Taking it all in: 30 years of teaching and..learning!

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 has been done. Time moves swiftly and so does the technology!

Instructor, program developer, librarian, mentor, and leader, Pat Sifton was the driving force behind the development of the diploma in its early days.  Her drive and fundamental understanding of teaching and learning continues to influence the direction of the program.

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.  Tools and information sources have shifted formats numerous times over the life of the program.  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.  

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.

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 knowledge.

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.”

We formally celebrate 30 years October 1 - 3, 2010 at the Abbotsford campus of UFV. We hope to see you there!

An ALA Experience - Washington D.C.

The American Library Association Annual Conference, 2010

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.

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.

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.

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...

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 this librarian to carefully reflect on the future role libraries.

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 do 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 more 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 better. Many of my colleagues have snidely remarked that library conferences tend to be about "what we did good in our library".

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.

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.

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.

Petty and trite as it seems, it is now fun to re-read Dan Brown's The Lost Symbol and think, "I saw that in person and there is just no way..."

"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:

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...*

In March of this year, Francine Fialkoff, editor in-chief for Library Journal discussed the issues around the paraprofessional 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.+

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.

Although libraries have existed for thousands of years in many forms, the modern field of librarianship 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, enhance 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.

Allison Sloan, Library Journal's Paraprofessional of the Year, makes a poignant statement when she says:

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.'**

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.

*Delworth, U. (1974). The paraprofessionals are coming!. Personnel & Guidance Journal, 53(4), 250. Retrieved from Academic Search Premier database.

+ Fialkoff, F. (2010, March). Not Yet Equal. Library Journal, p. 8. Retrieved from Academic Search Premier database.

**Berry III, J. (2010). ALLISON SLOAN. Library Journal, 135(4), 26-27. Retrieved from Academic Search Premier database.

Credentialling the Uncredentialled

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.

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:

...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

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.

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.