According to the ALA's Standards for Accreditation of Master's Programs in Library and Information Studies, "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." *
This got me thinking...(a risky business, to be sure).
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.
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.
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:
- help to establish a foundation of professional competencies and expertise
- provide a consistent understanding of core skills through this baseline knowledge
- assist in clarifying the roles of technicians within the context of information work
- provide technicians with a clear need to engage in continuing education (and thereby get more financial support)
- help those who work with technicians but may belong to other professions identify with professional expectations that emerge from credentialling standards
- 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 anyone).
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 stronger 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.
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.
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.
Council of the American Library Association. (Jan. 2008). Standards for Accreditation of Master's Programs in Library and Information Studies.
Tuesday, February 23, 2010
Monday, November 16, 2009
Think local to change the global
Life is really an amazing series of serendipitous moments! Recently, on the way home from work, I listened to Facing the Future, 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.
But that, alone, is not what got me thinking...
It was his profound message.
I was captivated by his statement:
But that, alone, is not what got me thinking...
It was his profound message.
I was captivated by his statement:
...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)
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.
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 are in trouble.
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 think 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.
HRH The Prince of Wales. (7 July 2009). Facing the future: 2009 Richard Dimbleby lecture. 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
Thursday, October 29, 2009
Membership: it's all about engagement
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 really means.
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:
"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)
This got me thinking... Essentially, seeing value in professional memberships means that we must have a personal 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 like-minded people - those who share our values, opinions and views - our families and friends.
How can this all tie into healthy associations?
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 communities. 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.
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 begins. Being engaged with our immediate community is at the centre of information work.
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.
This sense of commitment and subsequent engagement, like that of civic responsibility, is something that must be anticipated 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.
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.
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 connection 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".
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.
Go to them.
Hogg, M. and D. Abrams. (2006). Collective identity: group membership and self-conception. in Self and social identity. Worchel and Coutant, eds. Malden: Blackwell, 143-181.
Campell, David. (2006). Why we vote: how schools and communities shape our civic life. Princeton: Princeton University Press.
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 communities. 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.
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 begins. Being engaged with our immediate community is at the centre of information work.
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.
This sense of commitment and subsequent engagement, like that of civic responsibility, is something that must be anticipated 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.
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.
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 connection 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".
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.
Go to them.
Hogg, M. and D. Abrams. (2006). Collective identity: group membership and self-conception. in Self and social identity. Worchel and Coutant, eds. Malden: Blackwell, 143-181.
Campell, David. (2006). Why we vote: how schools and communities shape our civic life. Princeton: Princeton University Press.
Friday, September 18, 2009
What's in a Certification?
As I look at various credentials used by other professional fields, I can't help be a little cynical about ALA's recent announcement of their Library Support Staff Certification Program (LSSCP). Described as a means of creating standardization in a field where more than half of library workers are not librarians holding a MLIS, this certificate is voluntary for library support workers.
I had the apparent nerve to ask organizers at IFLA in August 2008 whether this might lead to standardized education in the field and I got the strangest reaction. They were afraid to comment. I was floored as I saw it as a simple question - yes or no. As it turns out, Canada is in a very unique position, having a significantly smaller number of library training programs, to offer a more standardized educational practice. Currently, we try to abide by a profoundly outdated CLA set of guidelines but we should be looking at the question of accreditation. Like librarians, would it not be valuable to techncians and libraries who employ them, to offer accredited diplomas that must adhere to specific guidelines? Indeed, accreditation would very likely mean that techs could demonstrate their professional committment through recognized professional development after graduation. Their positions would have more value and recognition, as well.
Getting a certificate that acknowledges competencies that one has acquired over time, like the LCCSP program, might help some employers understand and recognize the abilities of their staff but it does little to force educational institutions to deliver standardized education. Yet, the most successful professional programs: nursing, education, accounting, etc. require accreditation - a process that forces educational programs to adhere to set guidelines, undergo regular reviews, and site visits by accreditation teams. There is rigor to the process.
We have the opportunity to provide that rigor in Canada.
I had the apparent nerve to ask organizers at IFLA in August 2008 whether this might lead to standardized education in the field and I got the strangest reaction. They were afraid to comment. I was floored as I saw it as a simple question - yes or no. As it turns out, Canada is in a very unique position, having a significantly smaller number of library training programs, to offer a more standardized educational practice. Currently, we try to abide by a profoundly outdated CLA set of guidelines but we should be looking at the question of accreditation. Like librarians, would it not be valuable to techncians and libraries who employ them, to offer accredited diplomas that must adhere to specific guidelines? Indeed, accreditation would very likely mean that techs could demonstrate their professional committment through recognized professional development after graduation. Their positions would have more value and recognition, as well.
Getting a certificate that acknowledges competencies that one has acquired over time, like the LCCSP program, might help some employers understand and recognize the abilities of their staff but it does little to force educational institutions to deliver standardized education. Yet, the most successful professional programs: nursing, education, accounting, etc. require accreditation - a process that forces educational programs to adhere to set guidelines, undergo regular reviews, and site visits by accreditation teams. There is rigor to the process.
We have the opportunity to provide that rigor in Canada.
Wednesday, September 2, 2009
Canadian Copyright and the threat to our intellectual freedom
Once again, the Canadian government is attempting to tackle its elusive copyright laws. Until Sept. 13, there is a "public" (and I use the term very loosely) consultation process.
You should be shaking in your boots.
"As an instrument of public policy, the Copyright Act has two primary objectives: to encourage the creation and dissemination of original works, and to promote access to knowledge for the benefit of Canadian society as a whole."
-- Canadian Library Association, 2008.
As Micheal Geist, Canada research chair in internet and e-commerce law, clearly states we need, "...copyright laws that look ahead, rather than behind." Yet, the current consultative process shows that the deck is stacked tightly in favour of corporate interests.
On August 28th, Now Magazine, an independent weekly from the streets of Toronto, publishes a story, "The town hall that didn't invite the town," that questions a recent town hall meeting that included chair and industry minister, Tony Clement. Discussion was clearly focused on the interests of the music industry and seemed suspiciously rigged to favour conservative views (view the meeting here).
On August 27, Geist suggested that the electronic copyright consultation process (that we are ALL invited to participate in) (CCER Submission Form Service) may be tampered with. For more information see Geist's August 27th blog entry.
So where is our national library leadership in all of this? Today, as a write, I comb the Canadian Library Association website and see nothing dealing with the issue of copyright reform. This matter should be FRONT and CENTRE this month, considering that our ability to consult ends on the 13th. Meetings have been slow to manifest and the library community has been somewhat quiet on this front.
As a "library" person, I have some concerns...
1. There would be a three strikes and you ar OUT rule. Guilty until proven innocent. If an external agency accuses you of "stealing" copyrighted material electronically, you can be shut down by your ISP without an option to prove your innocence. Right now, you can be warned but the onus is on the accuser to prove your guilt before the "plug" can be yanked.
Just think of how easy it would be for an organization to get rid of "pesky" people.
2. Fair Dealing - there seems to be a more constricted interpretation in the new Bill. This means that rather than expand the nature of research and creative exploration, fair dealing is more limited.
3. The Bill says: "The patron receiving the electronically transmitted material could not make permanent copies, digital or otherwise, other than a single print copy, and could not distribute it further. Electronic access to the material would terminate after five business days. The library must ensure that only the intended recipients receive the protected material and that they abide by other conditions set out in the provisions."
This means libraries would have to:
a) ensure that the correct recipient gets materials
b) ensure that the protected material be eliminated after 5 business days
c) ensure the patron can not make duplicates
In addition, the act states that it will have a regulation that will tell libraries how these points will be dealt with.
Worried yet? OK, how about this one:
4. There will be a blanket clause preventing anyone from circumventing ANY digital locks.
How does this enhance innovation????
Last year, the CLA outlined many more issues that are well articulated in their statement. So have a look, if you are interested. Unlocking the Public Interest.
It is a quagmire of legal-speak when trying to sift through the legislation and much of the debate around it. Be careful at the resources you look at and cast your net far and wide to get a feel for the potential ramifications of copyright change.
For instance, extending copyright protection might seem like a simple and helpful change for creators but is it? The ability to extend copyright ownership protects corporate ownership and diminishes our chances of things ever becoming public domain. Look at the "Happy Birthday" example. This melody was written by two sisters in 1893 and words later appeared in 1912 with no designated writer. In 1935 the Summy Company registered it and in 1990 Warner Chappell bought the rights when it bought Summy. Copyright expires in 2030. (see Robert Brauneiss' paper, "Copyright and the World's Most Popular Song").
Without permission (and a cheque) and you publicly perform the song, you are in violation of the law. So, in such cases, who's creative interest is protected?
Click here to request a license to use the song. You might need it someday. In fact, you will probably need it sometime in the next year!
So, where does it all end? It doesn't. However, our freedoms might so speak out, read up on it and talk about it!
As one astute CBC member says, "after i get paid to build you a staircase i cannot charge you every time you let a friend use them."
Side note: Don't believe everything you hear from the Conference Board of Canada. They had to retract their support of tighter copyright laws when Micheal Geist publicly accused them of plagiarizing their support statement from the International Intellectual Property Alliance.
Ahhh...the irony.
You should be shaking in your boots.
"As an instrument of public policy, the Copyright Act has two primary objectives: to encourage the creation and dissemination of original works, and to promote access to knowledge for the benefit of Canadian society as a whole."
-- Canadian Library Association, 2008.
As Micheal Geist, Canada research chair in internet and e-commerce law, clearly states we need, "...copyright laws that look ahead, rather than behind." Yet, the current consultative process shows that the deck is stacked tightly in favour of corporate interests.
On August 28th, Now Magazine, an independent weekly from the streets of Toronto, publishes a story, "The town hall that didn't invite the town," that questions a recent town hall meeting that included chair and industry minister, Tony Clement. Discussion was clearly focused on the interests of the music industry and seemed suspiciously rigged to favour conservative views (view the meeting here).
On August 27, Geist suggested that the electronic copyright consultation process (that we are ALL invited to participate in) (CCER Submission Form Service) may be tampered with. For more information see Geist's August 27th blog entry.
So where is our national library leadership in all of this? Today, as a write, I comb the Canadian Library Association website and see nothing dealing with the issue of copyright reform. This matter should be FRONT and CENTRE this month, considering that our ability to consult ends on the 13th. Meetings have been slow to manifest and the library community has been somewhat quiet on this front.
As a "library" person, I have some concerns...
1. There would be a three strikes and you ar OUT rule. Guilty until proven innocent. If an external agency accuses you of "stealing" copyrighted material electronically, you can be shut down by your ISP without an option to prove your innocence. Right now, you can be warned but the onus is on the accuser to prove your guilt before the "plug" can be yanked.
Just think of how easy it would be for an organization to get rid of "pesky" people.
2. Fair Dealing - there seems to be a more constricted interpretation in the new Bill. This means that rather than expand the nature of research and creative exploration, fair dealing is more limited.
3. The Bill says: "The patron receiving the electronically transmitted material could not make permanent copies, digital or otherwise, other than a single print copy, and could not distribute it further. Electronic access to the material would terminate after five business days. The library must ensure that only the intended recipients receive the protected material and that they abide by other conditions set out in the provisions."
This means libraries would have to:
a) ensure that the correct recipient gets materials
b) ensure that the protected material be eliminated after 5 business days
c) ensure the patron can not make duplicates
In addition, the act states that it will have a regulation that will tell libraries how these points will be dealt with.
Worried yet? OK, how about this one:
4. There will be a blanket clause preventing anyone from circumventing ANY digital locks.
How does this enhance innovation????
Last year, the CLA outlined many more issues that are well articulated in their statement. So have a look, if you are interested. Unlocking the Public Interest.
It is a quagmire of legal-speak when trying to sift through the legislation and much of the debate around it. Be careful at the resources you look at and cast your net far and wide to get a feel for the potential ramifications of copyright change.
For instance, extending copyright protection might seem like a simple and helpful change for creators but is it? The ability to extend copyright ownership protects corporate ownership and diminishes our chances of things ever becoming public domain. Look at the "Happy Birthday" example. This melody was written by two sisters in 1893 and words later appeared in 1912 with no designated writer. In 1935 the Summy Company registered it and in 1990 Warner Chappell bought the rights when it bought Summy. Copyright expires in 2030. (see Robert Brauneiss' paper, "Copyright and the World's Most Popular Song").
Without permission (and a cheque) and you publicly perform the song, you are in violation of the law. So, in such cases, who's creative interest is protected?
Click here to request a license to use the song. You might need it someday. In fact, you will probably need it sometime in the next year!
So, where does it all end? It doesn't. However, our freedoms might so speak out, read up on it and talk about it!
As one astute CBC member says, "after i get paid to build you a staircase i cannot charge you every time you let a friend use them."
Side note: Don't believe everything you hear from the Conference Board of Canada. They had to retract their support of tighter copyright laws when Micheal Geist publicly accused them of plagiarizing their support statement from the International Intellectual Property Alliance.
Ahhh...the irony.
Monday, July 13, 2009
An Ode to Our Founder
Pat Sifton was highly influential in the development of UFV's Library and Information Technology Program. She single-handedly developed and taught the program for most of her tenure. For many years, the responsibility of teaching fell entirely on her shoulders and it is astounding how one woman, with very limited resources, was able to shape a program that continues to produce extremely relevant graduates 29 years after its creation. After a brief illness, Pat passed away this July.
On the October 2nd weekend of 2010, we are planning a large 30 year reunion for all of our LIBIT alumni. It was our hope to pay tribute to Pat Sifton at this event. It is with great sadness that we shall not be able to do this in her presence. After consultation with her family, it was decided that the fledgling LIBIT Leadership Award will be renamed in honour of Pat Sifton. The award, which currently sits at about 9,000 dollars is in need of at least 3,500 more in order for it to be self-sustaining as an annual award. As monthly contributors to building the endowment, the LIBIT faculty hope that, with additional support, we will be able to proudly grant this award in 2010 to a LIBIT student.
It is the very least we can do for our founder, mentor, colleague, and friend.
Anyone interested in assisting can visit UFV Giving - Pat Sifton Endowment Leadership Award
On the October 2nd weekend of 2010, we are planning a large 30 year reunion for all of our LIBIT alumni. It was our hope to pay tribute to Pat Sifton at this event. It is with great sadness that we shall not be able to do this in her presence. After consultation with her family, it was decided that the fledgling LIBIT Leadership Award will be renamed in honour of Pat Sifton. The award, which currently sits at about 9,000 dollars is in need of at least 3,500 more in order for it to be self-sustaining as an annual award. As monthly contributors to building the endowment, the LIBIT faculty hope that, with additional support, we will be able to proudly grant this award in 2010 to a LIBIT student.
It is the very least we can do for our founder, mentor, colleague, and friend.
Anyone interested in assisting can visit UFV Giving - Pat Sifton Endowment Leadership Award
Wednesday, June 3, 2009
Defining What We Do - Or Don't Do
Recently I had an interesting discussion with a colleague, friend and mentor when I was both technician and a neophyte librarian. It was one of those conversations that really gets the wheels turning. And after an earlier, three hour meeting, getting the wheels turning is really something.
We discussed a wide range of ideas that orbit the theme of "what is the meaning of what we do, as 'library' people"? I was surprised to suddenly realize that nowhere in my library training (and I have had a fair amount) was there ever a course or formal exploration into the foundations of librarianship. Another colleague, involved in library instruction for nearly 30 years, wryly informed me that although he had more than 15 courses examining the foundations of philosophy in his undergrad career, never did he have a similar course in library school.
Something is very wrong with this picture.
Without adequate discussion and reflection about what it is we do as librarians, library technicians, library assistants, records managers, information technicians, etc., we run the risk of losing our purpose in a world that is grappling with incredible change. So, where can we start talking about the philosophy of information work?
Everywhere.
As a group, information professionals are often wary of "blowing their own horns" and celebrating the accomplishments of the profession. We know we add value to society and, more importantly, improve people's lives. Yet, we hold back and fail to adequately assert ourselves as bastions of culture and democracy. We make life better. This is a very good thing.
So what DO we do? I don't mean things like loan out materials, complete interlibrary loan requests or answer reference questions. The question is much bigger than all of those pieces.
I put the question out there for you to ponder.
It is my hope to investigate this much more fully in an upper level course where, in the safety of the "classroom" (virtual or not), we can explore the meaning of information work.
http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=channel
We discussed a wide range of ideas that orbit the theme of "what is the meaning of what we do, as 'library' people"? I was surprised to suddenly realize that nowhere in my library training (and I have had a fair amount) was there ever a course or formal exploration into the foundations of librarianship. Another colleague, involved in library instruction for nearly 30 years, wryly informed me that although he had more than 15 courses examining the foundations of philosophy in his undergrad career, never did he have a similar course in library school.
Something is very wrong with this picture.
Without adequate discussion and reflection about what it is we do as librarians, library technicians, library assistants, records managers, information technicians, etc., we run the risk of losing our purpose in a world that is grappling with incredible change. So, where can we start talking about the philosophy of information work?
Everywhere.
As a group, information professionals are often wary of "blowing their own horns" and celebrating the accomplishments of the profession. We know we add value to society and, more importantly, improve people's lives. Yet, we hold back and fail to adequately assert ourselves as bastions of culture and democracy. We make life better. This is a very good thing.
So what DO we do? I don't mean things like loan out materials, complete interlibrary loan requests or answer reference questions. The question is much bigger than all of those pieces.
I put the question out there for you to ponder.
It is my hope to investigate this much more fully in an upper level course where, in the safety of the "classroom" (virtual or not), we can explore the meaning of information work.
http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=channel
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