to the instruments of financial and managerial control and, additionally, exposed to a different work culture as members of decision-making teams.<br />
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The evolution of New Public Management and its neoliberal ideologies are frequently taken up as being the <i>only</i> rational ways in which libraries can demonstrate that they are not a "burden" on the public purse. However, the byproduct of such an approach to management has lead to the incredible outsourcing of library work. There are some very persuasive arguments made in favour of such practices that underscore the need to survive through fiscal restraint. Such arguments make it very challenging to insert a critique because money becomes the centre argument that trumps discourse in areas of values, theory, and, even, philosophy.<br />
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One of the effects of our present situation relates to the notion of "de-professionalization" and concern about the future of the profession and, <i>more</i> importantly, the future of libraries. Through processes of fueled by managerialism and a lack of open and honest discussion about its limitations, we have been unable to reveal how the structures in our workplaces inform directions which may not be congruent with what we understand to be the "right" way to operate. Freedom of information, for example, cannot be reduced to something as simple as providing access to a body of material in a library. Freedom is grossly more complex, operating on various assumptions including our notions of what it means to be "free". This is understood in the workplace when librarians struggle with voicing their concerns regarding their own practice. For instance, it becomes difficult for librarians to <i>disassociate</i> themselves from their organizations in order to act independently of the brick and mortar institutions in which they are employed. This is an important point because this hampers library professionals from offering a critique to practices in the profession. There is no "space" for safe discourse.<br />
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What is most fascinating to me, as a researcher, is the contradictory nature of what library folk perceive as their core values and what they find themselves subjected to in their own environments. Yet, in order to have a candid and realistic understanding of the future and the role of libraries, there is call for open discussion of this dissonance. There is a call for less exclusionary practices that further divide the "elite" and the "practitioners". Practitioners, of all levels, experience the seismic shifts in technology and community engagement that can inform practice. In addition, the insertion of theoretical frameworks can help us to understand how these changes might be addressed as we move forward. We would have something to "hang our hat on" that takes us beyond rationalization into the realm of what is right, what is needed, and what is relevant.<br />
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Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com6tag:blogger.com,1999:blog-6480171685540773440.post-12956221778959508242013-05-10T16:47:00.000-07:002013-05-12T15:45:09.679-07:00What Keeps Me Up at Night<div>
<span style="font-family: Arial, Helvetica, sans-serif;">I was recently invited to sit with a panel of library "CEOs" at the 2013 BC Library Conference to discuss issues that keep us all "up at night". When I first began pondering the question, my reaction was, "what <em>doesn't</em> keep me up at night?!" In order to teach a wide variety of courses, manage site visits and field placements, mentor students, and encourage community engagement, I find myself observing and experiencing many changes to the profession of librarianship, technology and human behaviour.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">After some reflection, I was able to channel my concerns into one thread of thought that appears to inform many of the other issues that I see at play. The following content is distilled from my portion of the presentation.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">"<strong>Not everything that counts can be counted, and not everything that can be counted counts." </strong><em>--- Albert Einstein, 1879-1955.</em></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%; mso-ansi-language: EN-CA;">We increasingly see accountability and responsibility used interchangeably
to describe why the activities of organizations must come under significant and
measurable scrutiny.<span style="mso-spacerun: yes;"> </span></span><span style="line-height: 115%; mso-ansi-language: EN-CA;">Arguments that the only way for government to be accountable for its actions(i.e.
demonstrating “efficiency” and “effectiveness”) is to discretely
measure "outcomes" and "outputs".<span style="mso-spacerun: yes;"> </span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%; mso-ansi-language: EN-CA;">This practice is facilitated by technologies that allow greater mechanisms
for acquiring, storing, and mining data. However, with public services that are costly and do not lend
themselves to “easy” quantitative assessment, defining "success" is not only a challenge, <em>measuring</em> success can become highly problematic (consider the on-going debates regarding standardized testing in K-12). In addition, an over-emphasis of such practices has the tendency to downplay discourse relating to morality and taking action because it is the "right" thing to do. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%; mso-ansi-language: EN-CA;"> </span><span style="line-height: 115%; mso-ansi-language: EN-CA;">Indeed, by being complicit in doing what is “asked” of us, without any
intellectual discussion, we further subject ourselves to some of the unintended
consequences of rationality that include:<o:p></o:p></span></span></div>
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%; mso-ansi-language: EN-CA;"></span></u></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><u><span style="line-height: 115%; mso-ansi-language: EN-CA;">Managerialization</span></u></b><span style="line-height: 115%; mso-ansi-language: EN-CA;">: “</span><span lang="EN-US" style="line-height: 115%;">public agencies exist only to carry
out programs and policies established by the legislative and executive branches
of government, and to do so with maximum efficiency. “* It can also be seen
as a belief that management science and the application of its tools can solve
problems and tends to justify structures that improve managerial control.<o:p></o:p></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="line-height: 115%;">This practice divorces social and
organizational contexts in such a way that impedes critical reflection</span><span lang="EN-US">. </span><span lang="EN-US" style="line-height: 115%;">There
is a LOT of use of the term “leadership” but it often plays out as managerialism. Behaviours of managerialism can be described as: avoiding conflicts, possessing subordinates, creating objectives/goals , having formal authority, and having a focus on results. Compare this to leadership, where there is cultivation of followers, creation of vision and purpose, and having influence rather than "control".</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><u><span style="line-height: 115%; mso-ansi-language: EN-CA;">Anti-intellectualism: </span></u></b><span style="line-height: 115%; mso-ansi-language: EN-CA;"><span style="mso-spacerun: yes;"> </span>Raising questions about why we are required to
do things is not only frowned upon, it can have unpleasant consequences. In order to examine problems holistically (and, I would argue, effectively), it must be possible for people to bring a critique to process and decision making. However, it is becoming increasingly difficult to do so for truth, today, is believed by many policy makers to be solely embedded in quantitative outputs. For example, recent closures of federal government libraries in the spirit of finding cost efficiencies, undermines access to information that is fundamental to critical thought. A recent and telling example is the closure of the internationally respected Department of Fisheries and Oceans libraries. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><u><span style="line-height: 115%; mso-ansi-language: EN-CA;">Risk Aversion:
</span></u></b><span lang="EN-US" style="line-height: 115%;"><span style="mso-spacerun: yes;"> </span>in a highly rationalized workplace,
experimentation is not cost “effective”.<span style="mso-spacerun: yes;">
</span>Failure “costs” money.<span style="mso-spacerun: yes;"> </span>But, as </span><span style="line-height: 115%; mso-ansi-language: EN-CA;">Naomi Klein
chillingly stated in her speech at the 2003 ALA /CLA Joint Conference,</span><span style="mso-ansi-language: EN-CA;">“</span><span lang="EN-US" style="color: black; font-family: "Arial","sans-serif"; line-height: 115%; mso-bidi-font-size: 11.0pt;">We curtail our own freedoms out of fear of what might happen." </span><span lang="EN-US" style="line-height: 115%;">She
argued that sharing is under siege and resistance entails ensuring that
libraries are accountable to communities by being transparent, democratic and
making libraries “feel” public.<span style="mso-spacerun: yes;"> She passionately asserts that,</span>“</span><span lang="EN-US" style="color: black; line-height: 115%; mso-bidi-font-family: Arial;">a marketing concept will never be able to replicate the passion
that flows from an institution that is truly an outgrowth of the people it
serves”.</span><span lang="EN-US" style="color: black; font-family: "Arial","sans-serif"; line-height: 115%; mso-bidi-font-size: 11.0pt;"> ** </span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 115%; mso-ansi-language: EN-CA;">A rather perfect and timely example of the federal movement to sever the community/library accountability position is the Modernization Project of Library and Archives Canada. CAUT, the Canadian Association of University Teachers, describes this project as,</span><span lang="EN-US" style="line-height: 115%;">”the government’s intent to fundamentally
restructure Canadian democracy towards increased individual and <strong><em>less
community responsibility</em></strong> [emphasis added], a reliance on markets, and deeply conservative
values”.*** </span></span><br />
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<span style="line-height: 115%; mso-ansi-language: EN-CA;"><strong><u><span style="font-family: Arial, Helvetica, sans-serif;">What can we do?<o:p></o:p></span></u></strong></span></div>
<span lang="EN-US" style="line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;"><span style="font-family: Arial, Helvetica, sans-serif;">I often tell students that in times of great challenge, comes great opportunity. There are many things we can do when we finally become aware of some of the profound issues around an over-emphasis of rationalism. Dr. Carole Elliott of Durham University advocates, “Education
as a means to actively disrupt the reproduction of management practice” and we need, "Managers to disrupt distinctions between ‘practitioner’ and ‘academic’".+<span style="mso-spacerun: yes;"> This is not to say that all library practitioners must become "academics". Rather, it is absolutely necessary to encourage library workers, at all levels, to engage in a higher level of intellectual discourse about what it is libraries do and their effects on culture and society.</span></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="line-height: 115%;">Doing so will, in turn, equip us with the ability to develop new ways of using the very language we are given, in our reporting
structures, to <em><strong>change the conversations</strong></em>.<span style="mso-spacerun: yes;">
If we fully understand the systems that are in motion by having a much more critical view of how politics and policy influence decision making, it becomes possible to find new or "innovative" ways to influence the future of libraries. It brings into question, however, what kinds of people are needed to lead the charge. </span>This requires “fighters” and “tacticians” who have the appetite for
disruption.<span style="mso-spacerun: yes;"> It also requires a new way of thinking about library education and looking critically at </span></span><span lang="EN-US" style="line-height: 115%;">how individuals are prepared for this field. Rather than focusing on task and skills based issues, incumbents need to focus on combining intellect and practice. Additionally, an examination of what growth opportunities are available for those already in the field is needed. </span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">"Innovation" in libraries cannot be fully understood until we understand the greater context in which we, as library professionals, find ourselves. Since libraries provide incredible opportunities for social connectedness in addition to access to information, it should not be difficult for us, as passionate and dedicated professionals, to reimagine a future where libraries resist complicit and reactionary actions and lead from a place where critical thinking, intellect and courage to experiment are the new professional requirements.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="line-height: 115%;"><span style="font-size: xx-small;">* Edwards, J.D.</span></span><span lang="EN-US"><span style="font-size: xx-small;"> “</span><a href="http://www.blogger.com/null" name="Top"></a><span style="font-size: xx-small;">Managerial Influences in Public Administration” Retrieved May 5, 2013 from </span><a href="http://www.utc.edu/Academic/MasterofPublicAdministration/managerialism.htm"><span style="color: blue; font-size: xx-small;">http://www.utc.edu/Academic/MasterofPublicAdministration/managerialism.htm</span></a></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: xx-small;">** Klein, N. (2003). "<span style="color: black; font-family: Arial; mso-bidi-font-size: 12.0pt;">Why Being a Librarian is a Radical Choice". Retrieved May 5, 2013 from: </span> <span style="mso-ansi-language: EN-CA;"><a href="http://www.dissidentvoice.org/Articles7/Klein_Librarian.htm">http://www.dissidentvoice.org/Articles7/Klein_Librarian.htm</a></span></span> </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">*** Stewart, P. (2011). "Harper Gov’t Puts Library & Archives Canada at Risk", CAUT/ACCPU Bulletin 58(4). Retrieved May 5, 2013 from: </span><a href="http://www.cautbulletin.ca/en_article.asp?articleid=3231"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">http://www.cautbulletin.ca/en_article.asp?articleid=3231</span></a></div>
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<span lang="EN-US"><span style="font-size: xx-small;"><span style="font-family: Arial, Helvetica, sans-serif;">+ <span lang="EN-US" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">Elliott, C. (2008?).<span style="mso-spacerun: yes;"> </span>“Professionalizing Management”. Inaugural Professions Network Conference. Retrieved May 5 from: <a href="http://www.lancs.ac.uk/professions/docs/presentation_carole_elliott_dec_2008.pdf">http://www.lancs.ac.uk/professions/docs/presentation_carole_elliott_dec_2008.pdf</a></span></span></span></span></div>
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Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com2tag:blogger.com,1999:blog-6480171685540773440.post-349916147788264692013-02-04T11:40:00.002-08:002013-02-04T23:17:53.167-08:00The Water is Heating Up...Having spent the last year and a half exploring the relationship between library education programs and the library field, it has become quite evident that libraries sit on the precipice of transformation or, more ominously, extinction. This does not mean that libraries must recreate their infastructure or transform their collections. The changes that must occur start at the intellectual discussion of what it is that libraries ultimately <i>do</i>.
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Certainly, it is a widespread perception that libraries are "valuable". Yet, this value is frequently the product of granular calculations like the number of materials circulated or the number of people who attend programs. When discussions around value are observed to be based on things ike the <a href="http://www.accessola.com/focal/value-calculator.html">Friends of Canadian Libraries</a> value calculator, discussion around the meaning and relevance of libraries shifts from an examination of their sociological and cultural impact to a reductionist analysis of transactions. While some library folk may loudly protest that libraries are strong and are doing a fine job of staying relevant, it is useful to examine present conditions and trends to determine if this is, indeed, the case. Like the frog that enjoys his aquatic environment and is unaware of the looming threat that his water is slowly being brought to a boil, libraries may find it difficult to see how certain decisions may result in unintended and unwanted consequences.
<p>
A recent <i>Vanity Fair</i> article, “Firestorm on Fifth Avenue”* examines the festering battle over the fate of the famous Fifth Avenue location of the New York Public Library. Essentially, the board hopes to relocate much of its collection to an off-site environmentally controlled space and renovate the iconic building, recreating the interior space to accommodate a circulating library that embodies 21st century sensibilities. Many argue that moving the historical collection and radically changing the interior space of the library threaten the very essence of the library as a place of research and creative inspiration.
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At face value, the debate over renovating a notable civic building appears quite pedestrian and expected. Indeed, it can be portrayed as a fight between “progress” and “tradition”. While there are always people who want to preserve the past, there is constant pressure to change and improve. However, decisions to restructure the New York Public Library may stem from a need to liquidate two nearby properties that support the Fifth Avenue location and would bring important funds into city coffers.
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It is debatable whether the proposed changes to this library are truly progressive. Indeed, it is difficult to ignore the growing tendency for governments to become so focused on accountability and efficiency that the greater intellectual conversations about the purpose and scope of public service are single-handedly dismissed. Those who attempt to engage in public discourse about the cultural, sociological, historical and philosophical merits of spending money to better the human condition are easily dismissed as being “unrealistic”, embedded in some idealist sensibility that merely impedes progress. It is becoming increasingly difficult to have conversations about what is “valuable” because value is being redefined to suit a very granular and scientific world view.
<P>
There is a growing disconnect between creating rationalized systems of operation and the need to serve the cultural, social and philosophical needs of communities. By trying to create justified and 'accountable' systems of management, there is a great opportunity to lose touch with our <i>raison d'etre</I>. As sociologist and philosopher Max Weber asserted, we undermine our ability to fulfill our obligation to support the education of our fellow citizens by becoming slaves to bureaucracy and managerialism.
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<I>"Man has a way of becoming enslaved to his own instruments, and of getting so occupied with the means of life that he forgets the end.", A.D. Lindsay** . </I><p>
The crushing pressure to fund public services conflicts with the ever-increasing need to rationalize the existence of such services. In the end, providing mechanisms for sustaining a democracy are not only expensive, they do not pay a clear dividend at the end of each year. Success must be measured differently. However, this is profoundly difficult to do when politicians are increasingly dependent on making decisions based on quantified data collected by technically trained experts who have become quite removed from intellectual discourse themselves. The tensions between managerial control and professional autonomy begin to surface: librarians lament at the de-professionalization of their workforce at the expense of operational efficiencies and bureaucrats struggle to create balanced budgets.
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It is within this context that that the water begins to heat up… library administration becomes vulnerable to subscribing to systems of management that can undermine the very values that shape libraries. While there remain many who support their community libraries, this support exists within an increasingly tenuous environment where challenges to free and open public services are regularly made. The growing number of public-private partnerships and user-pay systems are telling examples of diminishing commitment to funding services for the public “good” without some level of private sector involvement. This involvement comes with significant costs of its own, including trade-offs in services, values and influence.
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Without participating in candid discussions about the fate of the public sector, library staff are at risk of subscribing to a world view that eats away at the very foundation of their profession. Libraries are not about providing story-times, recreational reading opportunities, access to Ebook collections or, even, meeting space. <i> Public libraries are about providing access to information and services for the purpose of supporting a democracy, for it is only an informed citizenry that can truly participate in its own governance.</i>
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While it is only logical that libraries aspire to provide the best level of service in the most cost-effective manner possible, it cannot occur at the expense of the public they are charged to serve. For this reason, it is <b>critical</b> that members of the library community participate in open and a reflective discussion about what it is that must, at all costs, be protected for the benefit of society. These discussions must occur among practicing library workers, students of the field and members of the community. The construction of "circulating" libraries and bookstore-like branches serve an important role in the community but they must be balanced with endeavors that centre on the protection of information <i><b>rights</i></b>. Library workers need to to engage in deeper intellectual discussions about the influence of marketization on their services and, ultimately their value systems. If a transparent discussion on the role and values of public sector services is encouraged and sustained, it will enable communities to ensure that their core values are less vulnerable to erosion. Rapid changes, often spawned by technology, have put many library systems in defensive positions, reacting to change without a firm and well articulated intellectual framework to draw from. <p>
It is, quite simply, not enough to say that "literacy" is important. We must be prepared and <b>able</b> to explain why.
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<font size=-2>
* Goldberger, P. ( Dec. 2102). “Firestorm on Fifth Avenue”. <i>Vanity Fair</i>. pp. 180-188.<p>
** "New Public Management and the Ghost of Weber: Exorcized or Still Haunting?". As quoted in <i>Transcending New Public Management : The Transformation of Public Sector Reforms</i>. (2007). Eds. T. Christensen and P. Laegreid. Hampshire, Engl.: Ashgate. p. (231).</font>
<br><br><br>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com7tag:blogger.com,1999:blog-6480171685540773440.post-70014670494793748092012-10-25T22:30:00.002-07:002012-10-29T09:41:20.218-07:00Reflections of a Thomas Frey Presentation: The Future of Libraries and Cities
This month, the <a href="http://www.fvrl.bc.ca">Fraser Valley Regional Library</a> sponsored a day of exploration with futurist <a href="http://www.davinciinstitute.com/speakers/futurist-speaker-thomas-frey/">Thomas Frey</a> called The Future of Libraries and Cities. His presentation and the ensuing discussions were focused on technological developments and their impact on libraries, cities, education and, to a lesser degree, work.
<p>
Frey painted a picture of the future that is laden with technological advancements that continue to transform how human beings interact with the world. Driverless cars, 3D printers that are able to produce real houses and <i>food</i> on-demand, body scanners that create custom-fit clothing, smart dust that can be distributed across land masses for data collection, drones to deliver our take-out pizzas, and the manufacture of replacement human tissues and organs are only some of the examples that populate our future. There was, however, a notable absence of critical commentary on these developments, suggesting that all of these developments and inventions will <i>enhance</i> our lives as humans. The picture Frey depicted felt... inevitable. Yet, Frey asserts that by anticipating the future we can act today to change how that future looks. He challenged us to think of <i>how</i> we, as community stakeholders, are going to prepare for the future.
<p>
There is no doubt that anticipating and preparing for the future is a healthy and responsible exercise for library and community leaders. Certainly, Frey gave his audience ample material to wrestle with. While he frequently posed the question of whether these developments are 'good' or 'bad', participants were left to draw their own conclusions. There was a feeling of disquiet around my own table as participants pondered over the implications of a world that is engaged in an accelerating and relentless adoption of new technology. We ascertained that much of this unease stemmed from the uncertainties around what it means to be human, what makes culture, and what will, truly, benefit the human condition. In addition, we wondered if this road we are heading down will be at the great expense of our relationship with nature.
<p>
In an initial exercise, Frey challenged library and community stakeholders to think about what 'systems' are used today that are not likely to serve us well in the future. As an example, Frey suggested that the Roman Numeral system became an impediment to developing higher mathematical functions because of its intrinsic limitations. While it is not that difficult to identify systems within libraries that may no longer serve (classification as one possibility), there was little room for discussion around the human resource issues associated with shifts in 'systems'.
<p>
More troubling is the issue over the nature of work and how technologies, designed to relieve humans of "menial" work, will interact with our basic need to have a purpose. While it is easy to suggest that new jobs will emerge that have not even been thought of, it is important for us to consider the legacies that we create today, to serve this future world. Our table wondered, just because we can, should we?
<p>
The future, as described by Thomas Frey, was remarkably void of two things, spirituality and social responsibility. It remains unclear as to how the technological developments, forecasted by Frey will help the human condition by reducing depression, anxiety, poverty, and, even, the disenfranchised, as a whole. Granted, time was short and the issues were complex but it would have been very helpful for attendees to explore these issues.
<p>
It seemed that another day would have enabled participants to actively brainstorm and tease out the social implications of emerging technology. One of the questions participants were challenged to answer was, "What are the core pieces of culture and community necessary to maintain a vital community in the future?" One question we needed to add was "What does technology do to our connection to the environment and how we interact with the natural world?" The innovations presented in Frey's future suggest that we maintain an exploitative attitude towards the natural world while seeking more sophisticated ways of creating 'things' and manipulating nature. As a result, people will need higher and higher levels of skill and knowledge that must be continually updated.
<p>
Perhaps, as an unintended result, his presentation did spurn some of us to really think about our values and what it is that brings richness to our daily lives. Interestingly, the consensus at our table was that "richness" comes from personal connections and tangible engagement with our communities through activities that require a physical presence - fairs, art shows, theatres, open houses, parties, physical recreation, eating together, etc. How communities absorb the impact of emerging technologies and continue to provide people with a connection to each other, in a physical sense, may be an incredible challenge. Libraries emerge as a place that bridges the technological universe with the physical. Frey provided a shopping list of ideas of how libraries could participate and be meaningful in a world that is increasingly dependent on technology. However, the costs of "keeping up" while providing services to the varied needs of a community remain a notable obstacle. Will communities have the foresight to heavily invest in libraries as platforms of community activity? If current practices can act as a predictor, it does not seem likely unless significant action is taken by library and community leaders.
<p>
Further complicating the choices that we must make as a society, is the evolving nature of work and education. The rising costs of education, combined with human resource costs is already generating a need to restructure education. We are moving from one-size-fits-all physical classrooms to rapid-fire, immediate, online and 'teacherless" modes of instruction. In Frey's depictions, people will seek training through different mechanisms that suit their needs as students who cannot afford the time or the money for "traditional" post-secondary instruction. Ericsson Networked Society's video, <a href="http://www.youtube.com/watch?v=quYDkuD4dMU">Future of Learning</a>, suggests that access to information and attending schools are no longer intrinsicly tied together. The role of the teacher is now focused on showing students how to <i>ask </i>questions because, with a connected planet, the answers are everywhere. <a href="http://www.knewton.com/">Knewton</a>, for example, is designed to create a personalized learning "platform" that is based on the needs and interests of the students. It does this by figuring out how a student learns and tailoring his/her education based on the data generated by the student's activities and performance. Many other organizations are also challenging the satus quo of teaching practice and more loom on the horizon. The message is clear, if we do not change the way we educate ourselves, we cannot be flexible to the "surprises" that lurk around the corners. We need to be adaptable in order to be effective at work and durable when things do not go as planned.
<p>
In tandem with education, work will be performed in increasingly piecemeal, or project-based formats, reshaping our notion of a 'workday'. Employers will exercise immense control over work by using collectives of trained people that they tap into on an as-needed basis. People, in turn, will be compelled to educate themselves in the same way. Employers will seek very skilled individuals because more menial work will be performed in more cost-effective and automated ways. Already, the costs of real-estate has prompted companies like HSBC to encourage staff to work "from home". Frey suggested that libraries could provide space for this new army of officeless workers in light of the fact that most people find working from their homes distracting and isolated. Ironically, this shift merely offloads the cost of housing employees from the private sector to the employees themselves and to the public purse.
<p>
An article in the spring issue of UBC's <i>Trek</i>* magazine highlighted a project to develop a simple method of making drinking water safe for Haitians. Despite the application of many impressive filtration methods, researchers discovered that putting contaminated water in clear plastic bottles and allowing them time on hard surfaces in direct sunlight was an effective and brilliantly simple way of treating the water. It makes one wonder if the most effective systems for ensuring the vitality and vibrarancy of the human race live in seemingly simple solutions. Certainly Neil Postman, author of <i>Technopoly: The Surrender of Culture to Technology</i>, might have thought so:
<p>
<i>"We proceed under the assumption that information is our friend, believing that cultures may suffer grievously from a lack of information, which, of course, they do. It is only now beginning to be understood that culture may also suffer grievously from information glut, information without meaning, information without control mechanisms."**</i>
<p>
There is enormous potential for libraries to become places where communities can untangle emerging issues associated with technological innovation. This can be done in many ways including providing space for discussion, sharing, experimentation, creation, and production. However, those working in libraries must be intellectually and technologically nimble so that they can act proactively in the storms of change.
<p>
While library administrators and city councilors work to create their long-range plans, it is <i>absolutely</i> critical that library professionals, at all levels, discuss and define the characteristics and skills required for emerging library staff. How are they to be educated? Trained? Inspired? There is no end to technological change and library staff cannot rely on their past success as a predictor for future success. Quite simply, our attachment to the book will not serve us well in the world that lies ahead but an understanding of technology will. <p>
<br><br><br>
<font size=-2>*Good, M. (2012 Spring/Summer). "The Water School". <i>Trek</i>, 31, 24-27.
<p>
Postman, N. (1993). <i>Technopoly: The Surrender of Culture to Technology</i>. New York: Vintage Books, 70.
</font>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com3tag:blogger.com,1999:blog-6480171685540773440.post-15512938232042677582012-06-13T15:57:00.000-07:002012-06-13T15:57:00.727-07:00CLA Conference, Ottawa 2012<b>CLA 2012, Ottawa Canada
</b><p>
<i>While there are many who share their conference-going experiences, I feel compelled to share my impressions of the latest national conference</i>.<P>
<a href="http://1.bp.blogspot.com/-GER80b_Ns0c/T9jW05BbSbI/AAAAAAAAACg/FhkiOlG3GHo/s1600/IMG_0734.JPG" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="240" width="320" src="http://1.bp.blogspot.com/-GER80b_Ns0c/T9jW05BbSbI/AAAAAAAAACg/FhkiOlG3GHo/s320/IMG_0734.JPG" /></a>Situated a short walk from Library and Archives Canada, a national icon for Canadian heritage that is presently under seige, the conference was held in a vacuous space at the Ottawa Convention Centre. While an estimated 800 delegates attended the conference, the venue felt much smaller. Aside from a small Internet Cafe on the trade show floor, conference delegates could enjoy wifi access for a whopping 28 dollars a day. Not surprisingly, this greatly impeded the "tweet scene" that is a popular way to to share impressions at conferences. Presenters were subject to the same steep fees if they wished to access the Web for their sessions. While outwardly a small thing, this kind of compromise in service does little to encourage future delegates to attend conferences that are, already, expensive endeavors.
<p>
This was the backdrop to an already tense scene as librarians and archivists from across Canada process the news that the 2012 federal budget will gut the LAC, evaporate the National Archival Development Program for archivists and eliminate the Community Access Program (CAP). While no one would likely dispute that times are-a-changing, those in the information field know that these are not carefully measured and researched decisions. Yet, the Canadian public is assured that digitization and the Internet are all that is needed in this brave new world. <i>Suuuuure.</i><p>
It was with immense curiosity that I attended the opening keynote address by Daniel Caron, Deputy Head and Librarian and Archivist of
Canada. As the figurehead of all that is currently wrong with the LAC, I could not help but wonder what the audience would do. With perhaps 150-200 people in the room, he received a muted but polite hearing. Unfortunately for Caron, suggesting that the LAC would advance Canada's national information interests through the adoption of social media rang hollow in a room of professionals who recognize that this is neither innovative nor a substitute for good information management practices. His presentation affirmed that he is a public administrator and an academic who serves the people above him rather than the people below him. This lack of authentic leadership merely impedes real innovation and creative problem solving which is essential to helping Canadians understand and adapt to change.
<p>
During the conference there was much discussion through social media about the role of CLA and its lack of interest in actively supporting the archivists and librarians who were to suffer at the hands of cutbacks. Yet, at the conference, people migrated politely from one session to another. Other delegates participated in an amazing advocacy event called CLA on the Hill where they had an opportunity to discuss relevant issues with over 63 Members of Parliament. In the thick of this, however, there was an effort to rally support for the Canadian Association of University Teacher's (CAUT) Day of Action by a handful of folks who handed out black ribbons. Since emotions were running high, this situation erupted when non-delegates were asked to leave the conference area. Interpreting this as an act to suppress expression over the LAC cuts, APUO Librarians cried out in their blog post titled:<a href="http://apuobibliolib.wordpress.com/2012/06/01/librarians-silenced-at-cla-conference/">Librarians silenced at CLA conference</a>. The post made its way through the social media circuit generating much concern and confusion. Had there been wifi access at the conference, the online debate may have gone much further. Regardless, it was interesting to note that this concern over CLA's position on library worker conditions did not open up more discussion in the halls of the actual conference.
<p>
<a href="http://3.bp.blogspot.com/-SeN06Zx0S5w/T9jYHv7yIlI/AAAAAAAAACs/WD147HOFbrU/s1600/IMG_0525.JPG" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="240" width="320" src="http://3.bp.blogspot.com/-SeN06Zx0S5w/T9jYHv7yIlI/AAAAAAAAACs/WD147HOFbrU/s320/IMG_0525.JPG" /></a>
The CLA executive did host a scheduled session that focused on gathering feedback to further "tweak" CLA's revised mission statement by asking "how best can CLA put the role of “national public voice” into action?". Ironically, more people seemed interested in participating in the humourous improv session called Battledecks next door. Despite criticisms of CLA's mission, there were only about 20 attendees providing feedback on the revised mission statement. Yet, even among those few that chose to make the mission statement a focus for discussion, there was some important and useful feedback.<p>
The proposed statement reads:<p>
CLA is the national public voice for Canada’s library communities.
<p>
We champion library values and the value of libraries.<br>
We influence public policy impacting libraries.<br>
We inspire and support learning.<br>
We collaborate to strengthen the library community.<br>
<p>
It was suggested that the mission should be presented as:<p>
CLA is a national voice for Canada’s library communities.<b>As members we</b>:<p>
champion library values and the value of libraries.<br>
influence public policy impacting libraries.<br>
inspire and support learning.<br>
collaborate to strengthen the library community.<br>
<p>
In October an LTAN recommendation will be put forward that CLA support an initiative to create accreditation for LIT programs. It will be interesting to see if the the CLA goal to "inspire and support learning" applies to members and potential members of their own organization.
<p>
It was quite clear that the CLA executive, did not see the role of CLA as a labour organization. Rather, the mission and the mindset of the organization is to influence policy through diplomatic means and represent the notion of a "library" than the workers, specifically. This brought out some debate as to where issues relating to labour can be channeled. There is no doubt that this was fueled by the recent federal cutbacks and there is no shortage of opinions about CLA's decision.
<p>
One of the more interesting aspects of this conference was the introduction of a "Living Library". A host of volunteers, many of whom were presenters at the conference, were scheduled to be "checked out" by guests for 30 minutes of conversation. It was a terrific idea. As one of these books, I enjoyed provocative and thoughtful conversations with library school students and colleagues. It provided attendees with an opportunity to have candid and intimate discussions about the issues that matter to them most.
<p>
Libraries and education are dealing with disruptive changes. Our professional associations are under pressure to satisfy the needs of members under increasing constraints. This conference revealed that we need to change the way we design conferences to tease out the real issues, solicit more immediate and quality feedback from delegates and create more dynamic problem solving opportunities. Sitting in a session and hearing from the experts has its place but it should not be the central theme to a conference. We need to converse - in the <i>hallways</i> and in the sessions. We need to debate. We need to feel inspired. We need to talk about what DOESN'T work. We need to talk about our fears. We need to talk about about our core values. We need to be candid about our strengths and weaknesses
Finally, we all need to take some responsibility for our associations and what we need them to do for US.
<p>
There has been a lot of criticism about our associations in recent years and much of this is born from the same challenges that drive change in our libraries including the shifting face of communication, economic pressures, globalization, the Internet and so much more. The problem is, we try to solve our problems using old solutions. Conferences, for example, should be about conversations not sessions. They should be about problem solving not "what we did good in our library". As part of problem solving, however, they should also be stimulating and profoundly inspiring. It is that inspiration that fuels delegates throughout the year as they resume the challenges that lie ahead. Perhaps a little "play" is in order, with more Q&A and debate experiences. Perhaps it is in the hallways that we can check out our living books and examine posters, library "art", provocateurs, and playspaces.
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Again, this can only happen if we become personally accountable for the state of our associations and act to shape them into what we need them to be. This means we cannot cry out from the sidelines. This means we act. If you need a push in the right direction, start voicing your ideas in any one of the CLA <a href="http://www.cla.ca/AM/Template.cfm?Section=Networks1&Template=/CM/HTMLDisplay.cfm&ContentID=12983">networks</a>.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com5tag:blogger.com,1999:blog-6480171685540773440.post-58332335007755185972012-05-16T13:08:00.000-07:002012-06-06T12:45:13.374-07:00Library Education: putting our money where our mouth IsAt the recent 2012 BC Library Association conference in Richmond, BC, there was a strong sense that the tides are shifting. The changing face of information access, books, member expectations and technology are having a powerful affect on the library community. It is clear that attendees were interested in learning to become more nimble in the face of uncertainty and begin asking some very difficult questions about the future.
<p>
After having attended many BCLA conferences, it was the first time I heard such a concerted effort to use inclusive language when addressing attendees who work at all levels and types of library environments. Most notably, the Library and Assistant's Interest Group (LTAIG) was successful in gaining section status within the association in a unanimous vote at the AGM. Such activity strongly suggests that there is a shifting attitude about how library staff are going to navigate the future and a recognition that whatever that future is, we need to be more open in our discussions about how work will be done and how we will prepare for it.
<p>
Having extensive experience teaching and leading a library technician diploma program, it is clear to this author that the profession needs to participate more in the preparation of library staff for entry into practice. In addition, there needs to be a closer examination of how those who are <i>in</i> practice develop their skills and evolve their education. While there may be many ways to address such matters, I have had the opportunity to look at one, accreditation of library technician programs, as a means of encouraging industry input.
<p>
Not surprisingly, most people in the library profession are unaware how the formal entry into practice education system works. Although there are many reasons for this knowledge gap, the largest is likely due to the gradual acceptance that formal post secondary programs are preparatory for most professions. Unlike most other professions, however, library work does not have significant and cohesive rules around what is specifically required <b>for</b> entry into practice. Much of this stems from the incredibly rapid changes to the profession. This is followed by the pressures that exist within the field and a general attitude about library qualifications that has prevailed since the mid 20th century. Without going into a lengthy chronicle, it may be useful to reflect on the introduction of the Master's degree. Its introduction was intended to improve the status of library workers in the 1950s and was driven by librarians and <b>not</b> the community they served.* However, this was also a time of great clerical work and this work was undertaken by many without any post secondary education. The introduction of library technician programs during the late 1960s and 1970s reflects a need, at that time, for people with strong clerical skills to manage the daily, and often repetative, tasks of managing growing library collections. While some collaboration behind the inception of these undergraduate/college diploma programs would have occured, there is little collaboration going on 50 years later. It was only in <b>1982</b> when the <b>first</b> <i>Guidelines for the Education of Library Technicians </i>was published by the Canadian Library Association, While there have been two revisions since then, there has been little leadership from the national association on the matter of library education for non-graduate programs. While it may be argued that this is not the role of CLA, this author wonders whose role it should be, then?
<p>
<b>Venturing into the cloud of silence...</b>
<p>
While there are those who graduate from ALA accredited Master's programs, the remaining 43% of library workers do not. How they end up in libraries has not been adequately explored. While many come from library technician programs, many others do not. Yet, even in 2005, the <i>8 Rs</i> research indicates that 78% of the work once performed by those who graduated from ALA accredited schools is being performed by <b>other </b>library staff. ** Since few in the profession would argue that the work performed in libraries has become LESS complex or less valuable, it is a mystery how this profession has avoided open discussions about how people a) are selected to enter practice and b) are prepared for entry. Further to this, it is also not clear how the profession is able to adequately inform education programs of what it needs with anything more robust than advisory committees and good intentions by program leaders. This is not to suggest that those who administer library techncian programs do not do good work. However, it does suggest that if any value is to be placed on the role of libraries and the people who work in them, more open discussion and examination is needed by all stakeholders. For example, are library technician programs moving in the right direction for the needs of the future? Are they recruiting students who will enter practice as leaders, problems solvers, and dynamic contributors to the profession? Is it the sole responsibility of those programs to act as the gateway for entry into practice?
<p>
It is not without some consternation to see that the 2008 CLA National Summit on Library Human Resources Association*** did very little to address such questions. Indeed, the focus of the summit seemed to reside in discussions about how retiring library managers and leaders would replace themselves and how graduate programs would recruit a new generation of graduates. Ironically, the people who might be interested in growth and advancement were not discussed. Again, the <i>8Rs</i> research reveals that while some paraprofessionals felt too old to seek advancement, a number of others felt there were structural barriers to advancement. It raises the other issue of what is the profession doing to serve the life-long and professional development needs of its members? Indeed, that same research also indicates that 50% of those who graduated from an ALA accredited graduate program had been in the profession for more than 15 years along with 44% of paraprofessionals who worked in surveyed libraries.** In addition people are delaying retirement and the profession needs to consider how it is looking after the educational needs (formal and informal) of its employees.+
<p>
Response from my recent presentation at the BC Library Association Conference <i>Shapeshifting: Library Education, Work and Expectations for the Future</i> was not only overwhelming but it was clear that participants recognized the hypocrisy of being institutions that encourage enlightenment and betterment in their membership but often fail to provide the same opportunities for its <b>employees</b>. This is not to say that employees do not get access to some things like workshops, conferences, and courses but it is evident, from this author's experience, that it is limited, at best.
<p>
When the media regularly runs stories examining "jobs of the future", it is most obvious that library work is not the only field doing some soul-searching. A <i>Vancouver Sun</i> article, "<a href="http://www.vancouversun.com/mobile/business/news/2035+What+jobs+future/6519026/story.html">What are the jobs of the future? To be honest, we don’t really know"</a> from May 3, 2012 illustrates that that the future is anything but clear. Yet this is no reason to run from it. Not only does this profession need to examine how it prepares those ENTERING practice, it needs to spend some serious time looking at how it prepares people already IN practice.
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<b>What do we do?</b><p>
While there is no "silver bullet" that will magically solve these issues for us, we do have a lot of work ahead of us because we have not been proactive for far too long. We must stimulate discussion and put these difficult issues on the table for exploration. We must call on our associations to help us negotiate through these problems and we must have a candid discussion about what are our CORE values as a profession as well as talk about what we need to do to prepare and improve. Below is a link to a proposal for accrediting library technician programs. This is simply one attempt at opening up discussion and finding ways to encourage input from the professional community. It is intended to stimulate discussion and to experiment. If accreditation of LIT programs is part of the solution, it should be noted that even this process will require "tweaking". Please examine the document, whether you are an educator or a practitioner and reflect on what it is you think will help the profession meet the demands of change.
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Renowned Shiyali Ramamrita Ranganathan's fifth law is "The library is a growing organism" and, I would add, so, too, are the people that work in them.++
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<font size="-1">
<p>
*Swigger, Keith. (2010). The MLS Experiment: An Assessment After Sixty Years. Scarecrow
Press.
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**Ingles, E et al. (2005). 8Rs: The Future of Human Resources in Canadian Libraries. Retrieved
October 10, 2011 from: <a href="http://www.ls.ualberta.ca/8rs/8RsFutureofHRLibraries.pdf">http://www.ls.ualberta.ca/8rs/8RsFutureofHRLibraries.pdf</a> pp. 11, 52-53.
<p>
***The Intersol Group. (Oct. 6-7 2008). National Summit on Library Human Resources: Report for
the Canadian Library Association (CLA). Ottawa, ON: CLA. Retrieved October 12, 2011 from: <a href="http://www.cla.ca/AM/Template.cfm?Section=Home&CONTENTID=7131&TEMPLATE=/CM/ContentDisplay.cfm">http://www.cla.ca/AM/Template.cfm?Section=Home&CONTENTID=7131&TEMPLATE=/CM/ContentDisplay.cfm</a>
<p>
<p>
+Yves C. and D. Galarneau. (2010).Delayed Retirement: A New Trend? Statistics Canada. Retrieved May 16, 2012 from: <a href="http://www.statcan.gc.ca/pub/75-001-x/2011004/article/11578-eng.pdf">http://www.statcan.gc.ca/pub/75-001-x/2011004/article/11578-eng.pdf</a>
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++ Gorman, M. (2000). As quoted in <i>Our Enduring Values: Librarianship in the 21st Centrury</i>. Chicago: ALA, 19.
<p>
<b>Other Resources for Examination:</b><p>
<p>Guidelines for Library Technician Programs in Canada. (2011). Retrieved May 15, 2012 from <a href="http://www.cla.ca/Content/NavigationMenu/CLAatWork/InterestGroups/LibraryTechnicians/CLA_LTIG_guidelines.pdf">http://www.cla.ca/Content/NavigationMenu/CLAatWork/InterestGroups/LibraryTechnicians/CLA_LTIG_guidelines.pdf">CLA Guidelines for the Education of Library Technicians</a>
<p>
Training gaps analysis for librarians and library technicians executive summary. (2006).
Cultural Human Resources Council. Retrieved October 19, 2011 from: <a href="http://www.culturalhrc.ca/research/CHRC_Librarians_and_Library_Tech_TGA-summary-en.pdf">http://www.culturalhrc.ca/research/CHRC_Librarians_and_Library_Tech_TGA-summary-en.pdf</a>
<p>
Neigel, C. (2011). <a href="http://www.ufv.ca/Assets/Library+and+Information+Technology/Accreditation+for+Library+and+Information+Technology+Programs+in+Canada.pdf">Accreditation for Library and Information Technology Programs: A Proposal.</a>
</font>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com1tag:blogger.com,1999:blog-6480171685540773440.post-84503732815784728022012-01-20T14:34:00.000-08:002012-01-20T15:15:19.440-08:00School Libraries: Applying Innovative Ideas to a Threatened Species<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-D1TbkNiWsVo/Txn1gOru-WI/AAAAAAAAACU/etzj5_VmeIo/s1600/230Poster.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="320" width="206" src="http://2.bp.blogspot.com/-D1TbkNiWsVo/Txn1gOru-WI/AAAAAAAAACU/etzj5_VmeIo/s320/230Poster.jpg" /></a></div><br />
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While there are few who would argue that school libraries in Canada are in "good" health, there are even fewer who seem committed to supporting their desperately needed evolution. Those "few" are people who have the power to influence how school libraries are staffed and designed. One of the most powerful hang-ups that most people (parents and teachers, alike) have about school libraries is that they exist to support student <i>reading</i>. Walk into a local school library and you will see a collection of print materials that supports <i>recreational</i> reading for youth. You will see very few non fiction sources including encyclopedias and other reference tools. These are "online" and there seems a pervasive assumption that children can get their research material from the "Web". So, while reading is critically important to student acheivement, this CANNOT BE the ONLY thing school libraries should be focusing on.<br />
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It is time for drastic change.<br />
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And when I say, drastic...I am not kidding.<br />
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Ironically, as school libraries struggle to exist and be staffed, the Web becomes an increasingly tangled mess. For example, Google has recently come under attack because its results focus on paid or "optimized" placement and granular results that provide little meaningful context. The ability to peruse actual information sources has been greatly compromised to serve more lucrative, commercial ventures. Since most grown-ups struggle with finding context specific and ACCURATE information, it is a mystery how children are expected to do what many adults cannot.<br />
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This brings me to my suggestion.<br />
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I suggest that school libraries need to reinvent themselves as something much more sophisticated than what they currently are. They should not be a simple wharehouse of neatly (if you are lucky) catalogued materials to serve children. They should be "idea centres" where students, staff and faculty can put their ideas together for the purpose of innovation. This is NOT about repackaging a library and renaming it a "Learning Commons". This is about changing the PURPOSE of the library. What it is called is not important. It is what it DOES that is important. <br />
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The term "technology" is central to many discussions around the future of libraries and education. However, although learning to use technological tools may have value, the real value is in critical thinking. Critical thinking requires an environment that is conducive to creative thought and what could be more appropriate than a library in providing that environment? It could be an environment where librarians, teacher-librarians, library technicians, students and other staff are able to congrgate, discuss, and share. <br />
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A huge area of concern for most people is personal information management - managing the deluge of the information that shapes their decisions and activities. Students and teachers both need help with this. This goes far beyond the need for library to have neat shelves and catalogued books. Although private enterprise has moved into this area, this does not resolve the problem for the majority of people. Indeed, its absence in schools deprives our children the opportunity to become informed citizens. Creating productive, creative and informed adults should be central to the ambitions of our schools. However, by abandoning the school library - watching it waste away as its supply of resources is choked off by school districts - we ignore the future and what our children will need to be successful in it. <br />
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Since Canada will rely increasingly on its knowledge base to compete in the global marketplace, it seems bizzarre that school districts would forsake their libraries rather than invest in them. This investment, to clarify, goes well beyond funding collection development and a lonely teacher-librarian or library techncian. This investment should be in INNOVATION by creating spaces where all members of a school can congregate, research, share, problem solve and create. To believe that all of this can be achieved in a single, segregated classroom is misguided. To believe that this can happen without an "idea centre" is misguided. To believe that collaboration and equity among ALL school staff and teachers is critical to student acheivement is on the path to creating new centres of learning for our children. For our future.<br />
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I have had the pleasure of working with dozens of folks in school systems, and have learned a great deal about their constraints. Some of it resides in a lack of respect for non-teaching staff and an inability to think outside the proverbial "box". If no action is taken, school libraries and their potential for shaping the future educational outcomes of students will be eliminated. Entirely. If no effort is made then, perhaps, we deserve it.<br />
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What we have done in school libraries is simply not good enough and the proof lies in their pallid state. It is the responsibility of our ENTIRE COMMUNITY to fix this. It can start with you.<br />
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To solve the school library problem, we need people to think brilliantly and act courageously.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com7tag:blogger.com,1999:blog-6480171685540773440.post-51676531486000019782012-01-02T17:16:00.000-08:002012-01-02T17:16:06.465-08:00Libraries as a Cradle of InnovationHaving recently finished a book by Frans Johansson called <i>The Medici Effect</i> (2004), January seems like a good time to talk about the germination of ideas. Fresh year, fresh ideas.<br />
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Johansson's central thesis is that innovation springs from the intersection of ideas that he calls the <b>Medici Effect</b>. Using a broad range of examples, he illustrates that the most profound innovations have been the result of different fields of study and practice coming together to create an explosive transformation in thinking and problem solving. Through a fairly broad exploration of this idea, the author suggests that people must let go of their assumptions, surround themselves with diversity, and self-educate. In fact, these behaviours are considered important prerequisites for successful innovation. <br />
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For months now, I have been mulling over the role of libraries as places where "ideas intersect". It nicely aligns with Johansson's idea of intersectional innovations that are born from interdisiplinary exploration. The unexpected is much more likely to emerge when people of diverse backgrounds collaborate. According to Johansson, the convergence of science, the leap of computational power and the global movement of people are forces that stimulate the creation of unexpected ideas. Indeed, this might help explain the rapid and accelerating state of "innovation" we have seen in recent decades.<br />
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If we take a step back from our jobs as library professionals and think about the role of libraries - whether they are public, corporate or academic - we can see that central to their purpose in modern culture is providing a place for ideas to converge. If we look at libraries from this perspective, it becomes much easier for library professionals to adapt to changes in the field of publishing. For example, the rapid adoption of ebooks does not negate the function of the library. It may stimulate change, but it does not lesson the role of the library.<br />
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While schools provide formalized educational opportunities, they are not the hub of <i>all</i> innovation. As Johansson points out, most successful innovators share a noteworthy attribute - they are self-taught. Libraries, whether virtually or physically, provide a place for people to come together and share ideas. If innovation is a valued component of our global culture and we look to it to help us solve the myriad of problems that face us, the role of libraries has <i><b>never been more important</b></i>. However, it will take some library innovators to push the boundaries of what defines libraries in order to lead the way. <br />
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The new Surrey City Centre library in British Columbia provides a relevant example of how libraries can bring people together with the "Human Library" project. People with very specific backgrounds and expertise will lend themselves to others, within the walls of the library. This may be seen as the first step in an exciting movement towards the further development of libraries as the hub of intersecting ideas.<br />
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Echoing in my head is the voice of Daniel Quinn's telepathic gorilla , Ishmael, telling his human pupil:<br />
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"Your task is not to reach back but to reach forward...but you must be inventive - if it's worthwhile to you. If you care to survive...You're an inventive people, aren't you? You pride yourselves on that, don't you?"<br />
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"Yes."<br />
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"Then Invent." **<br />
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<font size=-1><br />
* Johansson, F. (2004). <i>The Medici Effect: breaking through insights at the intersection of ideas, concepts, and cultures.</i> Boston: Harvard Business School.<p>**Quinn, D. (1992). <i>Ishmael: an adventure of the mind and spirit.</i> New York: Bantam, p. 250</font><br />
<br><br>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com2tag:blogger.com,1999:blog-6480171685540773440.post-78809486436930551332011-09-07T23:40:00.000-07:002011-09-07T23:40:15.479-07:00The Real Deal? Continuing Education Certification ProjectIn an era where "keeping up" has become part of daily life, the idea of certification to validate such efforts has increasing appeal. In May of 2011, the leaders of the Alberta pilot for a continuing education certification program announced that they were planning to expand the project to the national level. The idea was spawned from the notion that the library community needed a way to document and articulate their continuous efforts in lifelong learning. Following the lead of the <a href="http://alia.org.au/policies/professional.development.html">Australian Library and Information Association‟s Continuing Professional Development Scheme </a>, the Alberta pilot determined that their program must be flexible, inclusive, inexpensive, participant-centred, simple, and portable. These are all very admirable guiding principles but it is deployment where success is critical.<br />
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A few concerns over this proposal spring to mind:<br />
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1. There is a recommendation in the April 2011 report (<a href="http://mla.mb.ca/pdf-and-documents/CE%20Certification%20Pilot%20Project%20Final%20Report_Rev_Apr_27_2011.pdf">Document Reveal</a>) "That the Certification program should be connected more closely with the Education Institute‟s offerings." While there is nothing wrong with supporting the efforts of the Education Institute, such a credentialling program needs to consider its relationship with other organizations and institutions that may offer continuing education opportunities. In doing so, the certification process can be more seamless and more inclusive. This would enhance the experience of the certification candidate by giving them a broader range of access and information about how they can utilize or find formal continuing educational opportunities.<br />
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2. Having read the report and participated in an information session at the Canadian Library Association conference in May 2011, I see no mention of an auditing process for certificate candidates. Candidates simply complete their shopping list of professional development activities, submit their paperwork and, having completed the necessary units of time, get "certified". Where is the enforcement? The authority of monitoring compliance? ALIA's program has an audit process and while it only randomly examines 10% of participating members, there is still a process. Indeed, even this process is lacking in that it is not likely to have parity with other professions where compliance and auditing is far more robust. A brief scan of LISTA and Academic Premier databses suggests that there is room for more research into the effectiveness and perception of existing certification programs in the field.<br />
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3. Cost. The pilot project cost for participants was around the 30 dollar mark but presenters at the CLA conference admitted that they did not know how this cost actually relates to the cost of a nationwide program and whether this fee reflects any reality for a self-sustaining program. This is a HUGE concern. Presenters were unaware of a similar project, directed at only library support staff, in the United States. <a href="http://ala-apa.org/lssc/">The Library Support Staff Certification Program</a> is $350 for non ALA members and $325 for ALA members. Granted, the programs are not precisely the same, it is clear that the cost of a certification program are not insubstantial. If a program has high regard and benefits participants greatly, people will pay. However, if there is no audit process or anyone evaluating the quality and scope of professional development that is submitted, what value would a credential have?<br />
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4. The respondents and particpants of the pilot project were fairly small samples with only 13 participants completing the final survey and only 56 participants in total. The motivations for participant involvement could have been more fully investigated as this might help in our understanding of who participated and why. In turn, this would aid in understanding participant comments more fully. In addition, more work needs to be done with stakeholders who are positioned to encourage certification including employers, boards and educational instutions that educate and train library workers. In this way, such a program can be more fully developed.<br />
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Certification suggests a certain level of professional expertise, with standard competencies at its core. In the effort to make such a process attractive to library workers, there is a risk of diluting expectations to a point where the certifcation holds little tangible value. While it is helpful for library professionals to document their professional development activities, from reading to formal coursework, certification must have clearly laid out competencies and standards and a review process that ensures candidates are meeting a minimum level of proficiency. <br />
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In the end, is a cheap certificate of continuing education a satisfactory aid in documenting the maintanence and acquisition of professional competencies? Is this just one more avenue that library professionals can take or will it be a defining tool for the Canadian industry? This is where the measured reflections of those in the information profession are important and necessary. Investigate, consider and comment.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-42683587390920147112011-06-07T17:00:00.000-07:002011-06-07T17:01:12.270-07:00CLA Conference 2011: A ReflectionIn the whirlwind of change that defines the library profession, it seemed more than appropriate to attend the CLA Annual Conference at a time when they are making tremendous revisions to their bottom line. Wearing many hats including that of a department head for an LIT program, librarian, former technician, and instructor, I ventured to Halifax this spring for an eye-opening experience.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-lfXeVNWqd1Q/Te47XgYZ8xI/AAAAAAAAACI/iCOtYXCFAis/s1600/IMG_4323.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://1.bp.blogspot.com/-lfXeVNWqd1Q/Te47XgYZ8xI/AAAAAAAAACI/iCOtYXCFAis/s320/IMG_4323.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">MacDonald Bridge view from the Citadel in Halifax. </td></tr>
</tbody></table>Having a library conference against the backdrop of a lovely city, filled with incredible (and often tragic) history and old-world pubs certainly has its allure. The conference itself was held in a very efficiently designed trade and convention centre in the heart of town. I could appreciate the no-frills style of the conference in light of the tremendous financial pressures the Association has been wrestling with. Yet, lunch was provided in the trade show and there was definitely a buzz there as people from across the country enjoyed casual chit-chat and trolled the trade show booths.<br />
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CLA made some notable changes to its structure by reducing the executive and eliminating divisions and interest groups to make way for "networks". These networks are intended to be grass-roots focused where 10 or more members sign a petition for creation, appoint a moderator and develop a terms of reference. Funding will be based on an as-needed basis for projects and these networks can encompass any area of interest. Although it will be some time before the results of such changes are measurable, it is an attempt to restructure the organization so that it is more inclusive. I do wonder, however, if it is enough to garner wider support and participation when CLA has ignored the interests of library support staff and the wide range of library workers for so long. I do not want to dismiss the significance of the population weight in Central Canada and national issues that require the Association's attention but there is a sentiment that the Association has not spent enough energy tending to the needs of its members or would-be members. This attitude appears to be shifting as necessity forces the CLA to look at it sliding membership and revenue issues.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-xWWuK5OoK2c/Te5UCRSoUBI/AAAAAAAAACM/_lKCGijQh1s/s1600/IMG_4215.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-xWWuK5OoK2c/Te5UCRSoUBI/AAAAAAAAACM/_lKCGijQh1s/s320/IMG_4215.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Inside Alexander Keith's Brewery selling the infamous India Pale Ale</td></tr>
</tbody></table>The increasingly sophisticated library landscape suggests that national representation and improved communication between provinces, provincial associations, library workers of all types and educational programs is imperative. At the "town hall" meeting to discuss CLA's changes, one participant noted that the lack of academic discourse through a scholarly journal is problematic. He voiced his frustration that all CLA has to offer members, by way of publications, is the "gossipy" news and events piece, <u>Feliciter</u>. He suggested that resurrecting a more scholarly publication, may give CLA a more credible and weighty standing in the greater library community and foster empirical research from budding library folks. I could not help but also mention the need for a greater willingness to listen to the needs of non-librarians and, while the new CLA mission statement is more inclusive, there is much work that still needs to be done.<br />
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With apprehension, I attended the latest session discussing RDA (Resource Description and Access) and its next steps towards global implementation. We were also carefully walked through the general practice of cataloguing using all of the RDA chapters. Three things became abundantly clear to me at that time. One, there are some interesting and rather worthy changes made to the way one looks at cataloguing. Two, the task of cataloguing, despite RDA efforts to simplify, will be grossly more complex. Three, no one could tell me WHO was going to EDUCATE the educators (beyond a half day workshop) the intricacies of the new tool or WHO was going to PAY for curriculum re-design and staff training required. When Chris Oliver, presenter and ardent RDA supporter, responded to my concerns with an admission that it was somewhat of a "miracle" RDA had made it this far, I took it as an omen. One cannot develop new catalogue practice that drastically transforms the way work is performed on a "miracle". The complete lack of consultation with those who must actually perform most cataloguing duties will greatly inhibit the success of this endeavor. I walked away from the session intrigued by some of RDA's qualities but also frustrated at not really having any better sense of precisely how one is going to catalogue - the nitty gritty. As someone who teaches library staff to CATALOGUE, I continue to wonder who is going to teach me?<br />
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Another interesting session was that of a plan to take the Library Association of Alberta's Certification of Library Staff to the national level. Having begun preliminary work with the American Library Association and their certification program for library support staff, I was keen to know if this was a better solution. The fact that the coordinators of this program were unaware of the ALA initiative, an ill-defined costing of the program and the lack of auditory control for certification, suggests that there is much work to be done if such a program were to have teeth in Canada. Again, I wondered why library educators were not included in the discussions around such a program. Their experience and perspectives could provide valuable insights into such initiatives as we are acutely familiar with the process of program review, outcomes assessment, curricular development and so on. I am hopeful that questions from participants inspired the developers to investigate some of these issues.<br />
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Amidst these sessions, I did have the wonderful opportunity to meet with other LIT program instructors and heads, connect with some of my colleagues from all corners and examine some great poster session presentations. One noteworthy one was focused on professional ethics. Since I have been trying to infuse ethic discussions in most courses, I am eager to see what headway is made in this area. In the end, there was a great deal more for me to follow up on when I returned.<br />
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I completed my session activities with a disheartening and mind boggling update on Access Copyright and copyright legislation revisions. The session was incredibly helpful in re-igniting my concerns for our information freedoms in the not-so-distant-future. I encourage everyone to keep one eye trained on Access Copyright and the Copyright Board because these two forces have undeniable power and influence with very few reasons to look out for the interests of libraries. For Access Copyright, the increasing use of databases and other digital media means that libraries are somehow skirting paying for reproduction rights. Indeed, HYPERLINKING to digital media appears to be a problem for Access Copyright. The fact that many libraries now provide digital access to licensed databases appears to be a poorly understood practice by Access Copyright and they are seeking blood - well, really, money. We were cautioned that public libraries may be AC's next target. I felt chills....<br />
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The 2011 CLA Conference provided me with new and interesting insights that frequently surprised me. While I will continue to observe the effects of the recent constitutional and leadership changes to the organization, I fear that we, collectively, continue to think that simply having good ideas negates the need to perform the often laborious, time-consuming, but incredibly necessary, work of substantiating our projects with evidence-based research and consultation. On the other hand, library professionals accomplish a great deal with diminishing resources. Returning to a peer reviewed and professionally minded journal might be the perfect forum for inspiring us to expect more of one another.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com1tag:blogger.com,1999:blog-6480171685540773440.post-71339245009882391382011-02-23T23:02:00.000-08:002011-02-24T11:44:45.218-08:00Librarianship As An Academic Discipline?Librarianship has been treated as a practice-based profession. Programs are designed around the practical applications of "doing" library work. Yet, in a world where there is increasing emphasis on information as a key to economic, social and political success, there may be a need to pull apart the issues that shape librarianship and examine them from an academic angle. <br />
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There are numerous issues related to the profession of librarianship that are worthy of examination beyond a two year Master's or Diploma program. Indeed, within those two year programs students can be titillated by the interesting problems and prospects that new technology and information use present. However, there is little time for exploration. Certainly, once one becomes a practitioner, there is little time to reflect on the broader aspects of the field. It is a common complaint among busy librarians and there is great frustration in trying to make informed decisions when there is little time to discuss and reflect on long term consquences. Greater discourse is needed and although this can occur at conferences, discussion boards, blogs, and lists, there is room for more research and debate in post secondary institutions. In turn, those forums can supply the industry with inspired, engaged and active participants that may be better positioned to move back and forth between academic study and practice.<br />
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The current situation is troubling because there is a tremendous amount of change in how people use and manage information and library workers are often the ones who observe these changes. As a result, they have some valuable opinions, experience and advice that may enhance how the broader community adopts technology and change. Those who work in information centres have first-hand knowledge of how publishing, emerging technologies, and user search behaviours intersect. There is a tremendous opportunity to share this knowledge with other disciplines and communities. As the ground shifts beneath us, it becomes clear that there is a profound interconnectedness between information and change. There is room for information studies to more actively partake in the discussions held by the academy of higher education.<br />
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In other disciplines, there is an avenue where academic discourse can occur and develop through formally recognized academic programs. Most professions enjoy a continuum of study that can begin at a certificate or diploma level and move through undergraduate, graduate and post-graduate programs. Librarianship does not enjoy this direct path of observation, exploration, discussion and reflection. There are programs that look at information management at the undergraduate level but many of these are centred around other, more specific disciplines including business and computer information systems. While there is nothing wrong with such programs, there is another outlet of study that has not been fully addressed. Many disciplines will look at ethics, research methods, and even internet searching but there is a large hole where examination of issues around librarianship are not well explored. And, although many of these issues and themes affect information work, they also have an affect on many other members of society - non "library" types. For example, course work at the undergraduate level that looks at the nuances of intellectual property is not only compelling because the laws around this are in flux but also because everyone who uses information can be affected by both the laws and conventions around it. The information studies context looks at such topics through the lens of practice and can offer a perspective that is valuable to students of every ilk.<br />
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Charles Sturt University in Australia has one of the few examples of a Bachelor in Information Studies. Schools like Ontario's Mohawk College go so far as to present this as a viable option for library tech graduates since the program is a part time distance program. Although this is a respectable option for those looking for a bridge to a Master's program, there is a great deal of room for further academic review. The Charles Sturt example continues to show a preference for the applied aspects of information work. While this has value, there is an opportunity for expanding the field into more academic circles. This, in turn, would spawn new interest in the qualitative and quantitative research behind the use of information, its creation, management, and uses.<br />
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The applied nature of librarianship will always be central to those working in information centres but there is also room for more academic discourse at all levels of the post secondary system. This expansion would provide greater opportunities for discussion and research among other fields of studies to enhance our understanding of our changing world.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com12tag:blogger.com,1999:blog-6480171685540773440.post-28243939181842171732011-02-01T12:34:00.000-08:002011-02-01T12:34:20.926-08:00Prompting Some DiscussionRecently, the Atlantic Provinces Library Association posted an article that I submitted in an attempt to spurn on some discussion about our future. <br />
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“<i>Wanting to be a librarian because you like books is like wanting to be a cop because you like guns</i>” is a recent tweet from, David Lankes, Associate Professor at Syracuse University's School of Information Studies and Director of the Information Institute of Syracuse (<a href="http://www.apla.ca/bulletin/74/2.neigel#lankes">2010</a>). This simple comment evokes a number of complex realizations and affirmations. Many will agree that to perform the work expected of information professionals, a love of one media format is <u>not </u>a prerequisite...<br />
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The discussion continues at: <a href="http://www.apla.ca/bulletin/74/2.neigel">Changing the Way We Look at Ourselves</a> <a href="http://www.apla.ca/bulletin/74">APLA Bulletin Volume 74</a> » <a href="http://www.apla.ca/bulletin/74/2.toc">Issue 2 - December 2010</a>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-1358677260066385802010-12-02T00:57:00.000-08:002010-12-02T23:39:44.579-08:00Finding Solace in a Stagnant EconomyIt is often only when we look back on events that we find clarity. As we wade through a sluggish and uncertain economy, we wonder what prospects our future holds. Even if we are fortunate enough to have a "secure" job, we are aware of a constant pressure to tread cautiously. Rocking the boat, might rock our budgets. Whether it is shrinking resources or expanding ones, the process of working through change is probably more important than the ultimate outcome.<br />
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Recently, through casual conversations, students have voiced their concerns about their employment prospects. Like other support services, information work rarely generates direct and measurable revenue, in the short term. This has been the source of much angst in the profession as librarians and their staff struggle to quantify the positive impact of their work. Prospective grads would just like to know if the future is viable. Unfortunately, it depends on one`s outlook. This is partly because there are so many interpretations of "information" work and what it means to be a librarian. <br />
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To believe that libraries are quiet spaces, lined with books and reticent staff is to fall prey to fiction. Those that already work in the field understand this. What challenges us, as information professionals, is the shifting context that shapes our work environment. We design, develop and deploy services in a world full of uncertainties and technological change. When the GDP sinks and people stop making purchases, our confidence in the future ebbs. Yet, the world does not come to a grinding halt and people continue to have needs, including a need for information that is meaningful and, therefore, useful.<br />
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It might be wise to stop wringing our hands fussing about our usefulness as a profession and simply assert ourselves as experts and developing ways of educating members of our communities of what we can do for them. If we do so, we may have to forgo our titles. We may actually have to stop arguing about what makes a "librarian" or an "information technician" and focus on the skills and attitudes that we hold as people who work with information on a constant basis. It is also not helpful to make a simple shopping list of what services we provide. Celebrating our accomplishments is a validating and necessary activity but we must be very careful not to think that this assures us of a stable or predictable future. Recently, the Kentucky Library Association published "The Role of Public Libraries and Their Future" by Uma Doraiswamy (2010). Essentially, Doraiswamy remains optimistic about the role of the public library because of the variety of functions it currently performs. Unfortunately, today's success is NOT a predictor of future success and, at any time, these services can be undermined by a variety of forces beyond our immediate control. Our success is dependent on recognizing that change is constant. The desire to stick to the status quo is one of enormous consequence. Thus, there is a tension in the field where some folks want what they had and struggle with letting go of past practice while others embrace a future that looks at redefining our roles.<br />
It is possible that library schools and tech programs do not spend enough time examining the actual goal of librarianship. Is it to provide people with information? Look beyond this. It is to provide people with the opportunity to <i>learn</i> and become knowledgeable. In the 21st century, this practice is dependent on technology. Yet, this technology is rapidly changing. However, we can not allow ourselves to be distracted from our goal. James Duderstadt, President Emeritus and University Professor of Science and Engineering at the University of Michigan, astutely points out that, "It is certainly the case that futurists have a habit of overestimating the impact of new technologies in the near term and underestimating them over the longer term." (p. 223). In fact, he describes the library as the "poster child of the IT revolution" and they may be an ideal place to observe how people really learn (p. 220). There is recognition, in some corners of the profession , that despite the changes libraries and information centres must face, there is an interesting future before us. <i>How</i> we respond to this reality will define our success. Lamenting over days gone by will get us nowhere.<br />
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Although Deborah Jakubs speaks specifically to the situation of research libraries, she makes a valid, broader point when she writes, "Rather than being defensive about "threats" to the traditional position of libraries, we should tout the advantages of the contemporary research library. There may be more than one information "game" in town, but ours has plenty to offer" (p. 244). In other words, we must accept the fact that the services we offer may not belong only to our profession but we do have an excellent foundation to build our future. It may be that library schools and other, related programs will have to do more to adapt to the changing demands of our communities but this does not mean that there is not work to be done.<br />
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Indeed, from my experiences providing students with experiential learning through field placements, I have discovered that new sites delight in the skills they see from our students. Many of these would not be described as "traditional" library environments. Libraries are not the only places where information is amassed, stored, accessed and used. Media sources, records management offices, health networks, non-profit support services, and corporate offices all struggle to manage the "data deluge". Students of information studies are in a prime position to guide our communities through the confusing and technologically focused future we face. The skills required for this may be shifting but this is another challenge many of us are prepared to take on.<br />
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So, if you are fearful of our future, don`t be. Embrace the challenges and take ownership over your future and, most importatnly, get <i>engaged</i>. Promote your skills, lead and inform those who do not understand the field. Be confident. Be competitive. When people aren't out spending their shrinking disposable incomes, they are seeking other ways to better their lot in life. We help them do it. We can be powerful. And, in fact, we are.<br />
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Cited Sources<br />
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Doraiswamy, U. (2010). The role of public libraries and their future. <i>Ke<i>ntucky Libraries</i></i>, <i>74</i>(2), 22-25. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.<br />
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Duderstadt, J. (2009). Possible Futures for the Research Library in the 21st Century. <i><i>Journal of Library Administration</i></i>, <i>49</i>(3), 217-225. doi:10.1080/01930820902784770<br />
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Jakubs, D. (2008). Out of the Gray Times: Leading Libraries into the Digital Future. <i><i>Journal of Library Administration</i>,</i> <i>48</i>(2), 235-248. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-55776037924645433242010-10-05T10:59:00.000-07:002010-10-07T13:32:33.733-07:00Amazing People. Amazing Weekend. LIBIT Reunites in a Big Way.<div class="separator" style="clear: both; text-align: left;">Since the program's 25th anniversary, 5 years ago, the Library Tech department has wanted to celebrate this achievement. Really celebrate. With the introduction of a properly funded Alumni Relations office, we were finally able to dream big. Members of the LIBIT department know, on a personal level, how life-changing our program really is because we are <b>ALL</b> alumni of the program! We were delighted to have the opportunity to share the accomplishments of our alumni and our program in a heartfelt way.</div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: left;">We wanted to offer attendees a chance to socialize but we also wanted to provide some professional development opportunities. The increasing expectations for most library technicians gave us inspiration to present workshops and team building activities that centred on <i>leadership</i>. The remarkable changes to UFV infrastructure was inspiration for offering campus tours, too!</div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="border: medium none; clear: both; text-align: left;"><a href="http://1.bp.blogspot.com/_Xof5BChIcsI/TKpkCGs7YYI/AAAAAAAAAB4/qJhndoZUoaE/s1600/LIBIT+reception.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="http://1.bp.blogspot.com/_Xof5BChIcsI/TKpkCGs7YYI/AAAAAAAAAB4/qJhndoZUoaE/s200/LIBIT+reception.JPG" width="200" /></a>The picture to your right is a snapshot of our wine and cheese reception on the Friday night in the library foyer. Guest speakers included: Provost and Vice President Academic, <i>Eric Davis</i>, President of the Alumni Association, <i>Tony Luck</i>, LIBIT Alum <i>Julia Vanberkel</i> and <i>Terry Lynne Stone</i>, storyteller and Member of the UFV Board. </div><div align="left" class="" style="border: medium none; clear: both; text-align: left;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/_Xof5BChIcsI/TKpj-DeRQyI/AAAAAAAAAB0/NsDZgGynpWY/s1600/Guided+Discovery.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="212" src="http://1.bp.blogspot.com/_Xof5BChIcsI/TKpj-DeRQyI/AAAAAAAAAB0/NsDZgGynpWY/s320/Guided+Discovery.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><b>Geocaching Adventure at Aldergrove Lake</b></i></td></tr>
</tbody></table>Our goal, that evening, was to pay homage to our ambassadors - our program grads. It was a delight to exchange "hellos", reconnect, share stories and laugh, all while enjoying a glass of wine and some lovely food.<br />
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Bright and early the next morning, a group of alumni gathered at Aldergrove Lake for their <b><a href="http://www.guideddiscovery.ca/">Guided Discovery</a></b> adventure. It was a riot! We hunted for lost treasure while competing (in a friendly way, <i>of course</i>) to solve a mystery using teams equipped with a GPS. <b>Geocacher Jones</b> (front right) was there to lead the way.<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/_Xof5BChIcsI/TKpj698oWoI/AAAAAAAAABw/nokIDJdd5V4/s1600/Workshop.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="132" src="http://4.bp.blogspot.com/_Xof5BChIcsI/TKpj698oWoI/AAAAAAAAABw/nokIDJdd5V4/s200/Workshop.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="border: medium none; text-align: center;"><i><b>Leading With Story</b></i></td></tr>
</tbody></table><div style="border: medium none; text-align: left;">Others, that morning, attended a workshop with <b><a href="http://www.margaretreadmacdonald.com/">Margaret Read MacDonald</a></b>, accomplished scholar and folklorist, where participants practiced and participated in "<i><u>Leading with Story</u>"</i>. Of course, there is nothing like finishing off a busy day with a nice and informal dinner where some of the rowdiest attendees were current and former LIBIT faculty and staff.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: left;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="133" src="http://2.bp.blogspot.com/_Xof5BChIcsI/TKpkE_1fAeI/AAAAAAAAAB8/yTlw9jcoGzw/s200/President+breakfast.JPG" style="margin-left: auto; margin-right: auto;" width="200" /></td></tr>
<tr align="center"><td class="tr-caption"><i><b>President's Breakfast</b></i></td></tr>
</tbody></table></div>On Sunday, the President of UFV, Mark Evered, hosted a lovely breakfast. He shared with us his views on the importance of information studies, its connection to learning as well as the exciting activities and ambitions of UFV. Of course, he could not help but share our pride in UFV being noted as providing the <u><b>best</b></u> undergraduate education in Canada for a school of our size (for the 4th year running). <br />
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The value of alumni was reinforced on many occasions during the weekend and the message was sincere. Our LIBIT alumni have a profound impact within their communities. Lisa Morry, for example, is a grad of the program who has worked with the First Nations community of Chilliwack to produce a display depicting the legacy of Residential Schools. As reported in the <a href="http://www.bclocalnews.com/fraser_valley/theprogress/news/103152574.html?mobile=true">Chilliwack Progress</a>, her contribution is part of the first steps in exploring the trauma of these schools.<br />
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<div style="border: medium none; text-align: left;"></div></div><div class="separator" style="border: medium none; clear: both; text-align: left;">With dozens of guests the weekend was a huge success, for the Library and Information Technology department, Alumni Relations Office, UFV, and all of our wonderful graduates and current students. A special thanks goes to Alumni Services and all of our dedicated volunteers for the huge effort they made in pulling off this event.</div><div style="text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="232" src="http://4.bp.blogspot.com/_Xof5BChIcsI/TKpjpcbn7iI/AAAAAAAAABs/Zn57bortHYs/s400/Dinner.jpg" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><b>Some of us celebrating at the Phoenix Lounge for a friendly dinner.</b></i></td></tr>
</tbody></table></div>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-89145425995875155212010-09-15T14:42:00.000-07:002010-09-15T14:42:30.152-07:00Taking it all in: 30 years of teaching and..learning!<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Consumed by the details of daily life, we are sometimes surprised by time's relentless march. It is amusing to think of how slowly a summer passes for a bored 10 year old and how quickly that same summer whizzes by for his/her parents. For the Library and Information Technology Program at UFV, there is a constant tension between what must be done with what <i>has</i> been done. Time moves swiftly and so does the technology!</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br />
</span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;">Instructor, program developer, librarian, mentor, and leader, Pat Sifton was the driving force behind the development of the diploma in its early days. </span><span style="font-size: small;"> Her drive and fundamental understanding of teaching and learning continues to influence the direction of the program. </span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;">Although the program has maintained its focus on the process of building knowledge, the challenge to maintain a program that is consistent with technological change remains constant.</span><span style="font-size: small;"> Tools and information sources have shifted formats numerous times over the life of the program.</span><span style="font-size: small;"> The shift from manual typewriters, carbon copies, print indexes, and microform to web based databases, scanners and an endless stream of user applications has kept the program in a perpetual state of evolution. </span><span style="font-size: small;"> </span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;">So, while we celebrate the hundreds of graduates that have walked to the tune of "Pomp and Circumstance", clutching their crisp new diplomas, we also celebrate the balancing act of the program's instructors. These instructors have successfully wrestled with change, introducing new concepts and technologies while reinforcing the value of standards and past practice.</span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;">Students of the program continue to be some of the most dedicated learners at UFV, delighting instructors in departments across the institution. Program students have repeatedly won awards and recognition for their achievements including Dean's medals, writing awards and a myriad of scholarships. The highly interdisciplinary nature of library studies means that students become something more than just "tech" students - they become passionate students of <i>knowledge</i>.</span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;"><span lang="EN-US">All of those who have been involved in the delivery of this program have been profoundly affected by the students, the institution, their colleagues and their predecessors. After seven years at UFV, Christina Neigel maintains that, “It’s been a challenge but it has been a really, really rewarding experience.” Jan Lashbrook Green says, “Teaching here at UFV, and despite all the work involved, nothing could be better for me.” Tim Atkinson recalls, “The years teaching at UFV, were the most fun teaching years of my life. The students were fun, engaging, involved. It was a great experience.” Kim Isaac states it best when she says, “To this day we’re still reaping the legacy that Pat has set the foundation for. She set up a really strong foundation and high standards for the faculty, the program and the students.” </span></span></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif; margin: 0cm 0cm 10pt;"><span style="font-size: small;"><span lang="EN-US">We formally celebrate 30 years October 1 - 3, 2010 at the Abbotsford campus of UFV. We hope to see you there!</span></span></div><span style="font-family: Calibri;"></span>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com0tag:blogger.com,1999:blog-6480171685540773440.post-77091423388289975012010-07-23T00:46:00.000-07:002010-07-27T14:13:54.313-07:00An ALA Experience - Washington D.C.<div><a href="http://1.bp.blogspot.com/_Xof5BChIcsI/TE0sWXM4pYI/AAAAAAAAABQ/-OMOK6M8BO8/s1600/LOCFront.bmp"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5498099482786047362" src="http://1.bp.blogspot.com/_Xof5BChIcsI/TE0sWXM4pYI/AAAAAAAAABQ/-OMOK6M8BO8/s320/LOCFront.bmp" style="cursor: hand; float: right; height: 240px; margin: 0px 0px 10px 10px; width: 320px;" /></a> <strong>The American Library Association Annual Conference, 2010</strong><br />
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</div><div>There is nothing quite like attending a conference where thousands of library folk converge against the backdrop of a beautiful city. As I made my way between sessions and museums, I would play a little game of "guess who is a librarian?". The odds are very good when there are over 20, 000 registered attendees swarming the city.</div><div><br />
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</div><div>This conference confirms my belief that only a small portion of any conference is about the sessions. There is, truly, only so much one can learn in a two hour session. On the other hand, there is a lot to be learned by chatting with other attendees, exhibitors, vendors and organizers. The most enlightening experiences seem to manifest from casual conversations where like-minded souls seek an opportunity to discuss their passions and interests. This is how I discovered that many of the feelings and disjointed ideas that circle within the confines of my own mind are actually shared by a variety of others. </div><div><br />
</div><div></div><div><a href="http://1.bp.blogspot.com/_Xof5BChIcsI/TE0qVz5-r-I/AAAAAAAAABA/H5X6IfmrlDc/s1600/LOC.bmp"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5498097274288254946" src="http://1.bp.blogspot.com/_Xof5BChIcsI/TE0qVz5-r-I/AAAAAAAAABA/H5X6IfmrlDc/s320/LOC.bmp" style="cursor: hand; float: left; height: 240px; margin: 0px 10px 10px 0px; width: 320px;" /></a>This kind of experience inspires and rejuvenates in a way that cannot be easily duplicated through other forms of professional development. It is not so much about learning new content or theories as it is about learning to measure your own, personal experiences against the experience of complete strangers. Through this process it becomes quickly evident that the world is much like a house of mirrors, reflecting things in a variety of perspectives that will simultaneously amuse, disturb and surprise.<br />
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</div><div>It was a delight to atttend a conference that is all about how to support the public's need for self-actualization in a city that symbolizes liberty and self-determination. All cynicism aside, it was amazing to attend sessions that explore concepts of intellectual freedom, literacy, and technology and then venture out into the oppressive heat to see the Library of Congress in all of its glory and explore the many Smithsonian museums, free of charge. As a humble Canadian, I could not help but feel envious of American patriotism. They celebrate their accomplishments with such pride and passion that, despite our own somewhat jaded views, is remarkable. Make no mistake, I noted many "interesting" interpretations of world history when it did not directly relate to American history. For example, an eager docent at one of the Smithsonian museums eagerly explained to his audience how "Canadians" burned down the White House and the Capitol buildings in 1812. It did not seem that important to mention that the British had a rather large role to play in that particular event...</div><div><br />
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</div><div>Nevertheless, there is an enormous amount of history in D.C. that makes it a completely worthwhile place to visit. For library folk, it is a city that not only represents the aspiration of creating an informed citizenry but it also pays homage to early American visionaries and leaders who sought out ways to make this vision feasible. It is a place where you can examine early American documents and artifacts while weighing them against a modern picture of America. Above all, it is a city that has inspired <em>this</em> librarian to carefully reflect on the future role libraries. </div><div><br />
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</div><div>While trying to squeeze in visits to every museum and monument along the National Mall, I struggled to balance my time at the ALA conference. I had plenty of opportunities to select my sessions in advance of the conference but I had no idea there was so much to <em>do</em> at the conference. The magnitude of the event was hard to envision beforehand, having been a regular at many smaller conferences. Yet, many of the session topics were not dissimilar to those seen at other venues. There were just <em>more </em>of them. For example, the general feeling was that we, as library workers, continue to devise new ways to make our institutions relevant. We struggle to integrate technological change in meaningful ways that are genuinely helpful to those we serve. It would be refreshing to have some open and controversial sessions on what we need to do <em>better</em>. Many of my colleagues have snidely remarked that library conferences tend to be about "what we did good in our library". </div><div><br />
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</div><div>There is a notable absence of discussion on what we do not do well. Through my discussions with various librarians, it is clear that there are a great number of us who continue to be concerned about the division of labour in our workplaces and a lack of authentic leadership. For instance, it is unsettling to think that those revising our cataloguing standards do not seem to feel the need to consult with those who actually catalogue (national libraries aside). It may be that we are being "led" to a trough of new standards which few practitioners fully understand. Our field lacks a collective voice that has notable influence with our various governments. We rely heavily on our library members to defend our relevancy. Although this is critically important to the continuation of libraries, I wonder where our existing and upcoming library leaders are. </div><div><br />
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</div><div>As intellectual property continues to gain importance as a commodity in the global marketplace, our position as knowledge builders must be clearly understood by policy makers. Historically, this work has been done by local and national library organizations. Those organizations are grappling with decreasing memberships. Who, then, will challenge the corporate machine? Who will ask the difficult questions? Who will defend our budgetary needs? For this reason, we need conferences to expand their offerings to examine these very large issues. Without such discourse, we remain ignorant and rudderless when we attempt to navigate our future.</div><div><br />
</div><div></div><div><a href="http://3.bp.blogspot.com/_Xof5BChIcsI/TE1JZQdG-_I/AAAAAAAAABY/tKugPudtFus/s1600/WashMem.bmp"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5498131418351860722" src="http://3.bp.blogspot.com/_Xof5BChIcsI/TE1JZQdG-_I/AAAAAAAAABY/tKugPudtFus/s320/WashMem.bmp" style="cursor: hand; float: left; height: 320px; margin: 0px 10px 10px 0px; width: 234px;" /></a></div><div>The 2010 ALA Conference was a fantastic opportunity to intersect with a variety of very interesting people. It solidified several of my own perceptions about the field of practice, confirmed many suspicions, stimulated some some new ideas, taught me a thing or two about library processes and provided me with a unique opportunity to see a lovely city. The bizarre and, strangely, intriguing Drill Cart Competition will be forever burned into my mind. And, finally, there is nothing more fun than attending the Caldecott and Newberry Award banquet when you are a children`s librarian at heart.</div><div></div><div></div><div>Petty and trite as it seems, it is now fun to re-read Dan Brown's <em>The Lost Symbol</em> and think, "I saw that in person and there is just no way..."</div></div></div>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com1tag:blogger.com,1999:blog-6480171685540773440.post-48093385334445299742010-04-16T09:35:00.000-07:002010-04-16T11:10:09.339-07:00"Paraprofessional" - A Dirty Word?Ursala Delworth in an article entitled, "The paraprofessionals are coming!" from 1974 discusses the muddying waters of terminology in the use of professionals and a newly coined term "paraprofessionals". She describes paraprofessionals as:<br /><br />persons who are selected, trained, and given responsibility for performing functions generally performed by professionals. They do not require the requisite education or credentials to be considered professionals in the field in which they are working, but they do perform tasks central to the function of the agency...*<br /><br />In March of this year, Francine Fialkoff, editor in-chief for <u>Library Journal</u> discussed the issues around the <em>para</em>professional label of non-MLIS library staff. She illustrates that the English definition of this term, as someone who is subsiduary or ancillary to roles posessessing more training or higher status, does not satisfy the description of what library staff do. Indeed, as Fialkoff points out, non-MLIS staff perform an array of tasks that need to be recognized and respected.+<br /><br />Fear that giving library techncian and assistants a stronger title like "paralibrarian" further deprofessionalizes the field is, quite simply, misplaced. The incredible changes that libraries are experiencing as information becomes increasingly central to our culture and society, means that library staff are ALL seeing an increasing complexity to their work. Certainly, very few who use the services of libraries and other information centres make a distinction between a circulation assistant and a reference librarian. As a result, ALL library staff must behave in a manner that is in keeping with the professional and ethical philosophy of the profession. In order to build strong organizational cultures, library administrators need to focus on creating work environments that provide seamless service and opportunities for all staff to continually develop and grow.<br /><br /><p>Although libraries have existed for thousands of years in many forms, the modern field of <i>librarianship</i> does not have a long history. It is natural, then, to see the traditional views and roles of library work shift with the changing expectations that occur in and around the field. Our philosophy remains grounded in providing access to information for the purposes of knowledge building and this should provide us with the reassurance that changing the definitions relating to our roles and positions will, in all likelihood, <i>enhance</i> the profession. Enabling all library staff to see themselves as professionals by changing job titles and enhancing career development, strengthens the profession. Granted, the issue of salary then becomes part of the discussion. It is important to see that the limited resources that challenge our progress should not be the cause to fight internally, like hungry wolves, over limited budget allocations. Our energy needs to be turned outward to educate our communities about the services libraries provide and demonstrate that those services are performed by professionals who adhere to a set of core values and principles.<br /><br />Allison Sloan, <u>Library Journal's</u> Paraprofessional of the Year, makes a poignant statement when she says:<br /><br />Of course there is an important place in libraries for people who do not have an advanced degree but who want to pursue a library career...In Massachusetts we know that, and we call them 'paralibrarians.'**<br /></p>Although used for over 40 years, the term "paraprofessional" no longer serves our field. It is time to embrace the diversity of our working environments by respecting both those with advanced degrees and those without. More importantly, it is important for library education programs to foster professionalism and life-long learning so that all library staff are prepared to carry out the complexities of their work with confidence. We are all professionals.<br /><p><br /><span style="font-family:arial;font-size:85%;">*Delworth, U. (1974). The paraprofessionals are coming!. Personnel & Guidance Journal, 53(4), 250. Retrieved from Academic Search Premier database.<br /><br /></span><span style="font-size:85%;"><span style="font-family:arial;">+ Fialkoff, F. (2010, March). Not Yet Equal. Library Journal, p. 8. Retrieved from Academic Search Premier database.<br /></span><br /><span style="font-family:arial;">**Berry III, J. (2010). ALLISON SLOAN. Library Journal, 135(4), 26-27. Retrieved from Academic Search Premier database.</span><span style="font-family:arial;"> </span></span></p><p><br /><br /></p>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com4tag:blogger.com,1999:blog-6480171685540773440.post-7521158319871966142010-02-23T18:51:00.000-08:002010-02-23T22:52:31.858-08:00Credentialling the UncredentialledAccording to the ALA's <u>Standards for Accreditation of Master's Programs in Library and Information Studies</u>, "Accreditation serves as a mechanism for quality assessment and quality enhancement with quality defined as the effective utilization of resources to achieve appropriate educational objectives and student learning outcomes." *<br /><br />This got me thinking...(a risky business, to be sure).<br /><br />I have been mulling over the current state of library technicians in terms of their standing in the field and the recognition (and often, lack of recognition) their qualifications garner. They are a large (and increasing) component of the library/information management workforce. In addition, the role of techs, like many other "para" professionals, has evolved over the last 30 years, with many positions becoming increasingly complex. Yet, in some long-standing organizations, their positions have been treated as nothing more than clerical in nature or in compensation.<br /><br />There are other issues to consider, as well. For example, lifelong learning is a belief that is fully embraced by the profession and yet many technicians need more support and encouragement for upgrading their skills and knowledge. Additionally, there is an undercurrent of tension in the field between the role of technicians and full-fledged librarians. On yet another front, other professions that credential their members can find it difficult to understand how our field recognizes "professionalism" without accreditation.<br /><br />Although a lack of certification does not mean that we can not perform our jobs (of course we can), it does offer some advantages that are worth consideration. Formal accreditation could:<br /><br />- help to establish a foundation of professional competencies and expertise<br />- provide a consistent understanding of core skills through this baseline knowledge<br />- assist in clarifying the roles of technicians within the context of information work<br />- provide technicians with a clear need to engage in continuing education (and thereby get more financial support)<br />- help those who work with technicians but may belong to other professions identify with professional expectations that emerge from credentialling standards<br />- improve pay for technicians who are currently classified as "clerks" by demonstrating a highly specialized knowledge in their field (i.e. it is not a job that can be done by just <i>anyone</i>).<br /><br />From the perspective of library techncian programs, meeting accreditation standards could be stressful. What if a program does not "measure up"? My experience suggests that the connotation tied to not meeting accreditation standards can help programs present a <b>stronger</b> case for securing funding and support from their parent institutions. For post-secondary institutions, losing accreditation is one of the most undesirable outcomes of a review. Quite simply, it is bad press. Thus, accreditation can not only assist in streamlining standards of education, it also has the potential to build more responsive and resilient programs.<br /><br />These are just some possibilities worth further examination and discussion. The biggest drawback may be creating such a program. Credentialling library technicians needs to be an initiative embraced by those in the field. Certainly, Canada is well positioned to make this process a reality as we have a limited number of programs to coordinate.<br /><br />It is an issue that warrants serious consideration. In 2011, I plan to tackle this topic more fully during my sabbatical. In the meantime, I encourage technicians to think about this option, talk about it with others, and voice their opinions. <br /><br /><br /><font size:-2>Council of the American Library Association. (Jan. 2008). <u>Standards for Accreditation of Master's Programs in Library and Information Studies</u>. </font><br /><span style="font-size:-2;"></span>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com6tag:blogger.com,1999:blog-6480171685540773440.post-53298960509326280022009-11-16T22:36:00.000-08:002009-11-16T23:59:57.587-08:00Think local to change the globalLife is really an amazing series of serendipitous moments! Recently, on the way home from work, I listened to <a href="http://www.princeofwales.gov.uk/speechesandarticles/the_richard_dimbleby_lecture_titled_facing_the_future_as_del_573388579.html">Facing the Future</a>, a broadcast of a lecture by Prince Charles on the struggles of managing the mess that we have created with our planet. I was so enamoured with his eloquence that I will jump at the first chance to see one of his speaking engagements.<br /><br />But that, alone, is not what got me thinking...<br />It was his profound message.<br /><br />I was captivated by his statement:<br /><ul><br />...how could we better empower all sorts of communities to create a much more participative economic model that safeguards their identity, cohesion and diversity – one that makes a clear distinction between the maintenance of Nature’s capital reserves and the income it produces? That is the challenge we face, it seems to me – to see Nature’s capital and her processes as the very basis of a new form of economics and to engage communities at the grass roots to put those processes first. If we can do that, then we have an approach that acts locally by thinking globally, just as Nature does – all parts operating locally to establish the coherence of the whole. (HRH, para 39)<br /></ul><br /><p>Having just posted an article, here, discussing the problems with association memberships, and suggesting that we must think "locally", I was intrigued to hear him say that we must act locally to, "establish coherence of the whole". We hear this message of "thinking" locally with more frequency. We hear it when we discuss changing our attitudes towards how we acquire our food. We hear it when we discuss the evolution of our health, education, and transportation systems. We feel it when we watch all of those horrifying Discovery Channel documentaries about the fate of the human race. This message, like a system of small waterways, is converging into one major river system that represents our need to realign of our thinking. We need to reconnect with nature. We need to reconnect with our communities. </p><p>As I mulled all of this over, I began to reflect upon the role that libraries can have on this process. The Prince of Wales astutely points out that in celebration of post-war Modernism, "there was an eagerness to embark upon a new age of radical experimentation in every area of human experience which caused many traditional ideas to be discarded in a fit of uncontrollable enthusiasm." (para 7) It appears, to me, that the repositories of knowledge that we have struggled to build and maintain, also house the solutions to our current plight as a civilization in crisis. The studies are in and the debate is over. We <i>are</i> in trouble.</p><p>Yet, the answers to many of our problems reside in the philosophies of our predecessors and those who continue to champion the value of natural order and balance in nature. I was deeply moved by the Prince's reasoning that we must <i>think</i> differently about our relationship with our planet by becoming more connected to it. It is no longer sufficient for us to be the "keepers" of information - we must be the conduit if we are to inspire social, economic, and philosophical change.</p><p></p><br /><p><br /><font size=-1>HRH The Prince of Wales. (7 July 2009). <i>Facing the future: 2009 Richard Dimbleby lecture</i>. St James’s Palace State Apartments, London. [Transcript]. Retrieved November 16, 2009 from http://www.princeofwales.gov.uk/speechesandarticles/the_richard_dimbleby_lecture_titled_facing_the_future_as_del_573388579.html</font></p>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com2tag:blogger.com,1999:blog-6480171685540773440.post-44946149571612111892009-10-29T23:31:00.000-07:002009-10-30T11:35:39.681-07:00Membership: it's all about engagement<div>Recently, I had the opportunity to speak at the BCLA's Library Technician & Assistants Interest Group (LTAIG) regarding membership. Realizing that I was going to be presenting to the "converted", I thought long and hard about what membership <em>really</em> means.</div><br /><div></div>In an era when memberships across the board are down and associations struggle to sell themselves, it is no surprise that they are thrown into the process of self-examination. Professionals are savvy consumers, too. Members no longer need to rely on a mail out newsletter and annual conferences to stay connected. Which brought me to some research on social networks. Social networks are nothing new. Abrams and Hogg in "Collective Identity" state:<br /><br /><div></div>"Since our private self is where we contain the knowledge of our attitudes, traits, feelings and behaviour, we must look at our collective self that contains our connections to associations, our affiliations and other groups. Our identity as individuals are bound to our perceptions of groups." (2006, 143)<br /><br /><div></div>This got me thinking... Essentially, seeing value in professional memberships means that we must have a <i>personal </i>connection to those associations in order for us to truly identify with that broader community. Yet, many of us struggle with this. In fact, paying an annual membership, getting the odd newsletter and knowing that work is being done on our behalf is just not enough for us to feel personally connected. As social networking "tools" like Facebook demonstrate, people see value in belonging to groups that relate to them on some emotional level. We identify ourselves with <i>like-minded</i> people - those who share our values, opinions and views - our families and friends. <div></div><br /><div>How can this all tie into healthy associations?<br />Those organizations need to recognize the need for emotional involvement and build on it. This means that representation at a very local and personal level is likely to inspire more action and interest. It is not good enough for the Canadian Library Association to say it represents Canadian library staff. This is particularly true when there is no infrastructure to be inclusive of all regions and <i>communities</i>. In a country that is so geographically large and diverse, the challenge is immense. Although people may band together for specific causes that have impact (e.g. the Facebook group Fair Copyright for Canada), this level of activity is very situational.<br /><br />Information work is about serving communities. Although, as information professionals, we may serve our clients virtually, the work we engage in is about people. These people exist in very real, very tangible communities that range from cities to farms to specialized organizations like hospitals and law firms. The diversity of who information professionals serve (a reflection of our national diversity) runs so deep, that the needs of one "neighbourhood" may not be that of another. It is at this microscopic level that membership <i>begins</i>. Being engaged with our immediate community is at the centre of information work.<br /><br />It seems apparent, then, that for associations like BCLA to thrive, they must support and inspire members to become locally active. Diverse interest groups, chapters, and committees can be the framework on which members can cultivate their interests. If library staff feel that they have a real emotional connection with their colleagues, they are more likely to participate. If they are more likely to participate, the onerous task of managing groups becomes more readily shared among the membership. Why? Because they have a deeper sense of commitment and responsibility to those closest to them.<br /><br />This sense of commitment and subsequent engagement, like that of civic responsibility, is something that must be <i>anticipated</i> as a student or fledgling in the profession. In other words, engagement begins as a student. Students are most likely to become involved if they anticipate participation. (Campbell, 2006, 161) Thus, it is part of the educational experience to cultivate this engagement. However, in order for this commitment to be lasting and effective, the associations that represent professionals must assist. Extensive activities that link educational organizations with associations becomes a critical factor in generating a committed membership.<br /><br />Is this being done? Although some efforts are made, much more can be done. This is particularly true for library technicians and assistants. The constant struggle to keep LTAIG afloat with a strong membership suggests that there are problems with engagement. It seems, free membership as a student is simply not enough to create a highly active membership. Activities of associations must reach out to capture the interest and excitement of students who, generally, have an intense willingness to become engaged.<br /><br />All of this comes back to the concept of social networks. Students need to be encouraged to build upon their social networks, within their own geographical contexts, to inspire a sense of belonging to their prospective professional associations. They need a <i>connection</i> like the ones shared with friends and family. They need to feel trust in committing their ideas to action. Having an arms length relationship with an association does not build in the level of kinship and trust needed to go beyond the passive roles of simply being identified as a "member" to a more assertive role of being an "active member".<br /><br />If we build it, they will come - only if we enhance personal engagement. Thus, if the conferences, the newsletters, the websites, the committees and the interest groups do not connect emotionally with members, they will not, quite simply, stay members. To have a strong, healthy membership, our professional associations need to reach out out and "touch" their prospective members. Tap into the existing social networks. <br /><br />Go to <i>them</i>.<br /><br /><br /><span style=""><br />Hogg, M. and D. Abrams. (2006). Collective identity: group membership and self-conception. in <i>Self and social identity</i>. Worchel and Coutant, eds. Malden: Blackwell, 143-181.<br /><br />Campell, David. (2006). <i>Why we vote: how schools and communities shape our civic life</i>. Princeton: Princeton University Press.<br /></span></div><br /><div></div><br /><br /><div></div>Christina Neigelhttp://www.blogger.com/profile/07784691625474903276noreply@blogger.com6