Finding Solace in a Stagnant Economy

It is often only when we look back on events that we find clarity. As we wade through a sluggish and uncertain economy, we wonder what prospects our future holds.  Even if we are fortunate enough to have a "secure" job, we are aware of a constant pressure to tread cautiously.  Rocking the boat, might rock our budgets.  Whether it is shrinking resources or expanding ones, the process of working through change is probably more important than the ultimate outcome.

Recently, through casual conversations, students have voiced their concerns about their employment prospects.  Like other support services, information work rarely generates direct and measurable revenue, in the short term.  This has been the source of much angst in the profession as librarians and their staff struggle to quantify the positive impact of their work.  Prospective grads would just like to know if the future is viable.  Unfortunately, it depends on one`s outlook.  This is partly because there are so many interpretations of  "information" work and what it means to be a librarian.

To believe that libraries are quiet spaces, lined with books and reticent staff is to fall prey to fiction.  Those that already work in the field understand this.  What challenges us, as information professionals, is the shifting context that shapes our work environment.  We design, develop and deploy services in a world full of uncertainties and technological change.  When the GDP sinks and people stop making purchases, our confidence in the future ebbs.  Yet, the world does not come to a grinding halt and people continue to have needs, including a need for information that is meaningful and, therefore, useful.

It might be wise to stop wringing our hands fussing about our usefulness as a profession and simply assert ourselves as experts and developing ways of educating members of our communities of what we can do for them.  If we do so, we may have to forgo our titles.  We may actually have to stop arguing about what makes a "librarian" or an "information technician" and focus on the skills and attitudes that we hold as people who work with information on a constant basis. It is also not helpful to make a simple shopping list of what services we provide. Celebrating our accomplishments is a validating and necessary activity but we must be very careful not to think that this assures us of a stable or predictable future. Recently, the Kentucky Library Association published "The Role of Public Libraries and Their Future" by Uma Doraiswamy (2010).  Essentially, Doraiswamy remains optimistic about the role of the public library because of the variety of functions it currently performs.  Unfortunately, today's success is NOT a predictor of future success and, at any time, these services can be undermined by a variety of forces beyond our immediate control.  Our success is dependent on recognizing that change is constant.  The desire to stick to the status quo is one of enormous consequence.  Thus, there is a tension in the field where some folks want what they had and struggle with letting go of past practice while others embrace a future that looks at redefining our roles.
It is possible that library schools and tech programs do not spend enough time examining the actual goal of librarianship.  Is it to provide people with information? Look beyond this.  It is to provide people with the opportunity to learn and become knowledgeable.  In the 21st century, this practice is dependent on technology.  Yet, this technology is rapidly changing.  However, we can not allow ourselves to be distracted from our goal.  James Duderstadt, President Emeritus and University Professor of Science and Engineering  at the University of Michigan, astutely points out that, "It is certainly the case that futurists have a habit of overestimating the impact of new technologies in the near term and underestimating them over the longer term." (p. 223).  In fact, he describes the library as the "poster child of the IT revolution" and they may be an ideal place to observe how people really learn (p. 220).  There is recognition, in some corners of the profession , that despite the changes libraries and information centres must face, there is an interesting future before us.  How we respond to this reality will define our success.  Lamenting over days gone by will get us nowhere.

Although Deborah Jakubs speaks specifically to the situation of research libraries, she makes a valid, broader point when she writes, "Rather than being defensive about "threats" to the traditional position of libraries, we should tout the advantages of the contemporary research library. There may be more than one information "game" in town, but ours has plenty to offer" (p. 244).  In other words, we must accept the fact that the services we offer may not belong only to our profession but we do have an excellent foundation to build our future.  It may be that library schools and other, related programs will have to do more to adapt to the changing demands of our communities but this does not mean that there is not work to be done.

Indeed, from my experiences providing students with experiential learning through field placements, I have discovered that new sites delight in the skills they see from our students.  Many of these would not be described as "traditional" library environments.  Libraries are not the only places where information is amassed, stored, accessed and used.  Media sources, records management offices, health networks, non-profit support services, and corporate offices all struggle to manage the "data deluge".  Students of information studies are in a prime position to guide our communities through the confusing and technologically focused future we face.  The skills required for this may be shifting but this is another challenge many of us are prepared to take on.

So, if you are fearful of our future, don`t be.  Embrace the challenges and take ownership over your future and, most importatnly, get engaged.  Promote your skills, lead and inform those who do not understand the field. Be confident.  Be competitive.  When people aren't out spending their shrinking disposable incomes, they are seeking other ways to better their lot in life.  We help them do it.  We can be powerful. And, in fact, we are.

Cited Sources


Doraiswamy, U. (2010). The role of public libraries and their future. Kentucky Libraries, 74(2), 22-25. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.


Duderstadt, J. (2009). Possible Futures for the Research Library in the 21st Century. Journal of Library Administration, 49(3), 217-225. doi:10.1080/01930820902784770


Jakubs, D. (2008). Out of the Gray Times: Leading Libraries into the Digital Future. Journal of Library Administration, 48(2), 235-248. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

Amazing People. Amazing Weekend. LIBIT Reunites in a Big Way.

Since the program's 25th anniversary, 5 years ago, the Library Tech department has wanted to celebrate this achievement.  Really celebrate. With the introduction of a properly funded Alumni Relations office, we were finally able to dream big.  Members of the LIBIT department know, on a personal level, how life-changing our program really is because we are ALL alumni of the program!  We were delighted to have the opportunity to share the accomplishments of our alumni and our program in a heartfelt way.

We wanted to offer attendees a chance to socialize but we also wanted to provide some professional development opportunities.  The increasing expectations for most library technicians gave us inspiration to present workshops and team building activities that centred on leadership.  The remarkable changes to UFV infrastructure was inspiration for offering campus tours, too!

The picture to your right is a snapshot of our wine and cheese reception on the Friday night in the library foyer.  Guest speakers included:  Provost and Vice President Academic, Eric Davis, President of the Alumni Association, Tony Luck, LIBIT Alum Julia Vanberkel and Terry Lynne Stone, storyteller and Member of the UFV Board. 

Geocaching Adventure at Aldergrove Lake

Our goal, that evening, was to pay homage to our ambassadors - our program grads.  It was a delight to exchange "hellos", reconnect, share stories and laugh, all while enjoying a glass of wine and some lovely food.

Bright and early the next morning, a group of alumni gathered at Aldergrove Lake for their Guided Discovery adventure.  It was a riot!  We hunted for lost treasure while competing (in a friendly way, of course) to solve a mystery using teams equipped with a GPS.  Geocacher Jones (front right) was there to lead the way.

Leading With Story

Others, that morning, attended a workshop with Margaret Read MacDonald, accomplished scholar and folklorist,  where participants practiced and participated in "Leading with Story".  Of course, there is nothing like finishing off a busy day with a nice and informal dinner  where some of the rowdiest attendees were current and former LIBIT faculty and staff.

President's Breakfast

On Sunday, the President of UFV, Mark Evered, hosted a lovely breakfast.  He shared with us his views on the importance of information studies, its connection to learning as well as the exciting activities and ambitions of UFV. Of course, he could not help but share our pride in UFV being noted as providing the best undergraduate education in Canada for a school of our size (for the 4th year running).  


The value of alumni was reinforced on many occasions during the weekend and the message was sincere.  Our LIBIT alumni have a profound impact within their communities.  Lisa Morry, for example, is a grad of the program who has worked with the First Nations community of Chilliwack to produce a display depicting the legacy of Residential Schools. As reported in the Chilliwack Progress, her contribution is part of  the first steps in exploring the trauma of these schools.

With dozens of guests the weekend was a huge success, for the Library and Information Technology department, Alumni Relations Office, UFV, and all of our wonderful graduates and current students. A special thanks goes to Alumni Services and all of our dedicated volunteers for the huge effort they made in pulling off this event.

Some of us celebrating at the Phoenix Lounge for a friendly dinner.

Taking it all in: 30 years of teaching and..learning!

Consumed by the details of daily life, we are sometimes surprised by time's relentless march.  It is amusing to think of how slowly a summer passes for a bored 10 year old and how quickly that same summer whizzes by for his/her parents.  For the Library and Information Technology Program at UFV, there is a constant tension between what must be done with what has been done. Time moves swiftly and so does the technology!

Instructor, program developer, librarian, mentor, and leader, Pat Sifton was the driving force behind the development of the diploma in its early days.  Her drive and fundamental understanding of teaching and learning continues to influence the direction of the program.

Although the program has maintained its focus on the process of building knowledge, the challenge to maintain a program that is consistent with technological change remains constant.  Tools and information sources have shifted formats numerous times over the life of the program.  The shift from manual typewriters, carbon copies, print indexes, and microform to web based databases, scanners and an endless stream of user applications has kept the program in a perpetual state of evolution.  

So, while we celebrate the hundreds of graduates that have walked to the tune of "Pomp and Circumstance", clutching their crisp new diplomas, we also celebrate the balancing act of the program's instructors.  These instructors have successfully wrestled with change, introducing new concepts and technologies while reinforcing the value of standards and past practice.

Students of the program continue to be some of the most dedicated learners at UFV, delighting instructors in departments across the institution.  Program students have repeatedly won awards and recognition for their achievements including Dean's medals, writing awards and a myriad of scholarships.  The highly interdisciplinary nature of library studies means that students become something more than just "tech" students - they become passionate students of knowledge.

All of those who have been involved in the delivery of this program have been profoundly affected by the students, the institution, their colleagues and their predecessors.  After seven years at UFV, Christina Neigel maintains that, “It’s been a challenge but it has been a really, really rewarding experience.”  Jan Lashbrook Green says, “Teaching here at UFV, and despite all the work involved, nothing could be better for me.”  Tim Atkinson recalls, “The years teaching at UFV, were the most fun teaching years of my life.  The students were fun, engaging, involved.  It was a great experience.”  Kim Isaac states it best when she says, “To this day we’re still reaping the legacy that Pat has set the foundation for.  She set up a really strong foundation and high standards for the faculty, the program and the students.”

We formally celebrate 30 years October 1 - 3, 2010 at the Abbotsford campus of UFV. We hope to see you there!

An ALA Experience - Washington D.C.

The American Library Association Annual Conference, 2010

There is nothing quite like attending a conference where thousands of library folk converge against the backdrop of a beautiful city. As I made my way between sessions and museums, I would play a little game of "guess who is a librarian?". The odds are very good when there are over 20, 000 registered attendees swarming the city.

This conference confirms my belief that only a small portion of any conference is about the sessions. There is, truly, only so much one can learn in a two hour session. On the other hand, there is a lot to be learned by chatting with other attendees, exhibitors, vendors and organizers. The most enlightening experiences seem to manifest from casual conversations where like-minded souls seek an opportunity to discuss their passions and interests. This is how I discovered that many of the feelings and disjointed ideas that circle within the confines of my own mind are actually shared by a variety of others.

This kind of experience inspires and rejuvenates in a way that cannot be easily duplicated through other forms of professional development. It is not so much about learning new content or theories as it is about learning to measure your own, personal experiences against the experience of complete strangers. Through this process it becomes quickly evident that the world is much like a house of mirrors, reflecting things in a variety of perspectives that will simultaneously amuse, disturb and surprise.

It was a delight to atttend a conference that is all about how to support the public's need for self-actualization in a city that symbolizes liberty and self-determination. All cynicism aside, it was amazing to attend sessions that explore concepts of intellectual freedom, literacy, and technology and then venture out into the oppressive heat to see the Library of Congress in all of its glory and explore the many Smithsonian museums, free of charge. As a humble Canadian, I could not help but feel envious of American patriotism. They celebrate their accomplishments with such pride and passion that, despite our own somewhat jaded views, is remarkable. Make no mistake, I noted many "interesting" interpretations of world history when it did not directly relate to American history. For example, an eager docent at one of the Smithsonian museums eagerly explained to his audience how "Canadians" burned down the White House and the Capitol buildings in 1812. It did not seem that important to mention that the British had a rather large role to play in that particular event...

Nevertheless, there is an enormous amount of history in D.C. that makes it a completely worthwhile place to visit. For library folk, it is a city that not only represents the aspiration of creating an informed citizenry but it also pays homage to early American visionaries and leaders who sought out ways to make this vision feasible. It is a place where you can examine early American documents and artifacts while weighing them against a modern picture of America. Above all, it is a city that has inspired this librarian to carefully reflect on the future role libraries.

While trying to squeeze in visits to every museum and monument along the National Mall, I struggled to balance my time at the ALA conference. I had plenty of opportunities to select my sessions in advance of the conference but I had no idea there was so much to do at the conference. The magnitude of the event was hard to envision beforehand, having been a regular at many smaller conferences. Yet, many of the session topics were not dissimilar to those seen at other venues. There were just more of them. For example, the general feeling was that we, as library workers, continue to devise new ways to make our institutions relevant. We struggle to integrate technological change in meaningful ways that are genuinely helpful to those we serve. It would be refreshing to have some open and controversial sessions on what we need to do better. Many of my colleagues have snidely remarked that library conferences tend to be about "what we did good in our library".

There is a notable absence of discussion on what we do not do well. Through my discussions with various librarians, it is clear that there are a great number of us who continue to be concerned about the division of labour in our workplaces and a lack of authentic leadership. For instance, it is unsettling to think that those revising our cataloguing standards do not seem to feel the need to consult with those who actually catalogue (national libraries aside). It may be that we are being "led" to a trough of new standards which few practitioners fully understand. Our field lacks a collective voice that has notable influence with our various governments. We rely heavily on our library members to defend our relevancy. Although this is critically important to the continuation of libraries, I wonder where our existing and upcoming library leaders are.

As intellectual property continues to gain importance as a commodity in the global marketplace, our position as knowledge builders must be clearly understood by policy makers. Historically, this work has been done by local and national library organizations. Those organizations are grappling with decreasing memberships. Who, then, will challenge the corporate machine? Who will ask the difficult questions? Who will defend our budgetary needs? For this reason, we need conferences to expand their offerings to examine these very large issues. Without such discourse, we remain ignorant and rudderless when we attempt to navigate our future.

The 2010 ALA Conference was a fantastic opportunity to intersect with a variety of very interesting people. It solidified several of my own perceptions about the field of practice, confirmed many suspicions, stimulated some some new ideas, taught me a thing or two about library processes and provided me with a unique opportunity to see a lovely city. The bizarre and, strangely, intriguing Drill Cart Competition will be forever burned into my mind. And, finally, there is nothing more fun than attending the Caldecott and Newberry Award banquet when you are a children`s librarian at heart.

Petty and trite as it seems, it is now fun to re-read Dan Brown's The Lost Symbol and think, "I saw that in person and there is just no way..."

"Paraprofessional" - A Dirty Word?

Ursala Delworth in an article entitled, "The paraprofessionals are coming!" from 1974 discusses the muddying waters of terminology in the use of professionals and a newly coined term "paraprofessionals". She describes paraprofessionals as:

persons who are selected, trained, and given responsibility for performing functions generally performed by professionals. They do not require the requisite education or credentials to be considered professionals in the field in which they are working, but they do perform tasks central to the function of the agency...*

In March of this year, Francine Fialkoff, editor in-chief for Library Journal discussed the issues around the paraprofessional label of non-MLIS library staff. She illustrates that the English definition of this term, as someone who is subsiduary or ancillary to roles posessessing more training or higher status, does not satisfy the description of what library staff do. Indeed, as Fialkoff points out, non-MLIS staff perform an array of tasks that need to be recognized and respected.+

Fear that giving library techncian and assistants a stronger title like "paralibrarian" further deprofessionalizes the field is, quite simply, misplaced. The incredible changes that libraries are experiencing as information becomes increasingly central to our culture and society, means that library staff are ALL seeing an increasing complexity to their work. Certainly, very few who use the services of libraries and other information centres make a distinction between a circulation assistant and a reference librarian. As a result, ALL library staff must behave in a manner that is in keeping with the professional and ethical philosophy of the profession. In order to build strong organizational cultures, library administrators need to focus on creating work environments that provide seamless service and opportunities for all staff to continually develop and grow.

Although libraries have existed for thousands of years in many forms, the modern field of librarianship does not have a long history. It is natural, then, to see the traditional views and roles of library work shift with the changing expectations that occur in and around the field. Our philosophy remains grounded in providing access to information for the purposes of knowledge building and this should provide us with the reassurance that changing the definitions relating to our roles and positions will, in all likelihood, enhance the profession. Enabling all library staff to see themselves as professionals by changing job titles and enhancing career development, strengthens the profession. Granted, the issue of salary then becomes part of the discussion. It is important to see that the limited resources that challenge our progress should not be the cause to fight internally, like hungry wolves, over limited budget allocations. Our energy needs to be turned outward to educate our communities about the services libraries provide and demonstrate that those services are performed by professionals who adhere to a set of core values and principles.

Allison Sloan, Library Journal's Paraprofessional of the Year, makes a poignant statement when she says:

Of course there is an important place in libraries for people who do not have an advanced degree but who want to pursue a library career...In Massachusetts we know that, and we call them 'paralibrarians.'**

Although used for over 40 years, the term "paraprofessional" no longer serves our field. It is time to embrace the diversity of our working environments by respecting both those with advanced degrees and those without. More importantly, it is important for library education programs to foster professionalism and life-long learning so that all library staff are prepared to carry out the complexities of their work with confidence. We are all professionals.

*Delworth, U. (1974). The paraprofessionals are coming!. Personnel & Guidance Journal, 53(4), 250. Retrieved from Academic Search Premier database.

+ Fialkoff, F. (2010, March). Not Yet Equal. Library Journal, p. 8. Retrieved from Academic Search Premier database.

**Berry III, J. (2010). ALLISON SLOAN. Library Journal, 135(4), 26-27. Retrieved from Academic Search Premier database.

Credentialling the Uncredentialled

According to the ALA's Standards for Accreditation of Master's Programs in Library and Information Studies, "Accreditation serves as a mechanism for quality assessment and quality enhancement with quality defined as the effective utilization of resources to achieve appropriate educational objectives and student learning outcomes." *

This got me thinking...(a risky business, to be sure).

I have been mulling over the current state of library technicians in terms of their standing in the field and the recognition (and often, lack of recognition) their qualifications garner. They are a large (and increasing) component of the library/information management workforce. In addition, the role of techs, like many other "para" professionals, has evolved over the last 30 years, with many positions becoming increasingly complex. Yet, in some long-standing organizations, their positions have been treated as nothing more than clerical in nature or in compensation.

There are other issues to consider, as well. For example, lifelong learning is a belief that is fully embraced by the profession and yet many technicians need more support and encouragement for upgrading their skills and knowledge. Additionally, there is an undercurrent of tension in the field between the role of technicians and full-fledged librarians. On yet another front, other professions that credential their members can find it difficult to understand how our field recognizes "professionalism" without accreditation.

Although a lack of certification does not mean that we can not perform our jobs (of course we can), it does offer some advantages that are worth consideration. Formal accreditation could:

- help to establish a foundation of professional competencies and expertise
- provide a consistent understanding of core skills through this baseline knowledge
- assist in clarifying the roles of technicians within the context of information work
- provide technicians with a clear need to engage in continuing education (and thereby get more financial support)
- help those who work with technicians but may belong to other professions identify with professional expectations that emerge from credentialling standards
- improve pay for technicians who are currently classified as "clerks" by demonstrating a highly specialized knowledge in their field (i.e. it is not a job that can be done by just anyone).

From the perspective of library techncian programs, meeting accreditation standards could be stressful. What if a program does not "measure up"? My experience suggests that the connotation tied to not meeting accreditation standards can help programs present a stronger case for securing funding and support from their parent institutions. For post-secondary institutions, losing accreditation is one of the most undesirable outcomes of a review. Quite simply, it is bad press. Thus, accreditation can not only assist in streamlining standards of education, it also has the potential to build more responsive and resilient programs.

These are just some possibilities worth further examination and discussion. The biggest drawback may be creating such a program. Credentialling library technicians needs to be an initiative embraced by those in the field. Certainly, Canada is well positioned to make this process a reality as we have a limited number of programs to coordinate.

It is an issue that warrants serious consideration. In 2011, I plan to tackle this topic more fully during my sabbatical. In the meantime, I encourage technicians to think about this option, talk about it with others, and voice their opinions.


Council of the American Library Association. (Jan. 2008). Standards for Accreditation of Master's Programs in Library and Information Studies.