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Skills to Make a Librarian

Book Description

The library and information profession builds skills and expertise that cover a wide spectrum. These skills are often desirable in other fields and industries. Likewise, the skills we build before entering the library and information professions can help us as professionals. Skills to Make a Librarian looks at both sides of this equation through a collection of essays by current and former librarians and information professionals who make use of this wide range of cross disciplinary skills.

  • Chapters written by authors at various points in their careers detailing what skills they have developed outside of librarianship
  • Chapter authors discuss skills that have benefited their practice and careers, and how the skills of librarianship fit into life outside libraries
  • Authors open up about personal experiences while keeping it professional

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. Dedication
  6. List of figures
  7. List of tables
  8. Preface
    1. More than a measure of skills
    2. Time management and “to do” lists
    3. Evaluation
    4. Learning to experiment
  9. About the editor
  10. About the contributors
  11. 1: The benefits of earning a Master of Fine Arts to library leadership
    1. Abstract
    2. Introduction
    3. My path to librarianship
    4. The MFA workshop format
    5. How to take and give criticism
    6. What motivates people
    7. When to let go of good ideas
    8. The power of storytelling
    9. Conclusion
  12. 2: Transferable skills: from rocks to books
    1. Abstract
    2. Introduction
    3. Transferable skills for librarians and geologists
    4. Project management
    5. Facilities care and maintenance
    6. Disaster preparedness
    7. Conclusion
  13. 3: More than just story time: how librarianship prepares you for parenting, and vice versa
    1. Abstract
    2. Introduction
    3. Literature review
    4. Methodology
    5. Results
    6. Discussion
    7. Future directions of research
    8. Conclusion
    9. Appendix 1 Intersection between parenting and librarianship survey text
  14. 4: From nonprofits to libraries: information-gathering, communication, and relationship-building—skills that transcend fields
    1. Abstract
    2. Grant writing and fundraising defined
    3. Information-gathering
    4. Knowing the audience/user
    5. Online research skills
    6. Librarians online research skills
    7. Professional development
    8. Evaluating information
    9. Information-gathering
    10. Information curation
    11. Communication
    12. Librarians tailor communications
    13. Relationship-building
    14. Conclusion
  15. 5: A head for business and a heart for libraries
    1. Abstract
    2. The MLIS—a new beginning
    3. Head for business
    4. Reality
    5. When a door closes, look for a window
    6. Mourning period
    7. Life as a records manager
    8. The records center
    9. Website design
    10. Taxonomy
    11. Process improvement
    12. Relationships with customers and process partners
    13. Empowering customers
  16. 6: Information matters: critical-thinking skills in the library (and out)
    1. Abstract
    2. Introduction
    3. Evaluating authoritative sources
    4. Being aware of bias
    5. Why information matters
  17. 7: A biologist adapts to librarianship
    1. Abstract
    2. Introduction
    3. Adaptive management
    4. Evaluating and writing grant proposals
    5. Defining research data management plans and metadata guidelines
    6. Sciences content knowledge
    7. Scholarly publishing
    8. Writing and finding technical reports
    9. Public speaking experience
    10. Meeting facilitation
    11. Negotiation
    12. Project management
    13. Local government agency culture
    14. Conclusion
  18. 8: A librarian prepares: strengthening job performance through theatre practice
    1. Abstract
    2. Introduction
    3. Background
    4. General skills
    5. Reference
    6. Instruction
    7. Library skills in theatre practice
    8. Getting involved
  19. 9: Why a marketing background is a good fit for the library profession
    1. Abstract
    2. Introduction
    3. Marketing and libraries
    4. Reasons to market libraries
    5. The need for librarians with marketing skills
    6. Marketing skills to bring to the library profession
    7. Marketing skills add value to your resume
    8. The marketing and communications process for libraries
    9. Conclusion
  20. 10: My journey from certified bra fitter to reference librarian
    1. Abstract
    2. Introduction
    3. J. Brannam
    4. Dillard’s Department Stores
    5. Army & Air Force Exchange Service
    6. Reference Service
    7. Visibility/approachability
    8. Interest
    9. Listening/inquiring
    10. Searching
    11. Follow-up
    12. Teaching
    13. Conclusion
  21. 11: Thinking about meaning: how to be a philosophical librarian
    1. Abstract
    2. Meaning and conceptual analysis in Socratic Philosophy
    3. Thinking about meaning: Socrates and conceptual analysis
    4. Finding meaning in a philosophical education
    5. Applications to librarianship: what is the meaning of our practices?
    6. Conclusion
  22. 12: Ladies and gentlemen, welcome aboard!
    1. Abstract
    2. Introduction
    3. How may I help you today?
    4. You want me to do all that? In 30 minutes?!
    5. What just broke?
    6. As we prepare to land …
  23. 13: Visual literacy meets information literacy: how two academic librarians combined information science, and design in their careers
    1. Abstract
    2. Introduction
    3. Visual literacy
    4. Design needs in academic libraries
    5. The authors’ previous experiences
    6. Mary J. Snyder Broussard
    7. Judith Schwartz
    8. Abstract skills
    9. Conclusion
  24. 14: Pedagogy for librarians
    1. Abstract
    2. Introduction
    3. Before class: getting ready to teach
    4. Additional reading
    5. Articulate learning objectives and base everything—content, activities, assessment—on those objectives
    6. Additional reading
    7. Teach less material; move away from what must be “covered”
    8. Incorporate exercises where students apply what they’ve learned to promote deep rather than surface learning
    9. In the classroom
    10. The advance organizer: telling them what you’re going to tell them
    11. Activate students’ prior knowledge to scaffold their learning
    12. Additional reading
    13. Affective learning: how students feel in the classroom is as important as what they’re learning there
    14. Additional reading
    15. Classroom management
    16. Additional reading
    17. After class: completing the instruction loop
    18. Additional reading
    19. Provide prompt, formative feedback
    20. Articulate your teaching philosophy
    21. Additional reading
    22. Conclusion
  25. Index