At some career stage librarians may contemplate moving to an administrative leadership position with the goal of becoming a director or dean. Here are some things to consider as you dwell on your administrative leadership potential.
n my last column I summarized what “a slew of library managers” told me they do to develop professionally, as well as what they’d like their direct reports to do in the area of professional development. This time around I’ve asked a bunch of front-line librarians (public, academic, special, public services, tech services, special collections, etc.) what they’re actually doing in terms of professional development. After summarizing their responses, I’ll do a little comparison between the different sets of replies.
Welcome to the 2014 LJ Movers & Shakers. The 50 individuals recognized here are passionate about what all types of libraries can do to enhance lives—for adults, teens, schoolchildren, infants, and toddlers. If there’s a common theme among their profiles, it’s that as much as the library is a place to go, it is also a place on the go—to wherever patrons or potential patrons are. The Class of 2014 brings the total number of Movers to over 650. It was difficult to select just 50 people to honor from the more than 225 nominations we received. There’s not one Mover, however, who hasn’t told us that they couldn’t succeed without their colleagues, so, in effect, the Movers & Shakers represent hundreds more who work in and for libraries.
Some of the best new professionals I meet and teach are leaving academic libraries. Another scholarly-communication librarian in an academic library got in touch with me online last week about finding a different kind of job. I’m well-used to these messages from scholarly communication librarians and research data managers new to the profession; sometimes they’re my former students, sometimes they’re conference acquaintances or folk I converse with online. Like the other pre-departure messages I’ve gotten, this one came from the kind of new professional every academic library claims to need: smart, tech-savvy, creative, passionate, hard-working, up-to-date, and consciously committed to staying that way. Like the other pre-departure messages I’ve gotten, this one breathed disillusionment and burnout. I’m worried.
We knew Corinne Hill was destined to be a star back in 2004, when she was named an LJ Mover & Shaker. She had been a librarian for only eight years. A decade later, as executive director of the Chattanooga Public Library (CPL), she is the 2014 LJ Librarian of the Year, an award sponsored by Baker & Taylor. Hill’s career has climaxed in Chattanooga, where she has transformed what consultants June Garcia and Susan Kent called the “ugly, irrelevant, and mismanaged” public libraries of Hamilton County, TN, into the new and vibrant CPL. “She has fostered a culture of change and innovation that has affected nearly every aspect of the library,” says an August report in the Chattanooga Times/Free Press.
Congratulations! You have worked hard to earn your degree and have been successful in finding a professional position that suits your skills and abilities. You have navigated a competitive job market in the midst of a recession, and, in spite of reduced budgets, you have been able to launch your career. But no library school, however full of internships and practicums, can fully prepare you for day-to-day life as a working librarian. Here are some hints to help you fit into your role and have a fruitful and rewarding lifework—all based on observations from years of mentoring new employees.
I’ve had some strange experiences teaching workshops and continuing-education courses over the last couple of years. These challenges simply don’t happen in my regular library-school classrooms. Sometimes I can easily take them as a salient reminder to me to explain clearly the “why” behind the “what” in my teaching. More often, though, I find myself worried, both for these learners and for the state of the overall pool of professional skill.
After years of struggling to get its house in order, the Masters of Library Science (MLS) program at Southern Connecticut State University (SCSU) lost its American Library Association (ALA) accreditation last week. While faculty and administrators hope to take the withdrawal as an opportunity to focus their efforts at revitalizing the troubled program, the withdrawal of ALA accreditation is a serious blow to the school.
Holding steady. That’s the overarching picture of salaries for new graduates from MLIS programs, as captured by LJ’s annual Placements & Salaries Survey. Every year, LJ takes the pulse of the profession through this national survey, and each year we suss out the significant issues conveyed by the numbers and the respondents’ verbatim replies. Steady, of course, can be relatively good news in a challenged economy. Still, I don’t like it. I want to see salary growth in this evolving and crucial profession. More important, the bulk of our new graduates need better salaries to survive and thrive—and the profession needs those wages to retain, and continue to attract, the best and the brightest.