A couple of years ago I argued that one way to improve the user experience in libraries would be to develop sympathy with library users, which in academic libraries means primarily the faculty and students we serve. Librarians tend to be so comfortable in their own libraries that they forget what it’s like to use the library as a non-librarian.
In that article, I implied that imagination itself was often enough to give us sympathy with library users, and I stand by that. We’ve all been treated rudely by clerks or been confused by an irrational layout of a website or a building. Thinking about times like that helps us not to be the rude reference librarian or the sloppy web designer.
However, another method to develop sympathy is to do what our users do, which is mostly teach and research. For an example, see this recent article in C&RL News: Walking a Mile in their Shoes: Librarians as Teaching Faculty. In it, the authors discuss what it was like when several librarians began teaching semester-long courses that weren’t library-related. By doing so, they learned some useful lessons.
For example, they learned that “we might expect too much as librarians when we attempt to collaborate with [faculty] on information literacy initiatives.” Teaching a real college class for the first time made them realize how precious class time is and how difficult it can be to cover the necessary material even if not dedicating an entire class period to library instruction.
Some also learned how difficult planning a semester-long course can be. For librarians used to planning short presentations, it could be “a real challenge to figure out how to sequence and arrange the readings, discussions, and assignments so that they built on each other over the course of the semester.”
After teaching normal college courses, it’s easier to see why a library visit is less important for the instructors than it is for the librarians. Teaching is hard work requiring lots of planning, and usually the library isn’t part of that plan. If there is a place for the librarian in the classroom, librarians have to think more carefully about what that place might be, and think about it from the instructor’s perspective.
Scholarly research is one activity common to both faculty and students. Even more imperative than teaching, it’s important that librarians who help people do library research do some research of their own to remind themselves what it’s like to think of the library as a tool in your own work rather than as a place to work.
As I understand it, the push to make academic librarians into faculty was driven more by status anxiety than a desire to do research. Nevertheless, faculty librarians are all required to do at least some research. The drive to publish or perish has produced some bad research—in librarianship as well as all other fields—but even bad research requires librarians to place themselves in the role of active researchers and not just passive librarians.
Librarians don’t require faculty status or even publication to do the occasional research, though. All it requires is a library and some curiosity about a subject outside your daily job. Librarians who try to use their own library for research and are frustrated anywhere along the way have moved out of their comfort zone and into sympathy with faculty and students.
Better yet, try to use a different library, where you don’t have your own desk and computer and private space, or where the hours might be so short or the rules so restrictive that your time gets wasted waiting for material when you’d rather be reading it. Reading is the important thing. Everything else is an obstacle.
To eliminate some obstacles, my library has a rapid article delivery system for faculty. Whatever articles or book chapters they request are delivered electronically within 48 hours, even if that article is in a journal sitting on a shelf in the library. This service is very popular, as you can imagine. However, some have criticized the service because the library is spending money to deliver these articles when faculty could just walk over to the library and scan them themselves.
There is some merit to this criticism, especially if the library were in dire financial straits. However, I think it misses what the job of the faculty really is. They’re supposed to teach and do research, but walking over to a different building, looking up a call number, going several floors to where the journal is located, pulling it off the shelf, and then trying to find a scanner that’s not in use isn’t research. That’s all the time-wasting stuff scholars usually have to do so they can get down to their real business of reading, analyzing, synthesizing, and writing
Paying student workers to scan articles is cheaper than paying professors to and it saves the professors’ time for their real work. By working on the occasional research project, librarians can remember the difference between research and the grunt work it takes to get there. Save the time of the reader.
Gaining sympathy with academics means doing the things academics do so that we understand how the library fits into the larger academic mission. Providing good library service sometimes means we have to focus on the “academic” in “academic librarian,” to get away from just working in a library and think about the library as a place to help your work.
|Data-Driven Libraries: Navigating Options & Measuring Outcomes: Librarians today are facing the inescapable reality that data is slowly beginning to govern much of what they do, and they need to determine the most constructive way to deal with this ocean of information that a growing number of software companies and applications are making available. Sign up for this free webcast series to learn innovative data-driven solutions that will help you navigate through the data to create viable plans for your library's future.|
|Data-Driven Academic Libraries is a free three-part webcast series, developed in partnership with Electronic Resources and Libraries (ER&L), that will touch on just some of the many areas where libraries are gathering, analyzing, and using data to change how they work—fueling your ability to better put this information to work in your own libraries.|