NASIG 2013: Getting to the Core of the Matter — Competencies for New E-Resources Librarians

“Canyon do Buracão” by Joao Vicente

Speakers: Roën Janyk (Okanagan College) & Emma Lawson (Langara College)

Two new-ish librarians talk about applying their LIS training to the real world, and using the Core Competencies as a framework for identifying the gaps they encountered. They wanted to determine if the problem is training or if eresources/serials management is just really complicated.

Collection development, cataloging (both MARC and Dublin Core), records management, and digital management were covered in their classes. Needed more on institutional repository management.

They did not cover licensing at all, so all they learned was on the job, comparing different documents. They also learned that the things librarians look for in contracts is not what the college administrators are concerned about. In addition, the details of information about budgeting and where that information should be stored was fuzzy, and it took some time to gather that in their jobs. And, as with many positions, if institutional memory (and logins) is not passed on, a lot of time will be spent on recreating it. For LIS programs, they wish they had more information about the details of use statistics and their application, as well as resource format types and the quirks that come with them.

They had classes about information technology design and broader picture things, but not enough about relationships between the library and IT or the kinds of information technology in libraries now. There were some courses that focused on less relevant technology and history of technology, and the higher level courses required too high of a learning curve to attract LIS students.

For the core competency on research analysis and application, we need to be able to gather appropriate data and present the analysis to colleagues and superiors in a way that they can understand it. In applying this, they ran into questions about comparing eresources to print, deciding when to keep a low-use resource, and other common criteria for comparing collections besides cost/use. In addition, there needs to be more taught about managing a budget, determining when to make cancelation or format change decisions, alternatives to subscriptions, and communicating all of this outside of the library.

Effective communication touches on everything that we do. It requires that you frame situations from someone else’s viewpoint. You need to document everything and be able to clearly describe the situation in order to trouble-shoot with vendors. Be sympathetic to the frustrations of users encountering the problems.

Staff supervision may range from teams with no managerial authority to staff who report to you. ER librarians have to be flexible and work within a variety of deparmental/project frameworks, and even if they do have management authority, they will likely have to manage projects that involve staff from other departments/divisions/teams. They did not find that the library management course was very applicable. Project management class was much more useful. One main challenge is staff who have worked in the library for a long time, and change management or leadership training would be very valuable, as well as conversations about working with unionized staff.

In the real world being aware of trends in the profession involves attending conferences, participating in webinars/online training, and keeping up with the literature. They didn’t actually see an ERMS while in school, nor did they work with any proprietary ILS. Most of us learn new things by talking to our colleagues at other institutions. MLS faculty need to keep up with the trends as well, and incorporate that into classes — this stuff changes rapidly.

They recommend that ILS and ERMS vendors collaborate with MLS programs so that students have some real-world applications they can take with them to their jobs. Keep courses current (what is actually being used in libraries) and constantly be evaluating the curriculum, which is beyond what ALA requires for accreditation. More case studies and real-world experiences in applied courses. Collection development course was too focused on print collection analysis and did not cover electronic resources.

As a profession, we need more sessions at larger, general conferences that focus on electronic resources so that we’re not just in our bubble. More cross-training in the workplaces. MLS programs need to promote eresources as a career path, instead of just the traditional reference/cataloger/YA divides.

If we are learning it all on the job, then why are we required to get the degrees?

NASIG 2013: From Print to Online — Revamping Technical Services with Distributed and Centralized Workflow Models

“5D” by Mark Sebastian

Speaker: Kari Schmidt, American University

Began in 2008 after a new director and consultant group came in and recommended a reorganization. They had some trouble deciding which larger group electronic resource management should be a part of, and ended up on Information Delivery Services, which includes Acquisitions, Cataloging, and Access Services. The ERM unit used to include acquisitions, cataloging, and a service point. By moving the cataloging functions out (and closing the service point), the group could then focus on access and discovery systems (eresource management, licensing). During the same time, they also moved a huge chunk of bound journal volumes to storage to create student spaces.

Focused on moving away from redundancy across different systems, and moving towards cloud-based unified knowledgebases that populated all user interfaces.

Most serials are now electronic, and they are increasingly being tasked to acquire new forms of eresources. Needed to change some workflow models to incorporate ebook acquisitions and management, for example. They are now starting to work more with Acquisitions and Cataloging for those workflows. Large data sets will be the next challenge.

Focusing more on discovery access and assessment, which had been on the back burner. This requires shifting more of the workflow out of the unit.

Training and skill building in ERM techniques include: ERM “class” to orient to role in the library, trouble-shooting access issues, e-resource forums for other tech services staff taught by members of the ERM unit, vendor training sessions, cross-training within the unit, annual evaluation of responsibilities to determine what could be delegated to a specialist (make sure they are interested in it and it is appropriate for them to do), project prioritization, and relevant committee service.

Cataloging has been overwhelmed with legacy print projects, so incorporating ERM work has been challenging. Acquisitions staffing has been disproportionately weighted towards print, so moving more of the ebook process in is a solution and a challenge. Training circ/service point staff to handle basic questions about eresource access issues.

They are using CORAL resources module for tracking ebook workflows.

[Would really like to have a session like this focus on examples more than challenges and things they still need to do. I want to know job descriptions/responsibilities and examples of workflows for different resources.]

 

Speaker: Christine Korytnyk Dulaney, American University

Staff didn’t talk to each other about work, so they had to make some changes in communication and give them a broader view of the workflow (i.e. how each thing impacted another). They used some project management techniques to begin this process, and it helped them finish the project where they have a history of not doing so. The fundamental concepts of PM can be scaled down to any kind of project. [The presenter goes into this, but you probably have lots of books in your library that covers it.] One advantage of PM is that it focuses on the work and diffuses the emotion that can come from making changes.

ER&L 2013: Courage of Our Connections

“Hanging On” by Nic C

Speaker: Rachel Frick, Digital Library Federation

Sees herself as a community builder for the greater benefit of the profession as a whole.

There is a lot going on in libraries, and it can be overwhelming. At the same time, it’s an exciting time to be a librarian. If we embrace the challenge of the change and see the opportunities, we will be okay.

We are at “the incunabula period of the digital age.” -T. Scott Plutchak

The network changes everything. See also: Networked by Lee Raine & Barry Wellman

This can be good, or it can be bad (see also: Google Buzz). We have the opportunity to reach beyond our home institutions to have a broader impact.

Data has many different facets. We are talking about data-driven decision making, research data, data curation, linked (open) data, and library collections as data.

When we started digitizing our collections, we had a very library/museum portal view that was very proscribed. The DPLA wanted to avoid this, letting folks pull data through APIs and display it however they want. When we start freeing our stuff from the containers, we start seeing some new research questions and scholarship.

“Local collections are the dark matter of a linked data world.” -Susan Hildreth, Director of IMLS

Catalog and pay attention to the unique things that are at your institution. We need original catalogers back. This is the golden age for catalogers. We need to reinvent the way we process the hard and difficult things to describe. It’s about the services, not the stuff.

If the car was developed in the library, it would have been called the e-horse. Please don’t hire a data curation librarian or eresearch librarian or … data and local content is everyone’s job. The silos have to come down in our services, too. By silo-ing off the jobs, we’re not harnessing the power of the network.

Print-based societies needed the buildings, but in the digital society, it’s more about the connections. We should talk about what librarians do, not what libraries do. Do we want to serve our buildings or serve our communities? We cannot allow the care and feeding of our buildings to define us. The mission is what defines us.

Our mission is greater than our job. “Our mission is to improve society through facilitating knowledge creation in their communities.” (R. David Lankes) If this isn’t why you show up every day, then maybe it’s time to reassess your life and career choice.

We are a community, with permeable borders, and room at the table for everyone. But, this causes a lot of fear and anxiety, and can raise the spectre of the snark. This is detrimental to open community development.

Snark: “I really wish the DPLA would do ___.”
Frick: “The DPLA is you! Show up!”

If we come with our 10lb hammer to smack down every new idea, we will not be able to move forward.

Vulnerability is “the courage to show up and allow ourselves to be seen.” (Dr. Brene Brown) Be open to feedback — it is a function of respect. Admitting a vulnerability builds strength and trust, and a culture of shared struggle/experience.

We need to hang out with not the usual suspects. If this is the 10th time in a row that you’ve attended a particular conference, maybe you need to try something new. We need to think of librarianship outside of our normal communities.

The hacker epistemology says to adopt a problem-solving mindset, and the truth is what works. Our “always” of doing things will not translate to the networked world. The #ideadrop house was a wild success. People wanted to share their ideas with librarians!

Jason Griffey created the library boxes — small hard drives with wifi capability that allow anyone to access and download the content. They put them everywhere at SXSW — pedicabs, volunteers carrying them around, etc.

How do you communicate your ideas to people outside of your community?

In this world of networked individualism, our success is up to us. We have to have a personal responsibility to the longevity and success of our profession. This golden moment for librarianship is brief, so we have to act now. Be engaged. Be there.

How do you lead? Leadership is not being an AUL or head of a department. We lead by example, no matter where you are.

The stuff that’s easy to count really isn’t important. We need to have a national holiday from performance metrics.

Dare a little. Be more open. Take more risks, even if they’re small. Be easy on yourself.

ER&L 2013: Overcoming Librarian Resistance to Adopting Discovery Tools — A Focus on Information Literacy Opportunities

“X-Factor” by Andy Rennie

Speaker: Stefanie Buck (Oregon State University)

It’s safe to say that discovery products have not received a positive response from the librarians who are expected to use them. We always talk about the users, and we forget that librarians are users, and are probably in them more than the typical freshman. They are new, and new things can be scary.

OSU has Summon, which they brought up in 2010. She thinks that even though this is mostly about her experience with Summon, it can be applied to other discovery tools and libraries. They had a federated search from 2003-2010, but toward the latter years, librarians had stopped teaching it, so when discovery services came along, they went that way.

Initially, librarians had a negative view of the one search box because of their negative experience with federated searching. Through the process of the implementation, they gathered feedback from the librarians, and the librarians were hopeful that this might live up to the promise that federated search did not. They also surveyed librarians outside of OSU, and found a broad range from love it to not over my dead body, but most lived in the middle, where it depended on the context.

Most librarians think they will use a discovery tool in teaching lower division undergraduates, but it depends if it’s appropriate or not. The promise of a discovery tool is that librarians don’t have to spend so much time teaching different tools, so they could spend more time talking about evaluating sources and the iterative process of research. Some think they actually will do that, but for now, they have simply added the discovery tool to the mix.

Participation in the implementation process is key for getting folks on board. When librarians are told “you must,” it doesn’t go over very well. Providing training and instruction is essential. There might be some negative feedback from the students until they get used to it, and librarians need to be prepared for that. Librarians need to understand how it works and where the limitations fall. Don’t underestimate the abilities of librarians to work around you.

These tools are always changing. Make sure that folks know that it has improved if they don’t like it at first. Make fun (and useful) tools, and that the librarians know how to create scoped tools that they can use for specific courses. If you have a “not over my dead body,” team teaching might be a good approach to show them that it could be useful.

Speaker: Leslie Moyo & Tracy Gilmore (Virginia Tech)

Initially there were mixed perceptions, but more are starting to incorporate it into their instruction. With so many products out there, we really need to move away from teaching all of them and spending more time on good research/search skills.

Students “get” discovery services faster if it is introduced as the Google of library stuff.

Move away from teaching sources and towards teaching the process. Enhance the power of boolean searching with faceted searching. Shift from deliberate format searching (book, article, etc.) toward mixed format results that are most relevant to the search.