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5856 results in Facet Publishing

Page 198 of 293

  • 12 - Professional involvement and career development

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 199-226

  • Summary

    Introduction

    Though it might not feel like it for those vital first few weeks in a new job, there is professional life outside the workplace. Although work-based activities and development are interesting and important, you will also find personal and professional value in other professional involvement.

    This might be attending conferences or other learning or networking events; or joining a professional organization, and getting involved as a member, volunteer, or committee member. You could find interesting and innovative ways to share your professional thinking and insights with other members of the profession – do you have a passion for haiku? A knack for communicating through cake?

    All of this involves learning new skills, and honing your existing ones. While you are doing this, you might start thinking about the future of your career: where you would like to go next, and how you are going to get there. Career planning can seem intimidating, but it doesn't have to be. As an information professional, you will already have most of the skills you need to think about how to develop your career.

    In this chapter we will look at all these types of professional involvement and planning. It isn't a prescriptive guide to how to get involved – there are as many ways to get involved in your profession as there are types of information professional, and we hope the case studies in this chapter will inspire you to come up with some of your own.

    Conferences

    Conferences are a fantastic opportunity for development. They give you opportunities to increase your knowledge formally, through attending sessions, and informally, though sharing ideas with other delegates. They are one of the best networking opportunities you will encounter, and they usually have time set aside specifically for networking, often over meals or drinks. This is a great way to get to know people in a social (yet professional) environment.

    Attending conferences can help you improve your listening skills; learn how to network; develop your presentation skills; teach or facilitate workshops; and get writing practice by blogging or writing-up the conference. All of this looks great on your CV, and can be good fun, too.

    Conferences are inspiring. It can be rejuvenating to spend time with infectiously enthusiastic fellow professionals, and to hear about the great projects they are running or the innovations they are making.

  • 4 - Marketing your service and engaging stakeholders

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 55-72

  • Summary

    Introduction

    As an information professional you may find that marketing doesn't come naturally to you. Unfortunately, just having a great service isn't enough. If you don't let people know about the benefits that your service can offer, you are not doing all you can to provide them with the service they need.

    Marketing isn't a dirty word, or an extra that sits on top of your services. It is an integral part of meeting your users’ needs – as the CILIP code of professional conduct states, members should ‘Ensure that information users are aware of the scope and remit of the service being provided’ (CILIP, 2004).

    A key point about marketing, particularly of information services, is that it needs to be benefit-led. While this might sound obvious, much library and archive marketing has traditionally been feature-led – ‘we have [x number] books! And [x number] databases! Come visit!’. These types of marketing message will only resonate with those who are naturally inclined to be excited by large numbers of books or databases – other information professionals.

    What marketing should be doing is informing your users (and non-users and lapsed users) of what you can do to make their life better. Rather than telling them how many books you have, tell them that you can find them something new and exciting to read. Don't state that you have many original historical documents available – shout about how you can help them to find unique sources to produce unique research. Don't send out a bland e-mail telling staff that the electronic library is now available from their desktop; lead by asking, ‘Want to save time on your research?’

    If people don't know why they should use you, they won't, and will therefore not get the benefits of all the carefully curated information resources you have purchased for them. It could be argued that lack of proper promotion of library and information resources will have a detrimental effect on the quality of information that your users will receive – either driving them to Google, or leading them to pay for information which they could have got free from the library. Increased visibility will increase usage, and is the best possible way to stop accusations of irrelevance and prove your value.

  • 10 - Upskilling and professional development

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 157-178

  • Summary

    Introduction

    Continuing professional development (CPD) is an important part of being a professional. It is a commitment to keeping your knowledge and skills up to date; without it, your development will stagnate, and you will fail to provide the best service possible to your users.

    There are various aspects to professional development. One of the first things to do is to assess the skills you already have (carry out a skills audit). You should then look at the skills and knowledge required by your current role, and see which areas you need to strengthen. You can follow this with a more aspirational assessment – look at the positions you might like to occupy in the future, note which skills you need to develop, and plan your CPD accordingly. This will help you develop as a professional, as well as aiding your career planning.

    A commitment to CPD is important because:

  • • it ensures you have the right skills to give your users what they need

  • • it makes you more valuable to your current organization

  • • it makes you more employable when it's time to move on

  • • it can keep you energized and engaged

  • • it can lead to further qualifications (such as CILIP Chartership)

  • • lifelong learning can be enjoyable

  • • it can extend your professional network through contacts made at courses, conferences, etc.

    • You can build continual skills assessment into your professional life. Deborah Dalley, a freelance consultant who specializes in personal and group development, gives you some tools to help plan your development.

    How to …

    Assess yourself

    I have been a management trainer for the last 20 years and one thing I've observed is that successful people are proactive, not reactive, about their career planning and personal development. They take responsibility for their learning and recognize that it requires an investment of time and energy.

    Personal development planning involves asking yourself three key questions:

  • • Where am I now?: What skills do I have? Can I identify things that I have achieved that demonstrate those skills? What do I enjoy doing most at work? What motivates me?

  • 7 - Generating funding and doing more with less

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 113-128

  • Summary

    Introduction

    One of the phrases currently pervading the media is ‘the current economic climate’. Whatever you may think about the global economic situation, recessions and economic uncertainties facing many countries are producing a straitened economy, with pressure on people and organizations at all levels to reduce spending, and ‘do more with less’.

    This is as true in the information environment as in any other sector. Libraries, archives and information services are facing cutbacks and closures. In 2011 many UK public libraries were under threat of closure due to reductions in council funding: at the time of writing, news and campaign website Public Libraries News reported, ‘433 libraries (344 buildings and 89 mobiles) currently under threat or closed/left council control since 1/4/11 out of c.4612 in the UK … Librarian professional body CILIP forecasts 600 libraries under threat (inc. 20% of English libraries)’ (Public Libraries News, 2011 (statistics updated daily)).

    Even if your service is under no threat of closure, you may be facing reductions in staff or funding. The corporate, legal and financial sectors, in particular, have been subject to some heavy outsourcing of their information work.

    Demonstrating value

    Services are also being asked to produce improved results with reduced resources. You might find this involves re-evaluating your services, or finding new ways to demonstrate your value for money or return on investment. You might be asked to put a monetary value on the services you provide, either a notional value for budgeting or a real value, which will be charged against other departments in your organization.

    Just as internal charging can help you put a price on your services, a similar system can be used to help quantify your overall value, by looking at how much users would have to pay if you weren't available. A high-profile use of this principle is the British Library's report Measuring Our Value, which demonstrated that ‘for every £1 of public funding the British Library receives annually, £4.40 is generated for the British economy’ (British Library, 2004).

  • Conclusion

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 227-230

  • Summary

    This book has given you the tools to thrive in your first professional role: to manage projects, money, users and your own development. You should have a clear view of how to move forward in the profession, and to make sure that you, your users and your professional peers get the most out of what you do.

    You should understand how to think about project management, and how to make sure that you are using the most suitable tools for the job.

    You should be more confident in measuring and communicating success – in all forms of communication. While communicating well is very important, don't worry if you are scared of it. Practice helps to build confidence, and peers will support you, and provide useful feedback. Remember that all forms of communication feed off each other, and learning to communicate with peers in writing can help you to have more confidence when communicating verbally with users.

    Place the needs of the user at the centre of your role. This is easiest to do if you align yourself with them – understand their values, use their vocabulary. Knowing what they really want will help prove your value, too.

    Remember that marketing is a vital part of providing a good service, and strongly connected with meeting your users’ needs. It can take some special effort, but can also be part of your everyday activities. Just being the most professional person you can in all your interactions is great marketing. You could take this to its furthest extent, and become ‘embedded’. Think about the extent to which place defines your role.

    Meeting users’ needs is likely to involve working with technology. The advent of technology hasn't changed what the fundamentals of our job are, just how we do it. The more you know about technology, the more you can get involved in using it to deliver cool and innovative services.

    You don't have to learn to code – though it's great if you want to! There are applications and services you can use, without having to understand all of the technology behind them. You should know enough to support your users, and to collaborate with IT specialists and coders. You also need to understand the fundamentals of digital preservation, for future information curation and retrieval.

  • 1 - Project management

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 1-14

  • Summary

    Introduction

    It is likely that one of the first things you do in a new professional role is to get involved with project management. Perhaps your workplace is running a project your managers would like you to get involved with, or someone has asked you to manage a small-scale project. You might be specifically employed to do project work – there are frequently project-based roles in library and information science (LIS), which may appeal especially to early career professionals. These roles frequently have short-term contracts (of a year or less), and allow you to gain experience in different areas of LIS work. There may also be the chance to turn a project position into a permanent role with your employer. Your project involvement might be:

  • • managing a project that you are undertaking

  • • working as one of a team on a project someone else is managing

  • • managing a project that a team is working on.

    • These projects might be formal or informal, work-based or external. Allan (2004, 6) classifies projects into the following categories:

  • • strategic or operational

  • • simple or complex

  • • local or distributed

  • • having ‘hard’ or ‘soft’ outcomes

  • • fixed or changing the environment.

    • Whatever the type of project, they will all have certain things in common.

    What is a project?

    A project is a task, which has the following characteristics:

  • • start and end dates: so it is completed within a certain time span, defined in advance

  • • measurable goals and outcomes: what the project is to achieve

  • • a budget: with an allocation of resources, including money, time and staff.

    • The success of a project is measured by these characteristics: a successful project is one that is completed on time, within budget, and achieves its goals.

    Project work frequently requires you to collaborate across departments and disciplines. While projects might just involve library or archive staff, it is more likely that they will also require the involvement of other departments, such as finance, information technology (IT) and human resources. The ability to liaise with staff from different departments is a core skill required for project work.

    Although projects can be large and complex, they can also be small-scale and relatively simple.

  • 6 - Getting and staying online

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 93-112

  • Summary

    Introduction

    An online presence for your service is vital, and new professionals may be expected to contribute to their workplace's web presence.

    Nearly all institutions have a web presence of some kind. The advent of Web 2.0 and social media technology has made it possible to move away from static, merely informative web pages to a more interactive web presence. Moreover it has made it possible to do so quickly, easily and cheaply – without the need for experts or investment in expensive equipment. One of the things we will consider in this chapter is how library and archive services are using social media effectively.

    But it is not just information about the service that users expect to find online. They want information about collections and materials – and, ideally, online access to the materials themselves. Information about collections can be made available by exposing your library or archive catalogue to Google, if the system allows, and you have the technical expertise available to do so. You could also release your data as open data, or linked open data, as mentioned by Lukas in Chapter 5.

    Chapter 5 also looked at sustainable digital preservation, and talked about why it is important to ensure long-term access to materials. In this chapter we look at the principles of making your collections as online-accessible as possible, and how to facilitate access to your sustainably preserved material. First, Jane Stevenson of the Archives Hub will explain how to create archival descriptions that are web friendly, interoperable (usable by more than one system) and sustainable. Then we will look at how two library and archive services are putting these principles of openness and accessibility into practice, using social media tools.

    Creating effective descriptions of archive collections for an online environment

    When you think of archival finding aids, you might think of printed, or even written, handlists. Frequently stored with the materials they describe, and often on paper so old and yellow that they seem part of the archive themselves, paper handlists and printed descriptions were, for many years, the standard source for information about an archive.

  • 2 - Teaching, training and communicating

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 15-36

  • Summary

    Introduction

    At some point your role as an information professional will almost certainly involve some form of teaching or training, such as:

  • • teaching users in large groups (e.g. as inductions)

  • • teaching users in groups, with hands-on (e.g. information literacy or database training)

  • • teaching users one to one

  • • training fellow professionals (e.g. at a workshop, training day or conference)

  • • training colleagues (e.g. training new staff, passing along information from a training course or conference)

  • • delivering presentations to users, stakeholders, colleagues or professional peers.

    • Even if you don't – or think you don't – have to do any of these things, learning the principles of teaching and training will help you to communicate effectively, and become more confident when communicating with others.

    Effective communication

    Most roles will cite communication as a core skill. For communication to be fully effective, it needs to fulfil a need for both parties: the communicator must impart the information they intended to; and the recipient must feel a benefit from receiving this information.

    It takes skill to craft a message that is clear, concise and relevant. This can be much easier in one-to-one communication than in group communication. With one-to-one contact you can tailor your communication specifically to the person you are communicating with: use their preferred vocabulary, meet their needs, and fall within their frame of reference.

    With large numbers of people it can be a little harder. It helps if you can address coherent groups – groups that are likely to have the same communication need and receive the same communication benefit. You can start to do this by dividing your potential audience into sections, and deciding how you can most effectively communicate with each section (see Chapter 4 for more about identifying and engaging with stakeholders).

    Effective communication can help you to show value and encourage use by using the value terms your communicatees recognize.

    Teaching and training

    The information professions have traditionally been seen as professions for introverts. In a panel at the 2011 Special Libraries Association (SLA) Conference in Philadelphia, Stephen Abram outed himself as an extrovert, and admitted that it made him unusual in his chosen profession. He suggested that the proportion of extroverts to introverts (approximately 75:25) in the population as a whole is reversed in librarianship and related professions.

  • Introduction

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp xvii-xviii

  • Summary

    Being a new professional isn't always easy. With the range of roles available to information professionals becoming ever more diverse, the variety of required skills and knowledge is also growing. New professionals often find themselves in a role where they are expected to acquire and use new skills rapidly. In a time when budgets are being reduced, it is unlikely that all of these learning and development needs will be satisfied by formal, workplaceprovided training, and staff are increasingly expected to be responsible for their own training and development.

    This toolkit is designed to help you through this transition – from settling in to your first professional role to managing your career development. Packed with case studies from new and experienced professionals, the toolkit will give you new perspectives on library and information science (LIS) work, and guide you towards the resources and information you need to help you grow professionally.

    This book is aimed primarily at newly qualified librarians and archivists who are in their first professional roles. Students, trainees and those interested in a career in the information professions will also find it useful, especially if they wish to prepare themselves for what might be expected of them in their first professional role and tailor their professional development accordingly. Established professionals may also find useful information or exercises, especially if they are moving into a new role, or coming back to the profession after a career break.

    Building on the experiences of both new and established professionals, this book contains contributions not only from the UK and the USA, but also Canada, the Netherlands, Greece and Australia, and from a wide variety of sectors, including academic, public and law libraries; archives and special collections; and specialist information providers in a number of environments.

    There is practical advice about how to get your library or archive service online, tips on digital preservation and project planning, and information about external funding sources and how to apply to them. Learn how to carry out a skills audit to find out what you need to learn and what training you need, then discover how to make the most of your formal and informal learning, and apply it in the workplace.

  • 5 - Using technologies

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 73-92

  • Summary

    Introduction

    Information professionals and technology have been linked for a long time. While it may be tempting to think that the association began with the move towards computer-cataloguing in the late 1960s, Murley (2009) mentions that one of ‘the featured programs at the 1938 AALL [American Association of Law Libraries] Annual Meeting was “The Use of Microfilm in a Law Library”’, and that microfilms and microfiches were still being discussed well into the 1970s.

    Nearly 40 years of talking about a single technology may seem to show libraries as being slow-moving adopters. While this may be true for some, others have been at the forefront of implementing new technologies: Berners- Lee mentions how librarian Louise Addis at the Stanford Linear Accelerator encouraged the establishment of the ‘first web server outside CERN’ (2000, 50). There is a digital divide with our very profession: at the time when many information professionals are taking a leading part in driving new technologies, many libraries and archives still have records on paper, or locked into proprietary software.

    Why this dichotomy? Although stereotypes would have you believe that information professionals are either computer-fearing luddites who would write with quills if modern feathers weren't so shoddy, or devoted technophiles who would sooner lose an arm than their smartphone, the reality is much less clear-cut. Much of the disparity comes down to resources, human as well as technical. To implement a new technology in an information environment, you need staff who can appreciate possible uses and learn how to use it, know enough to teach others to use it, and can install and maintain it. You also need a management and a user base of people who are prepared to accept change, and enough time and money to fund the project.

    You can be as enthusiastic as you like, but if your organization is tied into Internet Explorer 6, or can't afford to replace its obsolete computers, you are unlikely to be able to implement whizzy technical solutions.

    The move towards automation

    A major technological change in libraries was the move to cataloguing on computers.

The New Professional's Toolkit
  • Bethan Ruddock
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012
  • This is the definitive handbook for all new information professionals wanting to thrive in their careers. Drawing together the experiences and advice of rising stars in the information world it provides a comprehensive and dynamic resource which will help you to understand and tackle every challenge you encounter in the information world. Each chapter will interweave expert and cutting-edge narrative introducing the topic with international case studies from all sectors examining personal experiences and how these have shaped their roles. Advice, practical exercises and activities will guide the reader in their own professional development. Some of the topics covered include: utilizing technologies and social media; engaging stakeholders and promoting library services and the information role; user analysis, metrics, quantitative measures and SWOT analysis; generating funding and how to do more with less; getting involved in digital preservation; managing people and communication skills; up-skilling and professional development; and, networking, promoting yourself and staying up to date. This is essential reading for all new professionals in academic, public and special libraries, archives and records management and those who want to further develop their career. It's also an invaluable guide for students of these disciplines hoping to get to grips with the profession.

  • 11 - Networking and promoting yourself

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 179-198

  • Summary

    Introduction

    In Chapter 4 we covered how promotions and marketing are a vital part of providing the best service possible to your users. It is not just your organization and services that need promoting: you also need to promote yourself, and for many of the same reasons. This isn't about boasting about how great you are, but about making people aware of your unique skills and expertise, so they can call on them as necessary.

    Just as your users won't know how your service can help them unless you specifically tell them, people won't know what you personally have to offer unless you make it obvious. In the workplace, you as a person can inspire trust and reliance in a way that your library or archive as a service can never do. Your users are much more likely to connect with your personal expertise: ‘The information service can do that. I read it on a leaflet’ is a much less powerful message than ‘Bethan can do that. She was talking to me about it last week.’ Your knowledge, expertise and personal skills can be a very valuable asset to your organization.

    Personal promotion isn't all about raising your profile, and that might never be a conscious part of your actions. Your ‘brand’ will often grow naturally out of the work you are doing and sharing with the community. As you share your learning, thoughts and insights, professional colleagues will build up a picture of your skills, knowledge and personality. This will help in all aspects of career development – the more people know about what you can do, the more likely they are to ask you to do it.

    Think of it as conservation of energy – you are making the most you can out of the activities you do, and allowing others to share in the benefits too. A reputation for professional generosity is an excellent one to have! Making sure that you have a good professional reputation and brand is also good for your employer, as their name will be associated with all the interesting and innovative work you do.

    Branding and marketing yourself

    It can be difficult to take the first step towards promoting yourself, especially for introverts, who might see it as being pushy, or boasting.

  • 9 - Information ethics and copyright

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 141-156

  • Summary

    Introduction

    Adhering to a set of common ethical standards and values is part of what defines a profession, and is as important for information professionals as it is for doctors or lawyers. When you become a member of a professional body, you agree to abide by the ethical practices of that body, and may be subject to disciplinary proceedings if you are found to have not done so. Non-members should not take this as permission to disregard ethics! Acting with integrity should be a vital part of every professional's conduct, whether they have committed to adhere to a particular code of conduct or not.

    As Sturges (2003) points out, the UK didn't have an official ethical code for library and information professionals until 1983, and was again without one in the early 2000s, following the formation of CILIP from the merger of the Library Association and the Institute of Information Scientists: ‘The evidence suggests that if a code has any function at all in Britain, it is not to provide a set of rules against which the conduct of delinquent members can be judged. Rather it is to set out principles that will help the membership as a whole to structure their professional conduct’ (2003).

    Frank Boles of the Society of American Archivists (SAA) makes a similar point: ‘In the end, the Code of Ethics is for our members to use – and perhaps place in their own work environments – rather than for the Society to enforce’ (2009). While this may be true in most cases, there is a recognized need for recourse in cases of breach of ethical codes, and most professional organizations have a system in place to deal with them. It may be argued that being seen to censure those who fail to uphold the ethical and moral standards of the profession is a key component of upholding professionalism in the public eye.

    It is likely that most practitioners will never come into contact with official disciplinary proceedings, or serious breaches of the ethical code, but they will come into contact with ethical dilemmas, and this is where the guidelines and communities of discussion come in. Guidelines by themselves are very useful things to have, but it can be difficult to apply them in practice.

  • 3 - Meeting your users' needs and measuring success

  • Bethan Ruddock
  • Book:
    The New Professional's Toolkit
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 May 2012, pp 37-54

  • Summary

    Introduction

    Meeting users’ needs has always been central to the library and information profession. It is no coincidence that user needs are at the heart of one of the LIS community's unofficial mottoes, Ranganathan's (1931) five laws of library science:

  • 1 Books are for use.

  • 2 Every reader his book.

  • 3 Every book its reader.

  • 4 Save the time of the reader.

  • 5 The library is a growing organism.

    • They have stayed at the heart of every reimagining and reinterpretation since. ‘Books’ may have been replaced with ‘media’ or ‘information’ and ‘reader’ with ‘user’, but the key principles of connecting the user with the right information, in the right way, and at the right time have remained.

    While the format of information has definitely changed, the principles behind its provision haven't. You can think of good information provision as being like providing a well balanced meal. It must look appetising (be presentable), be delivered when the user is hungry (be timely), taste good (meet users’ wants) and be nutritionally balanced (meet users’ needs).

    One of the big challenges for information professionals is to distinguish between users’ wants and users’ needs. We all know that half of the art of a good reference interview is to get past what users think they want to what they actually need. Unfortunately, not all interactions and services come with a chance to talk in detail to your users about their wants and needs. So how do you find out whether you are providing the services your users really need?

    One of the first things to do is to find out who your users are. How easily you can do this will depend on your organization – a firm's internal law library will probably have a much better defined user group than a public library, for instance. But no matter how well you think you know your users, it is always worth an occasional stakeholder scan. You might find users and non-users in unexpected places (see Chapter 4 for more about working with stakeholders).

    To communicate effectively with your users you need to understand them, their culture and their vocabulary. Understand the words they use and how they use them – you might already be doing something they say they want; you are just not telling them about it in the right way.

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