Skills to Make a Librarian

Dedication
List of figures
List of tables
Preface
More than a measure of skills
Time management and “to do” lists
Evaluation
Learning to experiment
About the editor
About the contributors

1: The benefits of earning a Master of Fine Arts to library leadership
Abstract
Introduction
My path to librarianship
The MFA workshop format
How to take and give criticism
What motivates people
When to let go of good ideas
The power of storytelling
Conclusion

2: Transferable skills: from rocks to books
Abstract
Introduction
Transferable skills for librarians and geologists
Project management
Facilities care and maintenance
Disaster preparedness
Conclusion

3: More than just story time: how librarianship prepares you for parenting, and vice versa
Abstract
Introduction
Literature review
Methodology
Results
Discussion
Future directions of research
Conclusion
Appendix 1 Intersection between parenting and librarianship survey text

4: From nonprofits to libraries: information-gathering, communication, and relationship-building—skills that transcend fields
Abstract
Grant writing and fundraising defined
Information-gathering
Knowing the audience/user
Online research skills
Librarians online research skills
Professional development
Evaluating information
Information-gathering
Information curation
Communication
Librarians tailor communications
Relationship-building
Conclusion

5: A head for business and a heart for libraries
Abstract
The MLIS—a new beginning
Head for business
Reality
When a door closes, look for a window
Mourning period
Life as a records manager
The records center
Website design
Taxonomy
Process improvement
Relationships with customers and process partners
Empowering customers

6: Information matters: critical-thinking skills in the library (and out)
Abstract
Introduction
Evaluating authoritative sources
Being aware of bias
Why information matters

7: A biologist adapts to librarianship
Abstract
Introduction
Adaptive management
Evaluating and writing grant proposals
Defining research data management plans and metadata guidelines
Sciences content knowledge
Scholarly publishing
Writing and finding technical reports
Public speaking experience
Meeting facilitation
Negotiation
Project management
Local government agency culture
Conclusion

8: A librarian prepares: strengthening job performance through theatre practice
Abstract
Introduction
Background
General skills
Reference
Instruction
Library skills in theatre practice
Getting involved

9: Why a marketing background is a good fit for the library profession
Abstract
Introduction
Marketing and libraries
Reasons to market libraries
The need for librarians with marketing skills
Marketing skills to bring to the library profession
Marketing skills add value to your resume
The marketing and communications process for libraries
Conclusion

10: My journey from certified bra fitter to reference librarian
Abstract
Introduction
J. Brannam
Dillard’s Department Stores
Army & Air Force Exchange Service
Reference Service
Visibility/approachability
Interest
Listening/inquiring
Searching
Follow-up
Teaching
Conclusion

11: Thinking about meaning: how to be a philosophical librarian
Abstract
Meaning and conceptual analysis in Socratic Philosophy
Thinking about meaning: Socrates and conceptual analysis
Finding meaning in a philosophical education
Applications to librarianship: what is the meaning of our practices?
Conclusion

12: Ladies and gentlemen, welcome aboard!
Abstract
Introduction
How may I help you today?
You want me to do all that? In 30 minutes?!
What just broke?
As we prepare to land …

13: Visual literacy meets information literacy: how two academic librarians combined information science, and design in their careers
Abstract
Introduction
Visual literacy
Design needs in academic libraries
The authors’ previous experiences
Mary J. Snyder Broussard
Judith Schwartz
Abstract skills
Conclusion

14: Pedagogy for librarians
Abstract
Introduction
Before class: getting ready to teach
Additional reading
Articulate learning objectives and base everything—content, activities, assessment—on those objectives
Additional reading
Teach less material; move away from what must be “covered”
Incorporate exercises where students apply what they’ve learned to promote deep rather than surface learning
In the classroom
The advance organizer: telling them what you’re going to tell them
Activate students’ prior knowledge to scaffold their learning
Additional reading
Affective learning: how students feel in the classroom is as important as what they’re learning there
Additional reading
Classroom management
Additional reading
After class: completing the instruction loop
Additional reading
Provide prompt, formative feedback
Articulate your teaching philosophy
Additional reading
Conclusion
Index