Library technicians collaborating with librarians on knowledge syntheses: a survey of current perspectives

Abstract

Introduction: Though it is well recognized that librarians bring value to knowledge synthesis teams, library technicians have largely been excluded from this process. This study was designed to determine the extent to which library technicians are currently participating in knowledge syntheses, to investigate where these two professional groups, librarians and library technicians, see opportunities for future collaboration, and to identify the challenges and successes perceived by both groups. Methods: An electronic survey, consisting of multiple choice and short answer queries, was distributed to targeted listservs. The target audience for survey participants was librarians, or library technicians, who worked in a library with any scale of knowledge synthesis service. Responses were collated, coded, and organized by themes. Results: 170 responses were received and evenly represented librarians (n=84) and library technicians (n=79), including 7 incomplete responses. 31% (n=50) of respondents stated that they currently collaborate or have collaborated in the past on knowledge synthesis projects with the other professional group. Tasks completed by the library technician included article retrieval, citation management, retrieving reference lists, and database searching. The major challenge reported with collaboration on knowledge synthesis projects was the library technician qualifications. Major successes included time efficiency for librarians, and the opportunity for technicians to develop new skills.

Rebooting the Guidelines for the Education of Library Technicians

“…In recent years, researchers have investigated the expanding knowledge set required of library technicians, including greater emphasis on public service work and the soft skills required in such positions (James et al, 2015). Further, as technology assumes some of library technicians' traditional duties, there is an opportunity (and a necessity) to develop new skill sets (Bradley-Ridout & Epworth, 2020;Farnel, 2016). Since the last update to the Guidelines in 2011, several professional studies have identified the need to develop an educational program that addresses the more complex skill set required of the 21 st -century library technician in Canada (see, for example, DeLong et al, 2015;Erickson & Shamchuk, 2017;James et al, 2015).…”