The Presence of IT Skill Sets in Librarian Position Announcements

Mathews, Janie M.; Pardue, Harold

doi:10.5860/crl.70.3.250

Cited by 39 publications

(25 citation statements)

References 10 publications

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“…The broad skill set identified here is similar to trends evident in the information systems (IS) literature by some authors (Cortez et al, 2004;Mathews and Pardue, 2009). Choi and Rasmussen (2009) confirm the need for specialist technological skills in specialist jobs, but also found interpersonal, managerial and professional skills in high demand, consistent with their 2006 survey of digital library specialists, who reported a balanced set of technology, library and other skills requirements.…”

Section: Differentiation Of Specialised Technical Rolessupporting

confidence: 64%

“…Technology is a recurring theme in the discussion of changing roles and competencies in academic libraries, but writers generally differentiate between traditional jobs carried out in technology-rich environments and jobs involving new or significantly expanded responsibilities and skill sets (Choi and Rasmussen, 2009;Croneis and Henderson, 2002;Mathews and Pardue, 2009;Thompson, 2009). Thompson (2009: 31-32) defines electronic resources librarians, instructional design librarians and metadata cataloguers as 'Technology positions spun off from traditional library specialties', but sees digital collections librarians, Web librarians, GIS librarians and data research scientists as 'New technology specialist positions'.…”

Section: Differentiation Of Specialised Technical Rolesmentioning

confidence: 99%

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Educating the academic librarian as a blended professional: a review and case study

Corrall

2010

Library Management

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PurposeThis paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement.Design/methodology/approachThe paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers.FindingsThere are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a research‐led iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles.Practical implicationsPractitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways.Originality/valueThe paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts.

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Section: Differentiation Of Specialised Technical Rolessupporting

confidence: 64%

Section: Differentiation Of Specialised Technical Rolesmentioning

confidence: 99%

Educating the academic librarian as a blended professional: a review and case study

Corrall

2010

Library Management

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“…Predictably, given academic librarians' involvement with information and communication technology (ICT), studies show that ICT skills are becoming more sought after by library employers [3,16]. Based on content analysis of job advertisements on the ALA website, Mathews and Pardue argue that certain ICT skills are particularly in demand, namely "web development, project management, systems development, and systems applications" [16].…”

Section: Skills Qualities and Knowledge Of Academic Librariansmentioning

confidence: 99%

“…Based on content analysis of job advertisements on the ALA website, Mathews and Pardue argue that certain ICT skills are particularly in demand, namely "web development, project management, systems development, and systems applications" [16]. As well as excellent ICT skills, Hallam and Calvert claim that academic librarianship's multidisciplinary nature means that librarians need skills covering information law, teaching, psychology, management and human resources [12].…”

Section: Skills Qualities and Knowledge Of Academic Librariansmentioning

confidence: 99%

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The changing educational needs of subject librarians: A survey of UK practitioner opinions and course content

Simmons

Corrall

2011

EFI

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The fitness for purpose of professional education for library work has been constantly debated. Librarianship education and library practice have changed significantly as a result of technological, social and other factors affecting information provision and use. The key role of subject librarian in academic libraries has been particularly affected by both technological and pedagogical developments that have transformed the information arena, expanded their teaching activities and raised questions about the relevance and value of contemporary library-related courses for their present hybrid responsibilities. An investigation of UK course content and practitioner opinion was conducted in summer 2010 to explore whether existing programmes offered suitable preparation for current subject librarian roles. A pragmatic mixed methodology combined document analysis of course content with a mainly quantitative sector-wide survey of subject librarians (n=65) and library managers (n=48), followed by interviews with 8 librarians and 7 managers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically. Results showed generally positive opinions of UK library education, but revealed different priorities among the two groups and a strong desire among subject librarians for improved coverage of pedagogy. Findings confirmed that personal qualities are at least as important as specialist abilities for contemporary librarians.

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References

2016

Project Management for Information Professionals

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The Presence of IT Skill Sets in Librarian Position Announcements

Cited by 39 publications

References 10 publications

Educating the academic librarian as a blended professional: a review and case study

Educating the academic librarian as a blended professional: a review and case study

The changing educational needs of subject librarians: A survey of UK practitioner opinions and course content

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