Tag Archives: Library science

Tiring a Librarian

Dear Readers,

Thank you so much for reading, sharing, supporting, and ranting about Hiring Librarians.

I started this blog in February 2012, so we have been going for nearly 4 years.  The first year, I found the topic so interesting that I was happy to spend a good deal of my free time working on it.  The second and third years, I had a bit more going on in my professional life, a bit less interest in the topic, and it was only with the help of volunteers that we stayed robust.  This last year, I have had some upheavals in my personal life, I’ve been much less interested in the topic, and I just really want to do non-blog-things with my free time.  My involvement has been a bit auto-pilot this year.

So what does that mean for year 5?  

I don’t have a new survey to post.  I’m interested in exploring hiring and diversity, but I’m having a lot of trouble figuring out how to frame a survey that would end up illuminating the problem in a constructive way, rather than just providing a lot of potentially pain-causing confessions.  

And I really don’t want to spend time writing this anymore.  Frankly.  I want to spend my free time on bike rides, hanging out with my friends, listening to music, and doing other fun stuff.  And maybe writing an article or two, or serving on a committee or whatever.  Just not this blog anymore.

So I’m turning out the lights.  

I will keep the content up, and continue to purchase the domain.  There are a few survey responses still to be posted, and we will post the final Further Questions question on the 29th. But after that, no new content will be posted (although of course you can always add to the Interview Questions Repository).  

I want to say a big THANK YOU to the current active volunteers, who made this last year possible:

  • Sarah Keil has been writing the weekly Further Questions feature since June 2014.  
  • Jen Devine has been transcribing surveys since March 2014.  
  • Sherle Abrams has run the crowd-sourced resume/CV review service since May of 2014, and was a Further Question respondent for a while before that.

And I also want to say a big THANK YOU to all of the people who have helped with this project – all the previous volunteers, my co-authors for various surveys: Jill from Librarian Hire Fashion, Naomi House from I Need a Library Job, Brianna Marshall from (at the time) Hack Library School, the pool of Further Questions respondents, LIS career authors and researchers, the people who run LIS career sites, the people who run library school career centers, the tattooed librarians, job hunters who let me follow up with them, sometimes for multiple years, people who’ve added interview questions to the interview questions repository, candidates for ALA and other presidencies, anyone who responded to a survey, and of course YOU.  

Thank YOU, reader. 

You’re awesome.  I know you will find a job you love and make the world a better place.  GOOD LUCK WITH EVERYTHING!

Your Pal,

Emily

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Library School Career Center: University of Pittsburgh

Hey look!  A new installment of the Library School Career Center feature! This is presented in partnership with the folks from the blog Hack Library School.  If you’re interested in library education, or in new ideas and the future of the profession, you should check it out.  


This interview is with Wes Lipschultz, Manager of Student Services in the School of Information Sciences at the University of Pittsburgh.

Career Center Information

Who staffs the career center?  Please talk a little about how it is managed and run.

Our career support comes from three sources:

1) A centralized career development and placement assistance office at the University of Pittsburgh which hosts two liaisons to our School – one focused on career development (resume, cover letter, interview etiquette, mock interviews, monitoring your social media presence, etc.), and one focused on job placement (developing relationships with employers, connecting our students with those employers, etc.).

2) Student Services staff who host monthly professional development sessions (building a portfolio, looking at “outside the box” careers, how to network, etc.), and

3) A cadre of willing alumni/ae who have agreed to review resumes/cover letters/conduct mock phone interviews on an ongoing basis with our current students.

Are there “career experts” on staff?  What are their credentials?

The two liaisons to our school are career experts; their positions, experience, and professional associations are focused entirely on career development and employer relations.

Does the career center provide any of the following:

√ Job Listings                      √ Resume/CV Review                   √ Help writing cover letters

√ Interview Practice                        √ Networking events

Do you provide in-person services?

√ Appointments                                          √ Speakers, or programs that present experts

√ Mixers or other networking events          √ Job Fairs

√  Drop-in career center: Our liaisons are available M-F 10 a.m. – 5:00 p.m.

Do you provide online services?

√ Website with resources   √ Newsletter

√ Twitter: @ischool_pitt

√ LinkedIn:  http://www.linkedin.com/groups/School-Information-Sciences-Pitt-41203/about

√ Facebook: https://www.facebook.com/ischoolpitt

What do you think is the best way for students to use the career center?

Students should attend our monthly professional development sessions and avail themselves of the assistance of our career development liaison from the start. They may also wish to consider beginning to develop a professional portfolio during their first semester. As they gain more experience (through field experiences, volunteer work, and/or other formal or informal practical experience opportunities), they may wish to attend our professional development day and practice mock interviews with current alumni/ae. They then should begin to have our alumni/ae review their resumes, cover letters, etc. They should monitor our Facebook, LinkedIn, and listserv postings for job opportunities, and they can use the University’s central job database, FutureLinks, to access more general job postings as well.

May alumni use career center resources?

Alumni can attend our professional development sessions for free and can access FutureLinks for a nominal fee.

Are there any charges for services?

Yes – a nominal fee.

Can you share any stories about job hunters that found positions after using the career center?

One “outside the box” case was particularly interesting.  I was contacted by a local finance firm that was looking for someone to assist them in sorting through their documents, policies, records, etc. with the goal of coming up with an introduction and training manual for their employees. I posted this need to our listserv and was contacted by an MLIS student who had prior experience managing items in a museum. The fit seemed perfect to me, and the employer agreed. She was hired!

Anything else you’d like to share with readers about your services in particular, or about library hiring/job hunting in general?

We wish to continue to sustain relationships between our MLIS students and traditional employment settings, but we are also noticing (and excited about) the fact that less traditional employers in Pittsburgh seem to face a growing need for the skills our MLIS graduates possess.  We are working on making connections with these employers and we are also trying to help our students realize that there are relevant and interesting opportunities in such settings as well.

Students’ Career Paths

Can you share any statistics about employment rates after graduation?

All information pertaining to employment and employment statistics for our school can be found here: http://www.ischool.pitt.edu/about/career-resources.php

Can you talk a little bit about the school’s approach to internships, practicums and/or volunteering?

Pittsburgh has a rich cultural infrastructure worthy of a city many times its size.  As such, we have many opportunities for relevant experience for our students. We call our credit-bearing internships/practica “field experiences” and our students are encouraged to choose this option as part of their degree (all specializations allow for this as part of the degree requirements). We also have, on a very competitive and space-limited basis, the Partners Program.  This program is akin to a co-op for graduate students.  When a student is chosen for this program, they are placed in a local employment setting relevant to their degree for an entire year.  The student works between 10-20 hours a week in this setting and in turn typically receives a partial tuition scholarship.

Does the school have a stated approach or policy on helping students to find careers?

Our approach is multi-faceted and involves school staff, career staff, and alumni/ae of the School.  We want our students to be able to clearly articulate the skills they develop and map them to both traditional and nontraditional career settings.

Does the school have any relationships with organizations that offer fellowships or other post-graduate opportunities?

Yes – our faculty, staff, and liaisons are all connected with different potential employers, but as we become aware, we share job postings with each other and these postings make their way to our listservs.

Are there any notable graduates?

We have many alumni/ae who are known and respected in their profession. Each year we highlight those whose personal and professional achievements we deem as outstanding here:

http://www.ischool.pitt.edu/alumni/about/laureates.php

Demographics

How many students in the library school?

We are an iSchool. The iSchool comprises between 700-800 students total in a given year.  About 150 of those are undergraduates, 80 are doctoral students, and the rest are Master’s or certificate students. Of those, 250-300 are MLIS students.

What degree(s) do you offer?

In Information Science we offer an undergraduate degree, a Master’s, a post-Master’s certificate, and a doctorate.

In Telecommunications we offer a Master’s, a post-Master’s certificate, and a doctorate.

In Library and Information Science we offer a Master’s, a post-Master’s certificate, and a doctorate.

Is it ALA accredited?

Our LIS program is ALA accredited.

What are the entrance requirements?

Please see this site for our most current requirements for our on-campus MLIS degree:

http://www.ischool.pitt.edu/lis/degrees/mlis-admissions.php

…and this site for our most current requirements for our online MLIS degree:

http://www.ischool.pitt.edu/online-mlis/admissions/application-process.php

Where are you?

√ Northeastern US

Where are you?

√ Urban area

Anything else you’d like to share that’s unique about the school?

The combination of the rich cultural heritage of Pittsburgh coupled with its small size and “down home” feel makes for a setting that uniquely engages the intellect yet makes you feel like you are family.


Brianna Marshall

This interview was conducted by Brianna Marshall, who is a second year dual-degree Master of Library Science and Master of Information Science student at Indiana University’s School of Library and Information Science. She is Managing Editor for Hack Library School and a 2012-2013 HASTAC scholar. Learn more about Brianna through her blog and portfolio or by following her on Twitter @notsosternlib

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Job Hunter’s Web Guide: Career Q & A with the Library Career People

This was originally posted on January 17th, 2013.  I’m reposting now because they’ve moved to a new site, which looks fantastic!  The new URL is http://librarycareerpeople.com/  You can also follow on Twitter: @LibCareerPeople

Have you ever wished that someone would just answer all your career questions? Today’s post gives you the answer to that wish!  I’m happy to showcase Career Q & A with the Library Career People, who have been playing Dear Abby and Anne Landers to the LIS career world for nearly ten years. Please read on for more of their well thought-out, well-written advice.

Career QandA with the Library Career People

What is it? Please give us your elevator speech!

“Career Q&A with the Library Career People” is an online advice column for anyone working in, or interested in, libraries. We provide answers to actual questions from our readers.

When was it started? Why was it started?

“Career Q&A with the Library Career People” began in May of 2003 as a regular advice column in the Info Career Trends Newsletter (LISjobs.com’s career development newsletter). In 2007 we moved the column to a WordPress site in order to facilitate more communication between the writers and the readers and to provide more timely answers to the questions we receive.

Who runs it?

Tiffany Allen, Director of Library Human Resources at the University of North Carolina at Chapel Hill, and Susanne Markgren, Digital Services Librarian at Purchase College, SUNY, have been the “Library Career People” since 2003, and they currently run the site.

Are you “career experts”? What are your qualifications?

We are working librarians with more than thirty years combined experience. We have worked in a variety of roles in different types of libraries in different parts of the country. We have chaired, and served on, hiring committees. We are members of library committees and associations. We are mentors. We have written and presented and taught classes on different aspects of career management. We have worked as career consultants. And most importantly, we truly enjoy helping others and serving as a resource for our colleagues and for those new to (or interested in) the profession.

Who is your target audience?

Our target audience is anyone who may have a career-related question about our profession. This includes librarians working in all types of libraries (at all different stages of their careers), library school students, recent graduates who are looking for work, and those thinking about entering the profession. We’ve answered questions from all of the above and we are incredibly thankful for our diverse readership. They keep the site relevant and interesting!

What’s the best way to use your site? Should users consult it daily? Or as needed? Should they already know what they need help with, or can they just noodle around?

Our site contains Q&As from the past ten years. They are archived and organized into categories and tagged with keywords. Users can search for specific things, or browse categories such as: Job Seeking, Getting Started, Library School, Career Change, or Setting Goals. It isn’t meant to be used on a daily basis, since it isn’t updated daily. We try to answer at least a few questions per month, depending on how many questions we receive and how much time we have to answer them. We attempt to write fairly in-depth responses to the questions, and to provide our readers with links to other resources. Readers can subscribe by email, so they will be alerted when there is new content.

Does your site provide:

√  Answers to reader questions    √  Articles/literature    √  Links

√  The opportunity for interaction

Advice on:

√  Cover Letters    √  Resumes

√  Interviewing    √  Networking

√  Other : We also offer advice on career change, job satisfaction and what to do during library school.

Should readers also look for you on social media? Or is your content available in other formats? Please include links, subscription information, or other details if pertinent

√  Book(s): coming soon!

We do not have a social media presence, perhaps because social media sites/tools didn’t exist when Career Q&A began, but we’ve had some discussions about it and it may happen one of these days. However, we each promote it on our own personal social media sites (Facebook, Twitter, LinkedIn) and we are happy to connect with our readers from those places as well.

And, we have written a book (which we are very excited about!) that will be coming out this year. The title of the book is: Career Q&A: A Librarian’s Real-Life Practical Guide to Managing a Successful Career. We will post more information about the book, and how to get it when it comes out, on our web site.

The purpose of the book is to take a broad look at librarianship by dissecting it into different stages and answering specific questions about the various stages, events, transitions, struggles and advances that encompass and define a librarian’s career.

Do you charge for anything on your site?

No, we do not charge for anything.

Can you share any stories about job hunters that found positions after using your site?

It’s funny, we hear so much from people looking for jobs right out of library school, or trying to change jobs at some point during their career, but we don’t often hear back from folks once they’ve landed the job. It’s like calling your doctor when you’re sick, but never calling them back to say that you’re well. We do get a lot of thanks, however, and a lot of the questions we receive begin with something like “I’m so glad I found you!”

Anything else you’d like to share with my readers about your site in particular, or about library hiring/job hunting in general?

We have been asked so many questions over the years, and the one that we get asked the most is some variation of “how do I get a job?” (or, “why can’t I get a job?”). We’ve answered this question many times and in a variety of ways, but our answers usually include the following things:

  • Libraries like to hire the best qualified candidate for the position (and that may not be you).
  • You need to have all the requirements for the position. Period.
  • You need to have impeccable, and personable, application materials.
  • In your application materials for a specific job (cover letter, resume, etc.) you need to accentuate your interest in the position — not a position, the position.
  • When applying for positions, you need to (or really, really should have) library experience, even for entry-level positions. If you do not have it, get it!
  • A good personality, the ability to adapt to different situations and environments, and an affinity for learning can go a long way.
  • You should have a professional online presence.
  • When you do not get a job you want, don’t beat yourself up about it. Learn from it, appreciate the experience, and move on. There are many behind-the-scenes aspects of a job search that candidates don’t see and have no control over.

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Researcher’s Corner: What are the Qualifications for an Entry-Level Music Librarian?

I’m pleased to introduce another guest post by Joe Clark, who described his research into nine years of job postings on the Music Library Association Job List and identified job trends for us here.

This post delves more deeply into the specific qualifications desired in entry-level positions.  While his research is specific to music librarians, I think there are wider implications for entry-level expectations across disciplines.

Please do click through and read his more formal account of this research, which was published last March in the journal of the Music Library Association. Notes is open access, so the entire article is available online here for free.


So you graduate with your M.L.I.S. degree ready to land your first professional job, but realize that institutions are asking for skills and experiences you didn’t learn in graduate school. Now what?

A firm understanding of the skills, knowledge, and experiences that employers want will give you a leg up in a tight job market. Not only does music librarianship require subject-specific knowledge, but sub-fields within music librarianship differ in required and desired abilities and experiences.

The Study

I examined all of the position announcements on the Music Library Association’s Placement Service Job List from 2008 through 2011 and identified those open to entry-level librarians. I then classed each position into one of five types: 1) public service, 2) cataloging, 3) administrative, 4) hybrid, or 5) archival. Hybrid positions involve work in both public and technical services, while administrative librarians might run a small library as well as catalog, provide reference, and supervise staff and budgets.

I recorded the required and desired traits, abilities, knowledge, and experience for each position by job type, and then compiled the data. I also totaled the numbers for all of the music library positions, which provided a broad picture of what employers wanted in music librarianship entry-level hires. I broke traits sought into the following categories: education, personal attributes, social attributes, experience, general knowledge, skills and abilities (KSAs), and technological KSAs.

Results

Most of the entry-level music librarianship positions were in academic librarianship (95%). Twenty-eight percent of the vacancies were in public services, while the remaining four job types comprised between 17 and 19 percent of the advertisements.

As I examined all of the entry-level positions, it became quite clear what employers wanted in terms of education (other than the M.L.I.S. degree, which was a prerequisite for all of the jobs): 72% of positions required or preferred an undergraduate degree in music or the equivalent, and 40% desired a second graduate degree in music. Some public service and archival posts sought completion of music/arts library classes, while 27% of cataloging vacancies required cataloging coursework. A course in archival/preservation techniques was listed in 10% of all vacancies, and this figure was over half for jobs in archival environments.

The most commonly listed personal attributes included organizational skills/ability to prioritize, self-motivation, and flexibility/ability to handle multiple demands. Aptitude for scholarly production and professional development and analytical/problem solving skills appeared less frequently.

Excellent written and oral skills was the most commonly listed trait and the top social attribute. Other required or preferred social attributes included collaborative skills and a strong commitment to public services.

Previous library experience was desired in 42% of the listings, and appeared most commonly in administrative positions and least frequently in public service jobs. Experience with specific skills were also sought; cataloging was required or preferred in 36% of the announcements, and 30% wanted experience in reference and instruction.

The most common general KSA was reading knowledge of foreign languages, required for 25% and preferred for 19% of the jobs. Many of the other general KSAs were specific to the job responsibilities; for example, knowledge of AACR2, LCSH, and MARC21 was needed for positions that involved cataloging (including archive and hybrid posts).

Conclusions

In conclusion, institutions are looking for more than just an M.L.I.S.; they seek well-rounded individuals who can effectively communicate, collaborates, prioritizes, values excellent services, and self-motivates. These skills are in addition to subject expertise, which is highly valued in music librarianship. One should keep in mind that search committee members may want to see other qualifications not mentioned in advertisements.

The entire article, “What Employers Want: Entry-Level Qualifications for Music Librarians,” was published in the March 2013 issue of Notes (69:3), pages 472-493. All preferred and required qualifications for each job type that appeared in more than 8% of the announcements are detailed in the original article.  Feel free to contact me with questions or comments.


Joe Clark

Joe Clark is the Head of the Performing Arts Library at Kent State University. He has published articles in Notes: Quarterly Journal of the Music Library Association, Fontes Artis Musicae, Serials Review, Journal of Library Innovation and The Journal of Academic Librarianship. His research interests include employment trends in music librarianship, collection management, library administration, and American music. He is currently the Placement Officer for the Music Library Association.

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Researcher’s Corner: Reference Competencies from the Academic Employers’ Perspective

In order to be competitive in our tight job market, I think that’s it’s not enough just to be able to describe one’s skills well.  Job hunters, both in and out of library school, need to be able to manage their own professional development in a way that the skills they gain align with the competencies required by their desired jobs.

This is why I’m really excited to present Laura Saunders’ guest post today. She describes research she conducted on people who hire academic reference librarians, in order to determine what the most important competencies are.  If you’d like to read a longer, more formal account of her research, please see:

Identifying Core Reference Competencies from an Employers’ Perspective: Implications for Instruction (2012). College and Research Libraries, 73(4)


Reference librarian was one of the top five job titles reported in Library Journal’s annual Placement & Salary Survey for 2012 , suggesting that, as with Mark Twain, reports of the death of reference have been largely exaggerated. Still, the fact that there are reference jobs to be had does not necessarily mean they are easy to get, and the same Library Journal’s article reports stiff competition for those jobs (Simmons College Graduate School of Library and Information Science was number one in job placement!). One of the best ways for aspiring reference librarians to succeed in the job market is to have a clear understanding of job expectations, to develop the necessary skills and proficiencies, and be able to demonstrate and discuss those abilities on their resume and in job interviews. In this column, I share the results of a survey of academic reference librarians indicating what skills and knowledge they believe is important in the field right now.

The Study

In 2011, my colleague, Mary Wilkins Jordan and I developed and implemented a nationwide survey of practicing reference librarians to gather input on what competencies are most important for reference librarians in the field right now. While we used essentially the same survey, I concentrated on academic libraries, while Mary surveyed public librarians. In each case, we took a random sample of libraries from across the country, in order to get a broad and representative overview. We gave the librarians a list of 33 competencies that we had compiled using Reference and User Services Association (RUSA) guidelines as well as reviews of the literature, and asked the librarians to choose the ones they thought were important to reference librarians, and then to indicate the three most important. The survey closed with an open-ended question asking the respondents to describe any skills or qualifications that they found to be lacking in recent graduates or new hires.

Findings

The respondents chose competencies grouped into three categories: general skills, technical skills, and interpersonal skills, which are summarized in the following table.

General Technology Personal/Interpersonal
Second Master’s degree Online searching Verbal Communication
Budgeting Programming Written Communication
Foreign language Web design Listening
Marketing Web maintenance Working in teams
Supervisory experience Social media Approachability
Ability to conduct research/publish Hardware troubleshooting Comfort with instruction/teaching
Knowledge of cataloging Software troubleshooting Self-motivated
Assessment/evaluation Chat/IM Stress management
Customer service Building relationships with co-workers
Familiarity with Paper Sources Building relationships with other professional colleagues
Familiarity with Online Sources Conflict management
Search Skills Adaptability/Flexibility
Negotiating Sense of humor
Current Events Awareness Organizational awareness
Traditional Reference Interview

Throughout the survey, respondents emphasized skills and qualities that relate to the question-answering and customer service aspects of reference. For instance, general and online search skills, as well as familiarity with both online and print reference sources were among the top rated general and technical skills. Interestingly, valuing knowledge of print resources was not correlated with either the responding librarians’ age or number of years in the field. In other words, it is not just older librarians or those who have been out of school for a long time, but a wide range of practicing reference librarians who seem to believe print resources are still important. These findings emphasize that it is still important for reference librarians to be familiar with a wide range of resources, and to be able to search and use those sources efficiently and effectively in order to help their patrons find information.

While librarians certainly need the skills to search and use resources to find information, the survey also confirms that the patron is the heart of reference services. Customer service and interpersonal skills to be able to interact with a diverse patron base are among the most important for any reference librarian. Five of the interpersonal skills—verbal communication skills, listening, approachability, comfort with instruction, and adaptability/flexibility—stood out as especially important, having been selected by more than 90% of respondents. These five are closely followed by written communication skills and sense of humor. However, it is worth noting that every competency listed under interpersonal skills was chosen as important by more than 60% of respondents. Clearly, the ability to interact and communicate with a wide range of patrons is essential for successful reference librarians.

Similarly, under technical skills, respondents indicated that ability to communicate with patrons using chat and instant messaging is important. Among the general skills customer service was the second highest rated, selected as important by 94% of respondents. Similarly, although it was not one of the top three, the ability to conduct a reference interview was deemed important by more than three-quarters of respondents. Taken together, these results suggest that being able to interact effectively with patrons and to provide a high level of customer service are among the most important attributes of a reference librarian. This is not to suggest that other technical skills are unimportant. Software troubleshooting, web design and web maintenance are all highly valuable skills, according to the survey.

The following figures give a breakdown of the rating of skills in each category:

Saunders Fig 1

Figure 1
Percentage of Respondents Choosing General Skills as Important

Saunders Fig 2

Figure 2
Percentage of Respondents Selecting Technical Skills Important

Saunders Fig 3

Figure 3
Percentage of Respondents Choosing Interpersonal Skills as Important

In the final section of the survey, we asked respondents if they saw any skills or qualities lacking in their new hires. It’s important to note that many respondents indicated that their new hires were doing very well, and praised their knowledge and enthusiasm. That said, some respondents said that their new librarians seemed to rely on the same freely available web sources (such as Google and Wikipedia) that their patrons used, and if they were not able to help the patrons using those sources, they did not seem to know where else to go. These participants worried that their new librarians were not adding any value to the research process. Similarly, some respondents suggested that new librarians they worked with did not always have strong interpersonal skills, or were not adept at working with diverse or difficult patrons.

Conclusions

There may be plenty of competition for reference jobs in academic libraries, but applicants with strong interpersonal skills and solid knowledge of searching and sources will have an edge. There are several things a current student can do to strengthen her resume and gain more of that edge.

Many LIS programs offer, or even require, an introductory reference course, and while this will likely give you a good base of knowledge, it is important to remember it is just an introduction. Anyone interested in pursuing a career in reference would do well to take ‘advanced’ reference courses that delve more deeply into the resources and services in particular disciplines, such as the sciences, humanities, or social sciences, or in particular settings such as medical or law libraries.

One question students always ask me is whether they will need a second Master’s degree to work in an academic library. The respondents to this survey did not count a second Master’s as highly important, with only 28.2% of participants selecting that competency. It would appear that experience and background with sources and searching generally is considered most important, although it’s also worth noting that librarians at doctoral-granting institutions seemed to value a second Master’s degree more highly than librarians in other academic institutions.

This survey also confirmed the findings of many other studies, that instruction is becoming an ever-more central part of reference. Here again, introductory reference courses will probably address user instruction, but are unlikely to give students a firm grounding or much hands-on experience. Students should seek courses focused on user instruction, especially those that incorporate pedagogy and information literacy, and that give students plenty of practice in speaking in front of groups and actually teaching modules both in-person and online.

Interpersonal skills are a little harder to teach and assess in a classroom environment. Certainly, students could take classes that center on diverse and underserved populations. However, job applicants should also identify any co-curricular or work experience (including volunteering and internships) that involves communication, interpersonal skills, and customer service. Retail jobs and waiting tables, for instance, are both jobs that require a high-level of customer interaction, and could be highlighted for a potential employer.

As I noted earlier, the findings I report here are really only half of the story- the academic library side. My colleague, Mary Wilkins Jordan did a parallel survey of public librarians, and our comparison of the responses of the academic and public practitioners will be featured in an upcoming edition of RUSQ.

I want to finish this post by highlighting a few points. There is a tacit belief in the field that academic and public reference are very different—so much so that practitioners often have a hard time moving to one setting after having worked any length of time in the other setting. Our studies suggest that the differences between reference services in the two types of libraries is actually very subtle, and is more a matter of different emphasis than different competencies. Specifically, public librarians seem to put a little more emphasis on the ‘soft’ or interpersonal skills such as customer service and communication, while the academic librarians were somewhat more likely to choose as important ‘hard’ skills such as ability to engage in evaluation and assessment, or research and publication. However, as you can see here, academic reference librarians also value interpersonal skills very highly. So, the differences seem to be more subtle and the similarities more pronounced than is often believed. We hope that this research might spur further research and conversation about the topic.


Laura SaundersLaura Saunders received her PhD from Simmons College Graduate School of Library and Information Science in May 2010.  She holds an M.S.L.I.S from Simmons as well as a B. A. from Boston University in English Literature and Italian.  She worked as a reference librarian and branch manager of the Career Resource Library for Simmons College from 1999 to 2003, where she provided reference and instruction services, as well as participated in collection development, Web page maintenance, and marketing of library services.  While completing her PhD, she worked as an adjunct faculty member.  Currently, she is an Assistant Professor at Simmons College, teaching in the areas of reference, evaluation of information services, information literacy, and academic libraries. Her first book, Information Literacy as a Student Learning Outcome: The Perspective of Institutional Accreditation was published in June 2011. Her research interests include information literacy, assessment, accreditation, reference services, and the place of libraries in higher education.  She has had articles published in The Journal of Academic Librarianship, Library & Information Science Research, College & Research Libraries, and portal: Libraries and the Academy.

 

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Library School Career Center: University of Washington

Here is this week’s installment of the Library School Career Center feature, which is presented in partnership with the folks from the blog Hack Library School.  If you’re interested in library education, or in new ideas and the future of the profession, you should check it out.  


This interview is with Janet Matta, who is the Career Services Advisor for the Information School at the University of Washington, serving the career development of 850 iSchool students in four academic programs. Prior to her joining the University of Washington Information School, Janet was a Career Counselor at the University of Washington – Bothell, provided career support to high school students at a small nonprofit, Bainbridge Youth Services, and did her Career Counseling Internship with the University of Washington Evans School of Public Affairs. She has a Masters of Education from Seattle University and an undergraduate degree in History from Queen’s University in Ontario, Canada. In addition to her career counseling experience, Janet spent 6 years in environmental consulting for oil spill response, and gets excited about environmental science. Her diverse background means she’s great at connecting students to ideas and resources in a wide range of professional disciplines. Janet is deeply passionate about helping students find and create unique careers that are a perfect match for their interests and strengths, and loves teaching career skills like networking, interviewing, and salary negotiation to students. Learn more about Janet at www.linkedin.com/in/janetmatta/

Career Center Information

Who staffs the career center?  Please talk a little about how it is managed and run.

Janet is the Career Services Advisor for the iSchool, which includes the Masters of Library and Information Science (MLIS) program. Her office is in the Office of Student Services for the Information School which includes academic advisors, the admissions advisor, and support staff.

Are there “career experts” on staff?  What are their credentials?

Janet has 3 years of experience in career advising and over 10 years of experience in training and education of adults and youth. She has an M.Ed. in Student Development Administration, and spends every free moment possible staying up to date on hiring trends and techniques to help students succeed in their future jobs.

Does the career center provide any of the following:

√  Job Listings                   √ Resume/CV Review                    √ Help writing cover letters
√ Literature/articles          √ Interview Practice                       √ General career coaching
√ Networking events

Do you provide in-person services?

√ Appointments        √  Speakers, or programs that present experts
√ Mixers or other networking events          √ Job Fairs
√ Drop-in career center:  Set drop-in hours each quarter, and students routinely pop in when my office door is open.

Do you provide online services?

√ Website with resources   √ Blog: updated 1x per week
√ Facebook: updates to student group pages and the Office of Student Services Facebook page                              √ Newsletter: published online at http://ischooloss.wordpress.com/
√ Other: online and phone advising appointments to distance students, a jobs and internships database just for iSchool students and alumni.

What do you think is the best way for students to use the career center?

I augment the resources available through the main UW Career Center, so I recommend that students visit and bookmark the content on the UW Career Center website, or visit with Career Center professionals for resume/cover letter reviews, and then to schedule an appointment with me if they want more specialized support! Attend workshops and employer information sessions to learn about common topics and to network with professionals. The more you attend that will help you network with professionals across a variety of industries and sectors the better, and not just with traditional libraries!

May alumni use career center resources?

Alumni can use our job and internships database, called iCareers, and can utilize web resources and the resources available through the UW Career Center.

Are there any charges for services?

Nope!

Can you share any stories about job hunters that found positions after using the career center?

I have received a few thank you notes from students who credit their appointment with career services to increasing their confidence and helping them generate ideas and contacts that have led to internships or full time jobs. It makes me so happy to know that our services are helpful to students!

Anything else you’d like to share with readers about your services in particular, or about library hiring/job hunting in general?

I advocate creativity in the job search and career development process! I ask students to think about their values and what they want to be doing every day, and then to think creatively about all the different environments and organizations that might benefit from their skill set that an MLIS and their other professional backgrounds provide. In a market that’s tough for libraries, our students are active and successful in a variety of corporate, nonprofit, or government settings in addition to traditional library environments.

Students’ Career Paths

Can you share any statistics about employment rates after graduation?

We unfortunately have never had a response rate of over 51%  to surveys of our graduates, so we don’t currently have very accurate data on employment rates after graduation.

Can you talk a little bit about the school’s approach to internships, practicums and/or volunteering?

Internships for our MLIS students are highly encouraged! The more experience a student has the better, and internships can lead to great contacts and skills that will help you land a job later. I advocate that students take on as much internship or independent experience as they can to bolster their experience, their network of contacts, and their resume. Students work with me to find great internship options, and with their academic advisor to figure out how to get credit.

Does the school have a stated approach or policy on helping students to find careers?

The mission of iSchool Career Services is:

Mission Statement

We make information work for your career. The iSchool Career Adviser offers information on job search skills, advising on career development, and connections to resources and employers tailored to the information field. We help you to stand out and be noticed no matter where you are in your professional career.

Commitment to Students

Our first responsibility is to connect the student experience at the iSchool to the professional goals of our students.  We focus on the information profession and refer students to the UW Career Center for other general career counseling and workshops.

Commitment to Employers

Our students are highly qualified to fill roles as information professionals in a variety of organizations. We facilitate job recruitment through a fair and equitable process that is driven by the needs of our students. The iSchool supports and abides by theNational Association of Colleges and Employers Principles for Professional Practice.

Are there any notable graduates?

Too many to count!

Demographics

How many students in the library school?

Approximately 400

What degree(s) do you offer?

MLIS

Is it ALA accredited?

Yes

What are the entrance requirements?

  • Bachelors degree* or higher in any discipline (must be equivalent to a baccalaureate degree from a regionally accredited U.S. institution)

  • Grade point average of 3.0 or higher (exceptions considered on a case by case basis)

  • Law MLIS program applicants must have:

○     JD from a law school within the US

When was the library school founded?

1911

Where are you?

√ Western US

Where are you?

√ Urban area

Anything else you’d like to share that’s unique about the school?

We’re so lucky to be in Seattle, it’s beautiful here!


Brianna Marshall

This interview was conducted by Brianna Marshall, who is a second year dual-degree Master of Library Science and Master of Information Science student at Indiana University’s School of Library and Information Science. She is Managing Editor for Hack Library School and a 2012-2013 HASTAC scholar. Learn more about Brianna through her blog and portfolio or by following her on Twitter @notsosternlib

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Author’s Corner: A Hodgepodge of Tips for Applicants

Laura Kane has two books which might be useful for you library job hunters and career builders: 

Working in the Virtual Stacks: The New Library & information Science (ALA, 2011),

and

Straight From the Stacks: A Firsthand Guide to Careers in Library and Information Science (ALA Editions, 2003).

So in today’s post, she offers general advice to applicants, what she calls ” What’s Funny, What’s Not, and a Series of No-Brainers.”  I hope from this post you will gain not only a sense of her writing style and viewpoint, but some wisdom for your application process.


I don’t like to think of myself as a Veteran Librarian, but with nearly twenty years in the field, I guess that’s exactly what I am.  Though the thought makes me feel old, I will admit that experience has made me wiser. Throughout my tenure as an academic medical librarian, I have been a member of numerous search committees charged with filling professional librarian positions.  I’ve come to the conclusion that there are certain aspects of a candidate’s application and subsequent interview that can instantly “make or break” them.  I will cover each of these topics here, and hope that this hodgepodge of tips will be helpful to those seeking employment in the workforce.

That’s Funny!

Did you happen to see the OREO cookie commercial during this year’s Super Bowl?  Set in a library, it’s all about the friction that exists between those who love the cookie part, and those who love the cream part of the OREO.  The commercial is called “Whisper Fight,” and though the fight between the cream lovers and cookie lovers turns into complete chaos, nobody speaks above a whisper.  Stacks are toppling, books are raining down, a fire starts, firemen arrive with hoses, and all the while a bespectacled, cardigan-clad librarian looks on in horror and then finally “shouts” a stage whisper, “I’m calling the cops!”  When the police arrive, they whisper through a bullhorn, “You guys have to stop fighting!  We are the cops!”

I could not stop laughing.  I was so tickled that I had to immediately find it on the Web and play it again.  And again.  My 13-year-old son looked on with concern.  “Um, Mom,” he said hesitantly.  “You’re a librarian.  Shouldn’t you be insulted?”  I sobered up immediately and cleared my through.  “Oh! Um… of course.  Yes, indeed.  I am terribly insulted!”  Then I doubled over in laughter again.

Should I have been insulted by the obvious stereotyping going on in that commercial?  No way.  It was so clearly over-the-top that you couldn’t help but laugh.  Yes, there is a pervasive stereotype in our field, but isn’t that the case for most professions?  Most of my fellow librarians have “gotten over” taking offense at the stereotypes.  In fact, many of my colleagues think it’s just plain funny.  My nine-year-old son (I have three sons!) likes to grab some fake glasses, slide them to the end of his nose, and peer down them, saying, “I’m a librarian.”  He’s trying to rile me but he just looks so silly that I end up laughing.

And that’s the point I’m trying to make here.  Librarians have a sense of humor.  I work in an academic medical library.  We handle some pretty serious stuff.  But you can always hear laughter in our meetings, in our offices, and yes – God forbid! – even out in the main library itself.  It’s wonderful to work with a group of people who can be lighthearted and fun when appropriate.

Working in the Virtual StacksSo what does this mean for someone applying for a professional librarian position?  It means that you can lighten up a little.  Don’t go overboard, of course, but let your sense of humor show.  Just two months ago I was on a search committee for a position that had around forty applicants.  I was given a stack of ten applications and had to pick the top candidates from that stack.  Only one candidate made it to the top of my list – the one who stuck a purposely amusing sentence in the end of her cover letter.  Guess what?  She’s the person we hired.  Her cover letter stood out for me because it made me laugh.  I thought, “This person is well-qualified AND she has a sense of humor.”  No matter how qualified a person is, nobody wants to work with a stick-in-the-mud.  A balance of skill, knowledge, and humor goes a long way in my book.

That Is SO Not Funny!

Check out this actual sentence from one of the cover letters in that stack I told you about:

 I saw your posting for a Research Lab Assistant and feel that I am well-qualified for the position.

Not bad, huh?  It might have been OK if that had been remotely close to the position for which we were advertising!  Clearly the applicant was copying and pasting and not checking his/her work.  This seems like a no-brainer, but I have seen this happen many times: we receive applications with cover letters that were obviously written in the past for completely different positions.  So here is a tip:  double-check your cover letter!  The cover letter, for me, is the top tool for weeding out candidates.  You can only get so much from an application form; it’s the cover letter that either allows a person to stand out, or causes that fateful toss to the bottom of the pile.

Smart

Here’s another tip about cover letters:  prove that you did some research about the position and show interest in some aspect of what you’ve learned.  Study the library’s website and see what kinds of programs and services they offer.  In your cover letter, mention one or two things that stood out or caught your interest.  For example, you could say, “I see that librarians at your institution are involved with developing LibGuides for library patrons.  I have a nursing background and would love to develop a Nursing LibGuide to direct students to authoritative resources.”  Prove in your cover letter that you have invested some time in determining whether you would be a good fit in the organization.  Don’t take the easy way out by using a generic cover letter for all your applications.  That’s the quickest way for your file to be dismissed.

Not So Smart

I always end an interview with the question, “Do you have any questions for me?”  I am flabbergasted and disappointed that many people simply answer, “No.”  Seriously?!  No questions at all?Straight from the Stacks

You should always be prepared to ask some intelligent questions during the actual interview.  I am impressed when a candidate has prepared a list of questions beforehand.  Here is another chance to show that you have given the position some thought and have done some background work to learn about the institution.  Questions like, “Can you explain the requirements for tenure?” or “How does your organization interact with the other campus libraries?” can open up an interesting conversation flow.  So don’t be afraid to whip out that notebook and say, “I’ve written down some questions about the position.”

Make a connection

My 3-year-old son has autism and rarely looks people in the eye.  On those occasions when he does look directly into my eyes, I feel it – ZAP! – an instant connection, no matter how brief.  I never knew the importance of eye contact until it was missing in my interactions with my son.  I’m not a psychologist, so I can’t explain why direct eye contact is so crucial during an interview.  I just know that when it’s completely missing, something is not right.  It can be tough, but be sure to make frequent eye contact with your interviewers.  I don’t mean you should stare continually into their eyes (that would be a little freaky), but just meet their eyes off and on as you answer questions.  It’s a subtle yet very important connection.

A Final No-Brainer

There have been several occasions when the search committee has had trouble deciding between two candidates.  Do you know what eventually tipped the scales in one direction?  A simple thank-you note.  Whether by email or snail mail, it’s always wise to send a letter of thanks to the members of a search committee.  Not only does it show that you appreciate their time, it gives you an extra edge over those candidates who don’t take this simple step.

Just One More

If you only remember one point from this post, remember this one:  don’t ever say, “I became a librarian because I love to read!”  Nothing shows more ignorance about the profession of librarianship than that short phrase.  Enough said.


Laura KaneLaura Townsend Kane, MLS, AHIP, is the author of “Working in the Virtual Stacks: The New Library & information Science” (ALA, 2011), “Straight From the Stacks: A Firsthand Guide to Careers in Library and Information Science,”(ALA Editions, 2003), and co- author of “Answers to the Health Questions People Ask in Libraries: A Medical Library Association Guide” (Neal-Schuman, 2008).  She is the Assistant Director for Information Services at the University of South Carolina’s School of Medicine Library in Columbia, South Carolina.  She has also written several book chapters about librarianship career opportunities and several peer-reviewed journal articles on various issues in librarianship.  She is an active member of the Medical Library Association (MLA) and its regional Southern Chapter, and is a Distinguished Member of MLA’s Academy of Health Information Professionals (AHIP). 

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Library School Career Center: LIU Palmer

Here is this week’s installment of the Library School Career Center feature, which is presented in partnership with the folks from the blog Hack Library School.  If you’re interested in library education, or in new ideas and the future of the profession, you should check it out.  


LIU Palmer 3

This interview is with Ellen Mehling, Director, Westchester Program and Internships, Palmer School of Library and Information Science, LIU Post.

Career Center Information

LIU Palmer 2

Who staffs the career center?

Career services (job hunting and career development) are provided by me [Ellen Mehling] for the Palmer School’s students and alumni. There is not an actual physical center; services are provided in various ways, online and face-to-face, one-on-one and in groups, for all Palmer School locations.

Are there “career experts” on staff? What are their credentials?

I’ve been an advisor on job hunting and career development for various groups including librarians/information professionals and library school students, for about eight years. I started in a former job, advising members of the general public and special populations who were seeking employment, and before long was being asked to teach workshops on the job search to other library professionals. In addition to my work at the Palmer School, I am Job Bank Manager and Career Development Consultant for the Metropolitan New York Library Council (METRO).

I’ve trained other librarians on assisting job hunting patrons, and have taught classes/workshops, moderated or spoken on panel discussions and conducted mock interviews and more, at various venues. I write regularly on job hunting/career topics for various sites, including METRO’s. I’ve served on hiring committees and have been a successful applicant myself in recent years too, so I’ve seen and experienced first-hand what works and what doesn’t.

Does the career center provide any of the following:

√ Resume/CV Review   √ Advice on writing cover letters
√  Interview Practice [mock interview]
√ General career advising
√  Other: Career Q&A on blog, webinars presentations/workshops (given by me), joint or guest presentations/workshops, recruiter visits, panel discussions, and full-day job hunting/career events. Some of these are open to students and graduates from other schools. I visit each of the Internship classes each semester to discuss resume writing. Palmer School students and alumni are also encouraged to make use of LIU’s Career Services in addition to the industry-specific career services provided by the School.

Do you provide in-person services?

√ Appointments
√ Speakers, or programs that present experts

Do you provide online services?

Website with resources    √  Blog   √ Webinars
√ Twitter: @LIUPalmerSchool
LinkedIn     √ Facebook
√ Other: Career / Job Hunting Q&A, “Kiosk” student listserv (anyone can subscribe to the listserv)

What do you think is the best way for students to use the career center?

Palmer School students and alumni contact me directly. Anyone can access the information on the blog and/or join the listserv or follow on Twitter, etc.

May alumni use career center resources?

Yes.

Are there any charges for services?

There is no charge.

Can you share any stories about job hunters that found positions after using the career center?

We are always delighted to hear that our graduates have found positions. Three recent hires among our alumni: Library Media Specialist in the Elmont School District, Archives Technician at the National Archives at New York City, and Archives Coordinator for NY at Cartier.

Anything else you’d like to share with readers about your services in particular, or about library hiring/job hunting in general?

The job market is improving, but competition is still very strong, with many well-qualified applicants for each open position. Relevant skills and experience are necessary in addition to the degree, as are a strong network, patience, and a positive attitude. Students should start networking while they are still in school, and begin their job search before graduation.

LIU Palmer 1 March 5

Students’ Career Paths

Can you talk a little bit about the school’s approach to internships, practicums and/or volunteering?

A 120-hour internship is required for the Master’s degree students. It is usually done in the final semester. This benefits the students in a number of ways, including giving them experience to put on their resumes, and providing networking opportunities, both of which are crucial to job-hunting success. Students are encouraged throughout the program to get as much experience as they can, however they can, including volunteering, part-time jobs, project work etc.

Are there any notable graduates?

Bonnie Sauer at the National Archives at New York City
Caitlin McGurk at the Center for Cartoon Studies

LIU Palmer 4 March 5

Demographics

How many students in the library school?

Approximately 325.

What degree(s) do you offer?

MS in Library and Information Science
MS in Library and Information Science – School Library Media
PhD in Information Studies

Is it ALA accredited?

Yes.

What are the entrance requirements?

http://www.liu.edu/CWPost/Academics/Schools/CEIS/PSLIS/Graduate-Programs/MS-LIS/AdmisReq

When was the library school founded?

The Palmer School of Library and Information Science was established in 1959 on the LIU Post Campus of Long Island University. The Master of Science in Library Science was first accredited by the American Library Association in 1971. In 1992, the M.S. in Library Science was merged with the M.S. in Information Science and subsequently the name of the degree was changed to the M.S. in
Library and Information Science.

In 1995, the School began to offer the full accredited M.S. in Library and Information Science in Manhattan, and in 1997, the first class of students was admitted for the Doctor of Philosophy in Information Studies program.

Where are you?

√ Northeastern US

Where are you?

√ Urban area (NYC)
√ Suburban area (Long Island)

Anything else you’d like to share that’s unique about the school?

The Palmer School of Library and Information Science is one of the most distinguished schools of library and information science in the country. With three program locations throughout the New York metropolitan area as well as online and blended courses, the Palmer School offers a broad portfolio of degree and advanced certificate programs taught by a faculty of distinguished scholars, researchers and hands-on practitioners. We prepare our students for careers for a digital world and help them skillfully harness the way information is preserved, valued and delivered to every facet of society.

Aside from the internship requirement, the Palmer School is known for personalized one-on-one advisement and support throughout the time students are in the program. This continues even beyond graduation with the services available to alumni. The three campuses are LIU Post and LIU Brentwood on Long Island and in Manhattan at NYU’s Bobst Library. There is also a Dual Degree (Master’s) program, offered at the Manhattan location.


Brianna Marshall

This interview was conducted by Brianna Marshall, who is a second year dual-degree Master of Library Science and Master of Information Science student at Indiana University’s School of Library and Information Science. She is Managing Editor for Hack Library School and a 2012-2013 HASTAC scholar. Learn more about Brianna through her blog and portfolio or by following her on Twitter @notsosternlib

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Library School Career Center: Drexel University iSchool

Here is this week’s installment of the Library School Career Center feature, which is presented in partnership with the folks from the blog Hack Library School.  If you’re interested in library education, or in new ideas and the future of the profession, you should check it out.  


Jennifer Lally

 

This interview is with Jennifer Lally, Event & Career Services Manager, Drexel University, The iSchool, College of Information Science & Technology. Jennifer Lally plans all the events for the college and manages a jobs page on the iSchool’s website, where she posts weekly full-time and part-time jobs that pertain to iSchool students.  Jennifer works with employers interested in hiring iSchool students, by setting up information sessions, webinars and field trips.  She also works with student groups helping them plan events.

Career Center Information

Who staffs the career center?  Please talk a little about how it is managed and run.

We do not have a “career center” per se; I am the only person in the iSchool’s office that deals with career services.  Drexel University as a whole has the Steinbright Career Development Center (SCDC) where career services are offered to ALL Drexel students.  Each college is assigned someone from the SCDC to work with our students.  The iSchool at Drexel’s key feature is the job board we keep where any jobs received are sent to an email address where they are then opened and posted onto our website.  If students have career services questions, they stop in, call or email me.  I field the questions they have and decide which department they should speak to.  I am basically the liaison to all career services questions, I field the questions and then send them to the appropriate department/person.

We want the students to understand the resources we have available so we include a few career services slides in our mandatory online/on-campus orientation presentation in the beginning of each quarter.  We have a weekly e-newsletter, “The iSchool Weekly Digest” where announcements are sent out every Tuesday and we also have an announcements section in Blackboard Learn where I can post upcoming information sessions, networking events, internships, etc.  We have Graduate Peer Mentors who are available to speak to prospective and new library science students.  The Alumni Association also manages an Alumni Peer Mentoring Program, so students can sign up and find a mentor.  Students may schedule appointments with Ken Bohrer, Graduate co-op coordinator at the SCDC to talk about career questions, resume and cover letter review.  I also help the student chapters advertise the events they plan, which consist of information sessions, field trips, webinars, tours, networking events, resume review events.

Are there “career experts” on staff?  What are their credentials?

We have faculty mentors and we list on our website their specialty areas so students can contact them with questions.

Does the career center provide any of the following:

(If I do not directly provide this service, a department on campus does)

√ Job Listings   √ Resume/CV Review   √ Help writing cover letters
√ Literature/articles   √ Interview Practice   √ General career coaching
√ Networking events (virtual or in-person)
√ Other: We participate and help promote events sponsored by the student groups of professional library associations.

Do you provide in-person services?

√ Appointments (Ken Bohrer does at the SCDC)
√ Speakers, or programs that present experts
√ Mixers or other networking events
√ Job Fairs (*The SCDC hosts 2 big career fairs a year one in October and one in April and I have an event every year after the October career fair inviting all employers who hire iSchool students and invite them to a private reception where students can speak to them one on one.)
√ Drop-in career center:  Students can stop in anytime from 8:00 am to 3:00 pm

Do you provide online services?

(If I do not personally do it, the Marketing team promotes on Facebook and Twitter; The student groups have webcasted events, I advertise in the e-newsletter)
√ Website with resources
√ Webinars   √ Podcasts   √ Twitter: @ischoolatDrexel
√ Facebook: http://www.facebook.com/ischoolatdrexel   √ Newsletter
√ Other: Blackboard announcements section.

What do you think is the best way for students to use the career center?

To read the weekly e-newsletter that goes out every week, to join a student group and keep an eye on the iSchools job board.

May alumni use career center resources?

Yes, the jobs website is open to the public, so anyone can view it.  They can also contact the Career Services Office in the Department of Alumni Relations.

Are there any charges for services?  

No

Can you share any stories about job hunters that found positions after using the career center?

Students that pay attention to the announcements and job board and become involved in the student groups are more likely to get an internship and gain the experience they need to get a job after graduation.

Anything else you’d like to share with readers about your services in particular, or about library hiring/job hunting in general?

No

iSchool Alumni GardenDrexel iSchool: Bridge MagazineApril 25, 2011

Students’ Career Paths

Can you share any statistics about employment rates after graduation?

Library Journal 2012 Placements & Salaries results.

Can you talk a little bit about the school’s approach to internships, practicums and/or volunteering?  

We post all internships, practicums and volunteer projects on our job board and will highlight specific ones in our weekly e-newsletter.  We encourage students to take the practicum after they have 24 credits to help build their job portfolio and to become involved if they do not have any prior library experiences.

Does the school have a stated approach or policy on helping students to find careers?

No

Does the school have any relationships with organizations that offer fellowships or other post-graduate opportunities?

Yes, we received announcements like these from faculty members and staff on the student services team.

Rush Building at Night

Demographics

How many students in the library school?

We have 470 students currently enrolled in the library science program this winter quarter.

What degree(s) do you offer?

www.ischool.drexel.edu/PS/GraduatePrograms

Is it ALA accredited?

Yes

What are the entrance requirements?

www.ischool.drexel.edu/PS/GraduatePrograms/Admissions

When was the library school founded?

1892

Where are you?

√ Northeastern US

Where are you?

√ City/town


Brianna Marshall

This interview was conducted by Brianna Marshall is a second year dual-degree Master of Library Science and Master of Information Science student at Indiana University’s School of Library and Information Science. She is Managing Editor for Hack Library School and a 2012-2013 HASTAC scholar. Learn more about Brianna through her blog and portfolio or by following her on Twitter @notsosternlib

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Researcher’s Corner: Comparative Employability of ALA and CILIP Accredited Degrees

Let’s think internationally today.  Dana Hamlin (née Goblaskas) wrote a wonderful article for the Library Student Journal (hey students, why not try to get that term paper published?), entitled:

Assessing the Transferability of Library and Information Science (LIS) Degrees Accredited by the American Library Association (ALA) and the Chartered Institute of Library and Information Professionals (CILIP). Library Student Journal, 2012, Feb.

Ms. Hamlin was kind enough to summarize some of her key points here for us today.  I think it’s a fascinating topic.  As the world gets smaller, and new grads are encouraged to move in order to find work, it becomes more useful to understand the way degrees are really perceived.  Library Student Journal is open-access, so if you want to read more you should be able to click above and get the full text of her in-depth original article.


The Backstory

When I was first considering library school, I had my heart set on a program in London. As a lifelong Anglophile this seemed like the perfect choice, and I was excited about what networking opportunities and possible jobs might come about from my attending school in the UK. Knowing that the ALA accredits library schools in the US, I did some research to see if the UK had something similar and came across CILIP, the Chartered Institute of Library and Information Professionals. CILIP’s webpage about overseas qualifications explained that, due to a reciprocal agreement, libraries in the UK recognize ALA-accredited degrees, and that Master’s degrees accredited by CILIP are similarly recognized in the US. I figured I was sorted until a nagging feeling made me check ALA’s website, and sure enough there was no mention of any reciprocal agreement. Instead, ALA just recommends that holders of international LIS degrees have their credentials checked by an independent agency.

This discrepancy made me think twice about going to library school overseas, since I didn’t want to risk being considered under-qualified in the US if I couldn’t get a job in the UK. I ended up getting my MLS here in the States, but the quandary of cross-Atlantic credentials stayed in my mind. When it came time to think of a topic for my final research project in library school, I decided to look into how transferable LIS degrees from either side of the Atlantic (including Canada, since the ALA accredits seven programs there) really are.

Methodology

First, I compared the core competencies of librarianship as defined by each accrediting body, as well as the core curricula from all ALA– and CILIP– accredited programs, in order to determine the similarity of the knowledge base expected of LIS graduates in the US, Canada, and the UK. The latter step involved collecting data about required courses or modules from the websites of every accredited (as of August 2011) LIS program listed by ALA and CILIP.

Second, I developed and distributed two surveys. One was geared toward LIS graduates of ALA- and CILIP-accredited programs, and the second was intended for library employers in the US, UK, and Canada. Through these surveys I hoped to find out a) a rough percentage of how many LIS graduates were able to successfully use their credentials to gain employment overseas, b) how happy – or unhappy – managers were with any international hires they had made, and c) what, if any, knowledge gaps existed between graduates of ALA-accredited programs and those with CILIP-accredited degrees.

Comparison Findings

A comparison of the core competencies of ALA and CILIP showed that the two organizations hold very similar expectations for graduates of their accredited programs. Though presented in two visually distinct ways and employing slightly different language, ALA’s Core Competencies and CILIP‘s Body of Professional Knowledge (BPK) outlined essentially the same knowledge base that is expected of new members of the profession. The only major difference was that the ALA expects LIS graduates to have knowledge of the history of librarianship; the BPK did not address this topic.

Note: In the year-and-a-half since I completed this research project, CILIP has updated their BPK to a new model called the Professional Knowledge and Skills Base (PKSB), which can be viewed here. This new PKSB lays out CILIP’s core competencies in a more direct and specific manner than the BPK did, but apart from a few additions, the competencies appear to be fundamentally the same.

Although the core competencies are very similar, a divergence occurs between what classes are required (as of August 2011) in ALA-accredited programs and those accredited by CILIP:

ALA v CILIP figure1

ALA- and CILIP-accredited programs also differed in whether or not they required field experience/internships and dissertations/research projects:

ALA v. CILIP figure2

From the data shown in the figure above, it can be presumed that CILIP-accredited programs place significantly greater emphasis on practical experience in the field than programs accredited by the ALA do. In fact, nearly half (46.67%) of CILIP-accredited programs require that applicants have previous related work experience before they can be admitted. Thus it can be argued that graduates of CILIP-accredited programs enter the job market with more hands-on knowledge of the field. However, since the previous work experience of graduates with ALA credentials is unknown and therefore not included in the data, this argument is not thoroughly supported.

Another assumption from the data in the figure above is that CILIP-accredited programs are more academically rigorous than those accredited by the ALA, since 100% of Master’s-level programs in the UK require dissertations of 15,000 words or more. It is noteworthy to mention that students in CILIP-accredited programs who do not complete a dissertation still graduate with what is called a Postgraduate Diploma, or PG Dip, and are still considered by CILIP to be professionally qualified. The PG Dip is not recognized by the ALA as equivalent to an ALA-accredited Master’s degree, even though graduates of most ALA-accredited Master’s programs are not required to complete a dissertation and are therefore earning the CILIP equivalent of a PG Dip.

Survey Findings

From the data gathered in the survey geared toward employers, it can be inferred that employers who hire employees with foreign credentials tend to be satisfied with the speed with which those employees adjust to working overseas, and no major gaps seem to exist in core areas of the professional knowledge base. However, the data from this survey may be biased due to the low number of respondents (13), and unequal representation of employers from varying types of libraries or the countries represented.

The data gathered in the second survey geared toward LIS graduates suggests that graduates of ALA-accredited programs are more successful at acquiring jobs overseas in the UK than CILIP-accredited graduates are in the US or Canada; roughly 81% of respondents with ALA credentials who applied for library jobs in the UK reported being successful, compared to approximately 35% of respondents with CILIP credentials who applied for jobs in the US or Canada. However, according to the data, this assumption is not due to the issue of foreign credentialing.

While conducting these surveys, I also received some interesting comments via email. Three self-identified American citizens wrote to tell me about how they had earned LIS degrees in the UK, only to return to the US and find that libraries would not hire them due to their CILIP credentials. One commented that library administrators told him that “non-ALA degrees would not even be considered, regardless of [the] reciprocity which CILIP currently claims.” Another respondent, who identified herself as a lecturer at one of the CILIP-accredited programs in the UK, shared that a few American graduates of the program had told her that they were denied employment upon returning to the States. In contrast, two respondents with non-CILIP credentials shared that they were able to find professional jobs in the UK without any difficulty. Thus, although not reflected in the statistical survey data, it is clear that foreign credentialing is indeed an issue when it comes to professional LIS employment in the US.

Conclusion

I drew three conclusions from this study: 1) ALA and CILIP expect roughly the same of their LIS graduates, since their core competencies are so similar; 2) required courses in both ALA- and CILIP-accredited courses differ, but neither side of the Atlantic shows a greater deficiency in covering the core competencies than the other; and 3) most ALA-accredited Master’s degrees are effectively the equivalent of CILIP-accredited PG Dips, and graduates of CILIP-accredited programs are more likely to have more practical experience in the field.

If those conclusions are true, then why has it been so difficult for graduates of CILIP programs to have their credentials recognized in the US and Canada? The ALA claims to celebrate diversity, and “promotes the exchange of professional information, techniques and knowledge, as well as personnel and literature between and among libraries and individuals throughout the world” (American Library Association, 2011b, para. 1). Wouldn’t working alongside library professionals who earned their degrees from around the world be a great way to do just that?

Michael Dowling wrote in 2007 that the ALA has changed its policies to be more accommodating of foreign credentials, but that the organization hasn’t communicated this change well enough to human resource departments. However, most of the comments I received about CILIP credentials being denied in the US indicated that this problem has continued since 2007. If the ALA has indeed changed its policies, it doesn’t seem to be communicating them any better. I, for one, would like to see this question of transferability addressed more clearly by the ALA and CILIP, in hopes that more LIS students don’t complete a year or more of study and hard work only to find that their degree is effectively worthless in the country where they’d like to work.


Dana HamlinDana Hamlin (Goblaskas) is an archives collections associate at the Massachusetts Institute of Technology. She earned her MLS at Southern Connecticut State University in August 2011, and can be contacted at dgoblask@mit.edu

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