Workplace Decisions

I once overheard someone say, “I can’t supervise my friends.” Why not? It sometimes happens — friendships develop at the workplace. They meet for coffee. Go to lunch. Meet for drinks after work, etc. During the course of that friendship there could come a time when one of them could become a supervisor of one or more of the friends, which brings me to this: “should that friend decline this opportunity?”

I’ve given this hypothetical situation some thought, and I think that the answer should be considered outside of the relationship. Friendships should not be affected although the work relationship might – as a result of this potential change in hierarchical structure. I believe that friendship is partly based on mutual respect for one another; a respect for one another’s opinion; choices, etc. It is a job after all, and why wouldn’t we continue to work together as professionals in jobs that allow us to support ourselves and/or our families? I would congratulate my friend on their achievement and continue working with them to accomplish our organization’s objectives and goals. And after work, we could get together with our friends and get the party star…TED.

Is it me?

Over the last few years I have attended several professional development workshops. I often leave feeling inspired by the ideas and information shared by both the facilitators and the participants. However, lately I have also noticed something else that has me asking this question: when away from their respective libraries, do the usually customer service-driven librarians have a difficult time relating to one another out of the context of their library setting?

Perhaps I am asking this question because the topic of the workshop that I attended had to do with building a social library, and based on my observation, the librarians in attendance appeared anything but social. As a profession driven by the mission of providing exceptional customer service to their communities (public, academic or otherwise), why is this a routine topic of discussion and articles? Hmmm, something to mull over and discuss in a future post…

Eye-to-eye

Recent events inspired this consideration: people need connection. Not the kind achieved through electronic connectivity; but face to face — look me in the eye so that I know that you’re listening to me — connection. Mobile technology has become so ubiquitous a tool to current connection preferences; yet still, I see people around me behave in ways that suggest that mechanical components are merely that: tools meant for a specific purpose; meaningful connection not being one of them. A colleague and I recently submitted a chapter for a book being written on modern reference practices. For our chapter, we wrote of our reference desk service delivery experience to a library user group that has been defined as “millennial.” Their generation is defined by William Strauss and Neil Howe, authors of the books, “Generations: the history of America’s Future, 1584 to 2069″ (1991), and “Millennials Rising: the next generation” (2000), as one that relies upon “instant communication” such as “email, texting, and IM” as their preferred methods to both share information and stay in touch with their wide social network. And, these forms of instant communication are facilitated through a variety of electronics (e.g., smartphones, laptops, iPhones, etc). These gadgets have become a competitor for the attention of the Millennials in the classroom environment, and by extension, the college library.

Granted, even in our library, many of our students, who are a part of this technologically-connected group, have been observed during a class led by their instructor or librarian, as completely focused on one or more of these tools. Yet, these same “disengaged” students have also been observed to turn into completely different people when involved in a one-on-one encounter. When in the Library, speaking to staff at the reference desk, or casually in the stacks while looking for materials, their reaction can often be compared to light flooding a dark room when the switch is turned to the “on” position. Watching this happen has become a source of satisfaction for our Library staff. While I understand the need to remain current with the continued exponential growth and changes in the technologies that facilitate communication (and connection), I think that it is equally important (if not more so) to remember that the most important connection will always be made through more simple means: when we look into the eyes of someone that is listening.

Professional Development on the horizon

Ugh. Way too much time has passed since my last blog post. Really unconscionable! Much has happened since March, but I will not bore anyone (including myself) with any details. My life in the library has kept me in a steady stream of activity, and that is what is worth discussing here. 

I attended the ACRL (Association of College and Research Libraries) 2009 conference this year. It was awesome; and not just because I was one of the lucky recipients of an ACRL Scholarship. Reviewing the program schedule prior to arriving in Seattle, I was a little nervous about the few workshops being offered; however, was immediately drawn to the several panel sessions on the schedule. I noted a few on my conference planner with the hope of stumbling upon others upon my arrival. This approach paid off — in spades! My schedule over the two and a half days spent at the conference was jammed with panel sessions and my newest discovery: poster sessions! Poster sessions are a wonderful event whereby participants develop a one-shot presentation of their research. Topics ranged from reference service; information literacy instruction; strategic planning, and collection development. Presenters were easily accessible and available to further discuss their topic (networking opportunity!) without the pressure of a microphone or large, restless audience. Poster sessions were offered three times per day, with the presenters and topics rotating with each poster session. With up to thirty presenters at each session, this provided a large and diverse forum of sharing, collaborating, and networking for all parties! 

Some time ago, a colleague of mine and I were chatting about various issues in our respective libraries when we discovered that we shared a common experience with a certain issue. After a chuckle over our “jinks you owe me a Coke moment,” she suggested that we should consider developing a poster session for an upcoming conference. I remember bristling at the idea out of shyness and insecurity; however, after observing the poster sessions at ACRL, I feel inspired to work on a “rough draft proposal” and submit it just to see what happens. You know what they say, “you never know until you try.” What a great way to ease into active participation in my professional organization!

Building bridges to collaboration

I have always believed in the concept that, “two heads are better than one.” This is my mantra as I work towards establishing a stronger relationship with our faculty and conveying the message that one of the keys to our students’ success is by working together to assist them as they travel the road to academic achievement. I work at a small, private vocational school. The school offers what I call a “blended learning environment,” in that students acquire a trade skill (in design [fashion, interior, graphic, digital media) as well as earn either an associate’s degree or a bachelor’s degree in business management. Many instructors are working professionals in their industry and who share their work experience in the classroom. While their sharing of professional work experience is extremely valuable, it does challenge their skills in understanding what students need to succeed in an educational environment. I find myself at the reference desk assisting students in deciphering instructions given to them from their instructors as they attempt to complete course assignments. After careful consideration, and observation over time, I have come to the conclusion that the instructors are focused on teaching their subjects and not on preparing students on the skills necessary to complete the work as assigned. Students are often given the directive, “just go to the Library” and they will help you. This is confusing for students, as it is for staff, as neither one of us are mind readers when it comes to figuring out what it is the instructor wants from their students. In speaking with instructors, I am learning that many believe that students are aware of how to use the Library and conduct research. Further, many assume that students gain experience with research and using the Library while attending high school. Unfortunately, this is not always the case. I have had many conversations with frustrated instructors as they express concern over their students’ lack of ability and are surprised to learn that their assumption (that students gain this experience while in high school) is, in many cases, invalid. Needless to say, I was honored when recently invited to participate in a newly established Research Task Force where department chairs, instructors, and library staff will meet to discuss ways to improve learning outcomes and more importantly, assist students achieve their educational goals. I am looking forward to this new collaborative journey and will share my experiences here as they unfold. Stay tuned…

How far is too far?

As a Librarian at a small private college who regularly staffs the reference desk, I am always challenged by those questions whose answers require more than a quick check of the online public access catalog or scan of the available online subscription databases. For example, my colleague (who monitors the “Ask a Librarian” email) recently forwarded to me one such email which asked for back issues of a certain magazine. The magazine is one which we currently subscribe; however, we retain only a year’s worth of back issues in print. The inquirer was told this information by my colleague, and he quickly replied (paraphrasing), “Can you tell me where I might find the issues that I’m looking for?” Further complicating the search for a satisfying answer was the fact that the inquiry came from someone not part of our campus community. It would have been easy to tell the person to access our subscription database, Ebscohost to find electronic copies of the issues he was seeking. But no, this was a public inquiry and rather than just tell them to investigate the many wonderful databases available at most public libraries, I did the footwork for him. I found which library subscribed to the database in which their magazine was included, and then sent him the answer which included the name of the library; the name of the database where he would find electronic copies of the magazine he was looking for, and instructions on how to apply for a library card (if he didn’t already have one).  When sharing this story with a colleague it was only then that it occurred to me that I probably went “beyond the call of duty” to answer this question. In some ways, I agree; however, at the time, all I saw was a person who needed help finding an answer to his question. It didn’t matter that this was a question better suited for a public library – which is not where I am employed. But I felt that it was important to answer this question. After all, it was directed to me for a reason. So how far is too far?  Well, soon after I sent him an alternative option for accessing the needed information, he sent me a very nice thank you note. I guess I went far enough.

New year, new post (finally!)

Borrowing from the famous Nike slogan, “Just do it,” here I post again after a too-long hiatus. For weeks now, I have been agonizing over what I should write about next, and what I ended up doing was not writing at all. I thought myself out of writing because I had convinced myself that I had nothing worthwhile to say. Yeesh!

As with most folks, this time of year always brings about reflection and plans for a better future. I am no different. Reflection is a necessary process when planning for the future. For me, it allows me the opportunity to consider what I accomplished. And what I didn’t. It also lets me consider the reasons for the different outcomes.

I begin the year with the following accomplishments: a finished script for the first in a series of scheduled podcasts focusing on the principles of information literacy; a faculty database workshop aimed at assisting instructors in clarifying for their students the difference between retrieving information from the world wide web and subscription databases, and the support of staff and administration to do more in strengthening faculty and library collaborations. It’s exciting. It’s gratifying. And there’s more work ahead. So here I go, as I go forth and “just do it.”

Conference Attendance Benefits

When I think of attending conferences for professional development, I focus on the variety of opportunities that I will encounter: networking with professionals in my field; vendors promoting the latest and greatest of their services and products, and often the most attractive benefit: time away from the work environment. Some may agree or disagree, add or subtract from the short list of opportunities listed; however, I did discover one benefit that I did not realize before – a sense that I was not alone in whatever concerns or issues that I faced in my own library environment. During one session where the presenter shared their library’s experience with embedding libraries and librarians into their academic institution’s curriculum – the institution being a prestigious Ivy-league university – she also spoke of her often frustrating experience with hierarchy at her institution — an almost impenetrable infrastructure which often delayed many projects she and her staff painstakingly developed to enhance the education and research objectives of their institution’s users (made up of faculty, research scholars, undergraduate and graduate students).

When she rather off-handedly shared this revelation, I recognized a kindred spirit with some of my own frustrations with my library’s equally slow response to similar circumstances. Watching others in the audience nod their head in agreement and/or acknowledgement served as further confirmation that information professionals across a variety of settings face the similar challenges, regardless of the library setting. I felt on common ground with others who share what I like to refer to as bureaucratic constipation.

What was also confirmed is my membership in a wonderful collective of information professionals, folks who believe in doing what is best for our individual communities. And we do this while often facing difficult challenges ranging from lack of funding, lack of resources, and often, a seemingly reluctant bureaucratic body necessary to progress. Our users are always at the forefront of everything that we do. We want nothing less than to provide the best resources and services available. One of the ways to do this is to participate in conferences such as this to discover innovative ways and changes which will help all of us remain relevant and connected to our users and, to share our experiences, our challenges, and successes. Some may walk away from these sessions and know that a particular experience would not be possible in their respective setting; however, I think that the possibility of developing something similar is the better perspective to take away. Sharing and exchanging experiences (the positive and the negative), I think, may plant the seed for other, new possibilities. This is collaboration at its best.

Administrative Lessons Learned

One of my least favorite courses during Library school was Information Organizations and Management — specifically, when it focused on Human Resource Management. For me, I enjoy collaborating with my colleagues — working together to achieve mutual goals and objectives — and infusing part of each day with some humor and quite abit of fun. I am very passionate about my job. I understand the important role that not only I, but everyone plays in the daily operation of our library. And, many of us acknowledge and appreciate each other’s contribution to keeping the doors open and our patrons willingly entering each and every day. It is every employee’s dream to work in a place that provides more than the occasional positive feedback and professional affirmation that all of the hard work it took to arrive in this job was worth the sacrifice. Therefore, it seems that an occasional reality check be part of the big picture in order to keep things in perspective. It’s appropriate that some discomfort exist to keep our feet on the ground and our learned professional skills challenged.

In my library, through a series of what can only be defined as unfortunate events, staff shortages have become routine, and the remaining staff is increasingly over-worked and stretched-way-too thin. I understand that this is not an uncommon situation; however, addressing it from a supervisor’s perspective is fairly new to me. I have to put into action, the lessons learned while in that less-than-appealing management course. I admit, it is much easier to lead staff members when the journey is not complicated by unpleasant tasks; however, as someone who is part of a management team, I have to “suck it up” and motivate others to join me as we work t.o.g.e.t.h.e.r. to reach a more pleasant destination.

Until now, I have consistently chosen to take on these unpleasant tasks rather than delegate them — or release them to those that offer to share some of the burden — however, learning to say “no thanks” while easier on my ego, is much, much harder on my emotional well-being (i.e., my frustration level rises, as does my rather nasty demeanor). This error in judgment resulted in my giving less than my normal 1000% on the job. Worse, I performed at less than my usual (self-imposed) standard which means, you got it, patrons did not receive the service that they deserved.

Fortunately, I am aware of the misstep. While there is little that I can do (short of turning back time) to undo the “bad” day, I can acknowledge the error in judgment and move forward with a different plan and perspective to avoid it in the future (this is my hope and goal). I will revisit (and work to apply) those principles and concepts learned in the management class that I thought I would not have the occasion to use. Reality check number two: it’s not enough to be a competent information provider, it’s also about being an effective leader.

I am relieved to know that some of the lessons learned during graduate school will not fall victim to what I refer to as the “Algebra condition,” which I define as “where in life will I ever apply these principles?” Sorry math wizards. I still haven’t found an area in my life (professional or personal) where Algebra will lead me to an answer.

Exciting project

Research Strategies

I am currently collaborating with the Dean of Education to develop a “Research Strategies” series geared towards first year students. Using the Association of College & Research Libraries (ACRL) standards and guidelines, my fellow librarians and I are crafting library research vignettes to illustrate a “routine” interaction between Librarian and student. Our hope is to ease some of the “library anxiety” that many students feel, and some faculty for that matter. The first installment, “Defining your topic,” has already opened the eyes of the Dean of the Education Department, to both the challenge of the Library staff at the Reference Desk, and more importantly, that of the student as they grasp the concepts and the requirements of their first college-level research paper. Their course assignment prompts often offer little more than a standard warning about plagiarism and the assignment “rules.” There is surprisingly little guidance regarding recommended or suggested resources to use, where to seek research assistance, or an offer of consultation for help or clarification. From the outset, I knew that this project would bloom into something more complex than the initial proposal; and am ready for the challenge ahead. I especially look forward to the collaboration with my peers as we work towards creating an educational experience that our students deserve as they pursue their academic and professional goals.