Introduction

Of all the chapters in this book, this is potentially the most important. Library staff can work to develop their knowledge of the scholarly communication landscape but how do they put this into practice by securing a role and which jobs are they qualified to undertake? One of the main challenges to this is deciphering the language used in job advertisements in the sector as it is often unfamiliar and off-putting. This chapter aims to demystify this language, outline the range of positions available and highlight the specific skill sets required for those who want to work in scholarly communication. In a different approach from other chapters it begins by looking at some of the formal research undertaken into the skills used in scholarly communication work and how they align with those specified in current job advertisements. It features a range of case studies from people who work in research support roles and an exercise that encourages readers to undertake a focused audit of their current skills. At the end of the chapter readers will have an increased understanding of the range of jobs available, the skills needed to secure them and a plan to develop them.

Scholarly communication skills in theory

In recent years various groups have done a great deal of work in determining the skills necessary to work in research support positions, producing a range of core competency documents. The first of these was the 2012 report commissioned by Research Libraries UK (RLUK) (Auckland, 2012), which has become one of the most influential documents of its type. The report was developed in recognition of the changing role of academic libraries as their research support function became more prominent. It outlines 32 skills and areas of knowledge needed to work in this area. For example staff should be able to manage and manipulate information effectively, and relate funder mandates to assessment exercises like the REF; they also need a working knowledge of metadata schemata. The report emphasises the importance of staff building relationships with researchers and academics, having strong communication skills and the ability to design and deliver effective training on a range of changeable procedures.