One thing that stuck with me from IDCC14 was the issue of training and continuing education for digital curation for people out of school. Mid career, early career, established career professionals could benefit from continuing education in the field.

There was a session at the conference that focused on improving SLIS curricula to prepare new grads to be equipped for the future. Some bullet points I took away from the panel:

  • Comparing CS and LIS grads – CS degress are more in demand (read: jobs) than LIS. LIS programs continue to produce more degrees than jobs.
  • LIS grads want more programming, change management, and engagement with scientific communities.
  • There is work to be done wrt keeping skills up-to-date, and drawing distinctions and roles within jobs.
  • Who should we be attracting to data curation? Most STEM grads want to be researchers, not curators.

My main takeaway from the session was the implicit mindset that for most people already out of grad school the ship had sailed and we’re a lost cause. Well, not all of us. Some already had the background (STEM, programming, tech) or were curious and self-motivated enough to develop the skills. Everybody else, they were out of luck.

Then today I saw this tweet from @LibSkrat:

 

It addresses the same problem from a different angle. We need change and new skills? Let’s just hire out of that problem. In some situations, such as natural attrition through retirements, this is happening. But what about the rest of us? Do we have to go back to school?

That’s one option, especially with certificate programs popping up at several SLIS programs. For those with the money and time, this could be a good investment. For people who can’t fully commit yet, there are MOOCs, which is also good. I think ultimately there will need to be many approaches to fit the different needs of the group.

Ultimately though, it’s the attitude that these skills must be formally taught and developed in school is disappointing. It lets people off the hook for their own professional development by implying they can’t do it informally. It’s a cop out in a way. I can easily see a colleague shrugging their shoulders, “I can’t do digital curation because I didn’t learn about that in school.” And while there is some work being done to educate current professionals on how to translate their skills to this new area, as long as there is the attitude of “we can hire for innovation, ” we’re going to hold ourselves back. Is this what happened when library automation stormed on the scene? I really hope not.

While we do need to revamp SLIS curricula to meet the changing needs of the workforce, we also need to encourage, support (with time and money), and promote learning within our profession. Of course, there are some people who push back, and I think it’s appropriate to call them out on their abdication of professional development. This means we need opportunities to grow, so let’s get on it.

(This isn’t even touching the false assumption that all new SLIS grads are tech geniuses who want to hack everything.)

Today, Drexel (my alma mater), has an interesting post on their einsights blog, where they discuss different issues surrounding online/distance education. Today, they tackle common mistakes online students make and how to avoid them. The mistakes are:

  • Assuming online is easy
  • Poor time management
  • Communication breakdown
  • Not utilizing available resources
  • Not staying connected
  • Taking on too much too soon

I really identified with many of these mistakes, though by then end I think I had it figured out. I knew how to fit it into my life and understood that I had to really take the time and make the effort to stay on top of everything. I really think that these are useful tips to remember for any student, not just online students. (OK, save for maybe the first one?)

The thing is, these tips don’t stop being relevant when you graduate. In fact, I’ve seen how valuable the lessons of my online education have been for me as I work and collaborate with my colleagues from around the world. I know it’s going to be extra work, but it’s not impossible. I wonder, as more and more people graduate with online degrees, will professional online collaboration be more effective? It could happen. I know from my experience, it took time for people to warm up to the online environment. I had spent years chatting online and using message boards to communicate, so it was a fairly easy switch. You could tell some of my cohort struggled to figure out how to use the medium. It’s the same with using listservs, blogs, wikis, and other venues to communicate. If people aren’t comfortable with it, they won’t use it. So we have to work together, and then hopefully something good will come of it.

I’ve confessed to being addicted to HR blogs in the past. One of my favourites, nö, my favourite is The Cynical Girl Laurie Ruettimann. Tonight’s she’s giving a presentation at NC State about getting a job after you graduation.

I liked it. Particularly her main points:

  • Have a skill or two
  • Demonstrate a work ethic
  • Take pride in your work
  • Tell a better story
  • Rethink passion

All job applicants should have these in the back of their mind throughout the application and hiring process. I’ve witnessed acquaintances/colleagues/people I’ve interviewed falter on several of these points, which definitely makes for a less than compelling candidate. The interesting, and perhaps more controversial point is the last one. Ruettimann has pissed on the dreams of passionate new-grads before, but she makes a good point.

Don’t let your passion get in the way of a paycheck. You can work 8 hours at a crappy job and still have 16 hours/day to sleep, eat, poop, shower, and work on your passion.

I’m not saying you shouldn’t be one of those people who is all consumed by your profession (whatever it may be), OK actually I probably am, but I also think at some point you need to divorce your self the individual from your self the worker. Not that you can’t be an individual and a worker, but when times are tough and you need a paycheck, you might have to make that split. No harm in that, just reality folks.

So what’s that mean for librarians? (Since I know this blog has to tie everything back to libraries…) Recognize it’s a job. A special job that sometimes we take to cult like levels, but it’s still a job. I love what I do. I really like my field and I’m quite happy I fell into it. That said, I really hope this doesn’t define me. I would like to think there’s more to me than transportation information, but if my colleagues and customers don’t know that, it’s fine. I’ll bore my partner with the latest and greatest Sheffield Wednesday drama. If you, like me, are one of the several humanities grads needing a job, focus on the job not the subject. It will get you places and give you money to spend on your passion.

Yeah, it’s that old topic again. You know, the “should you ever bother with the MLIS?” problem. Only slightly different. In this version it’s the “I got the MLIS so I shouldn’t be expected to do that” argument. Andy Woodworth sort of stepped in it with his post The Masters Degree Misperception. He writes:

It is a disservice to the education, to the degree, and to the profession when the bulk of a librarian’s daily tasks could be performed by someone with a GED. It does not take a master’s degree to place a hold on a book, clear a copier, push in chairs, tell people they are being loud, shelve items, or other similar tasks. When librarians are seen doing this and then told there is an advanced degree requirement, there is a reasoning dissonance that occurs in the outside observer.

You should go read it. It’s interesting, but not entirely on point. I like that it’s a more nuanced version of “what’s the point” with a little bit of elitism thrown in. You know that feeling, “I got my masters for this?” (Or maybe you don’t?) You should also read Emily Lloyd’s response, which I also enjoyed.

Now of course, I have to make it about me because isn’t everything about me? (That’s supposed to be a joke.) This week our student employees have had erratic schedules because it’s the first week of classes and they’re getting their own situations settled. As a result, I have spent quite a bit of time checking books out, putting holds on things, and fixing the printer. Did I go to grad school to do any of these? (Maybe the printer since it was a networking issue one of the times…) Not exactly, but I did go to grad school to be a good librarian and make our library a better, more service oriented space. If that means slumming on the circ desk, so be it. I say slumming it with sarcasm, because I think it’s really important to understand your patron’s experience with all aspects of the library.

Andy tries to soothe things over a bit with language about how his idea really can only be applied to large libraries, but I’m not buying it so much. So the degree should mean you’re only involved with planning and management and high level research? Then how will you stay connected with your users? It’s been a growing trend where more and more degreed librarians are being taken off the reference desks and given office hours instead. It’s got to suck to be taken away from the users like that. I love the fact that I spend 20 hours a week on a reference desk looking out to a library full of students and really getting an idea of what they’re doing. Even if it means that a lot of my interactions with them are for things that don’t really require my degree, it benefits me a lot as a professional.