On her website, Jenna Hartel talks of “a different character of LIS”—one rooted in positivity, curiosity, and proactivity. It’s what she calls “the bright side of information,” a focus on the upbeat aspect of library studies that has won Hartel, associate professor on the Faculty of Information at the University of Toronto (U of T), a special spot in the hearts of her students and fellow faculty members—and the 2016 Library Journal/ALISE Excellence in Teaching Award, sponsored by Rowman & Littlefield.
“We are all walking stories, so it’s vital that as librarians, we learn the art of listening to story…” says Irvin, an assistant professor in the library and information science program at the University of Hawai’i at Manoa. “[We need to be] willing to share our own stories so that we best relate to patrons, communities, and stakeholders.”
Gary Shaffer, CEO of Tulsa City-County Library (TCCL), OK, since 2011 (and a 2006 LJ Mover & Shaker), will be stepping into a new role in January as director of the Master of Management in Library and Information Science (MMLIS) program at the University of Southern California (USC) Marshall School of Business.
Recently, I was teaching a privacy class for librarians, and the topic turned to the privacy versus convenience trade-off—the occasional annoyances of using privacy-enhancing technologies online. An audience member laid out what she felt I was asking of the group. “You’re telling us to start selling granola when everyone else is running a candy store.”
The struggle to improve the affinity between library schools and applied librarianship has just gained a powerful ally. In June, the University of Washington’s Information School (iSchool) announced the appointment of its first Distinguished Practitioner in Residence, Susan Hildreth. She is one of the most experienced and visionary librarians in our ranks, having served stints as a library director, state librarian, head of consortia, and, most notably, director of the Institute of Museum and Library Services (IMLS).
Has this ever happened to you? A meeting is going along swimmingly. Decisions are being made. Paths forward seem clearly defined. Action items are doled out to key players around the table. And then, a voice pipes up: “I’ll play devil’s advocate and….”
Cue the sound of wheels screeching to a halt, or perhaps the collective, weary exhale of the group.
Higher ed is changing fast right now, and so is librarianship. Traditional in-person library and information science (LIS) education provided students with a robust network of peers for support. Over the last couple of decades, however, trends in higher education have reduced that automatic peer group—not only asynchronous online courses but also “unbundling,” in which students take classes at their own pace and from a variety of institutions. Postgraduate professional development opportunities, ranging from one-day conferences to workshops to certificate programs, were already more isolated, and these, too, have felt the further distancing impact of the digital shift. In addition, the proliferation of new competencies in librarianship can mean that a given librarian’s coworkers may have few if any points of overlap with what they do every day or need to learn—especially if they’re the sole representative on staff of a new library function.