Future of Librarianship

Last week I attended a program in NJ on recruiting and mentoring the next generation of librarians from underrepresented groups. The program was good and showed how active the state of NJ has been in trying to recruit a representative workforce. Recruitment is good, but what's next? Earlier this week I was chatting with a friend of mine (a librarian from a traditionally underrepresented group) who told me he wasn't renewing his membership to ALA or ACRL. After chastising him and asking why, this was, in part, his response:

"I thought long and hard about my membership with ACRL and ALA. I finally decided I was not getting enough return on my investment. My vision for the profession does not jive with the Strategic Goals of ALA nor with ACRL. The latter has done a better job of articulating their vision, but I think our interests are diverging. My thoughts on the profession right now are glum. I find myself frustrated with both the micro and the macro level issues. The profession is not aging, and it's not graying. It's already aged; and it's already grayed. It is old, slow moving, filled with barrier thinkers, and way too white and female for me."

While we all know this, what can we do about it? We keep having these "recruitment" efforts, but there isn't much that ALA (or the NJ State Library) can do about retention. My friend is in a residency program and his term will expire shortly and there are no immediate job prospects. I don't know how typical this is among those in residency programs, but these term positions, while they are good at getting your foot in the door and getting some experience, really don't address the retention issue permanently. The culture of libraries generally is also often a turn-off for many under-40 librarians (and even for some over-40). My friend, because of his experience to date, is now thinking about going into private industry where he believes he will find a culture more in line with his expectations. He continues:

"I want to work in an environment that is eager to move forward with organizational and employee development in a creative way; and that wants to use as much new technology as possible. I want to be in a fast, efficient organization that has very few meetings, very little bureaucracy, and that has lots of training and coaching opportunities within a culture of adult learning; and I don't mean workshops on Outlook or sexual harassment."

I don't know where this library is, but I haven't heard of many of them. It seems that my friend is therefore bound for the private sector. In the profession, we keep talking about change and the need to be "accommodating" to the next generation of librarians (and users) but is this all lip service? How can we, in the near future, change the culture of libraries sufficiently to keep the next generation of librarians employed in libraries? How can the next generation of librarians work within our current environment and feel welcomed, included, and valued? I would love to hear your thoughts.

Future of Librarianship

Preparing NJ Libraries for the Future

Part two of the session about recruitment and retention in NJ.

Presenters: Jana Varlejs, Nicole Cooke, Maria Baratta, Mario Gonzalez

Jana Varleys:
recruitment is the first step. mentoring is the next step in keeping people in the profession and will allow the librarians to recruit and mentor the next generation.
What new efforts are you (the audience) going to make to help diversify the profession? How will you make a difference?

How did you get recruited to the profession?
Nicole:
I "backed into" librarianship. Went to Rutgers school of pharmacy and spent a lot of time in libraries. As a result of working the libraries, the staff there provided encouragement and went directly to the MLS program after graduating.

Maria:
Was doing undergraduate work in Chemistry and as a result of doing a lot of library research, and after a semester of graduate work in Chemistry, decided to change careers and started working in libraries. Earned some "state bureaucracy skills" working in the state library.

Mario:
Mother suggested he go to the NYPL to apply for a job and did. Wanted to be an engineer. Unofficial mentors at NYPL were encouraging. Despite going off to study engineering, was hired to work at NYPL during every break period.

Question: Experience of diversity and its effect on recruitment and the profession.

Nicole:
An early experience was with the emerging leaders program through CJRLC. There weren't many diversity opportunities. None available for people from traditionally underpresented groups. The BLNNJ (Black librarians network of New Jersey) was also helpful in finding other librarians who "looked like me." Led to being a co-founder of the BCALA-NJ. These efforts are to help recruit more folks from underrepresented groups to the profession.
Now also associated with teh Spectrum program that now funds doctoral students. Spectrum graduates will now be mentors to the new group of Spectrum scholars.

Maria:
Had no experience working with people with disabilities. Had worked with the accessabile task force in church. Being 100% abled is a temporary condition; there will always be some disability if only temporary. Have been mentor at DEP and AG library positions. Have not had a formal mentor, but the informal mentors, some outside of the libraries, have also been very helpful. Take advantage of opportunities to be a mentor or a protege.

Mario:
Worked in cataloging early in career. Being bilingual was an asset. There are some stereotypes about folks from underrepresented groups that still are to be overcome (English folks can major in English, but Spanish folks can't minor in Spanish, for example). See Diversity Counts report by ALA. Did not have a formal mentor and this worked. The unofficial mentors were more effective.

Jana: 2 cohorts of IMLS graduates is not enough to address the problem in NJ.

Question: Mentoring.

Nicole:
Never had an official mentor, but have had several informal mentors. These people have always been available. There is no need for regular contact. You may set the pace and tone of the relationship. As a result, have now been a mentor to a student at Rutgers. This has also been informal, but rewarding and valuable.

Maria:
Have benefited from "drive-by" mentoring. Reaching out to those people who are "experts" and are willing to share what they know. Can often develop into a formal/professional relationship. It is a two-way relationship. Have been a mentor to students in the Rutgers program, one of whom now has the job I held previously.

Mario:
First person to come to mind if Lillian Lopez (since passed away) from the South Bronx. Developed a group of people who would go to the libraries. Always a vocal advocate and led many changes in the NYPL system. Now look to others as role models. Once the community undestands that libraries are a part of the education process, they will value the libraries more. Have served as a mentor when worked in Houston, encouraging the staff to go to library school, for example.
REFORMA-NE has a mentoring program.
ALA is also working to increase the number of underrepresented groups in teh profession.
"Grow our own" programs are also very effective.

Advice

Nicole:
Seek people out. Others who work in the libraries or use the libraries may not know what being a librarian is about. Have a conversation with them and it may lead to something.
meet people where they are.

Maria:
Recruitment is often challenging among the disabled population. You need to have people with the skills that can meet the needs of the library. Must alaso hire through the state civil service process. Be sure to provide the resources needed to let the person do their jobs. Cultural benefits are enormous. Know the community; work with the advocacy groups. Braille literacy is key for employment in the visually-impaired community. Very few (20%) of the blind community is braille literate. Will work with other libraries in increasing this percentage.

Mario:
Network! In person and virtual networks. Get involved in the community. Attend conferences. Diversity adds to the rich texture of your workforce.

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Summer of Service program (White House initiative) can provide an opportunity to get young peple in the libraries and can be a recruitment tool. Sign up at Serve.gov.

Being a librarian is a good way to become a leader of a community agency.

Preparing NJ Libraries for the Future

Recruiting and Mentoring a Diverse Workforce in NJ

Today I am attending a workshop on recruiting and mentoring a diverse workforce for New Jersey librarians. Presenters include Michele Stricker (NJ State Library), Pat Tumulty (NJLA), Edith Beckett and Hannah Kwon (IMLS Scholarship grant recipients), and Todd Siben (TESC). Other presenters include Connie Paul (CJRLC), Jana Varlejs (Rutgers), Nicole Cooke (BCALA-NJ), MAria Baratta (NJ State Library), and Mario Gonzalez (Passaic Public Library).

NJ (through the State Library) received IMLS librarian recruitment grants in 2003 and 2006. NJ grants were different from other states. Because NJ has such a diverse population, the purpose of the grant was to address the diversity imbalance. The funds would allow library workers to attend library school and tehn continue working in the urban libraries. Grant has now been extended through 2010. Students received scholarships (to earn undergraduate degrees at Thomas Edison State College and the MLS at Rutgers), salary subsidies. 2006 grant also provided funds for book purchases, assistance in joining state and national library associations, laptop computers and GRE study assistance.

50% of BA students have already completed and are now in library school.
90% of 2003 MLIS scholarship recipients are working in libraries.
All of 2006 MLIS students should complete degree by 2010.

Edith Beckett:
Expected outcomes:

• students would graduate with their BA or MLIS.

Family and other stresses were reasons cited for theose who didn't finish the degree (from 2003 cohort).

• Remain employed in NJ urban lirbaries.

8 new libraries and 5 additional staff who are eligible to move on to professional positions.

Lessons learned:

• focusing recruitment efforts on urban public library staff was a good recruitment tool. Most were Asian, Latino and African American
• focus on GRE preparatory assistance. Many staff had been out of school for some time and the assistance was welcomed.
  
• All students benefited from time off from work to complete studies. Juggling work, school, and families and other obligations was often challenging. Staff were given two days off for studies.
  
• Online support was critical for online students. Students without online access at home felt disadvantaged.
  
• Library support for students was also critical. Students without online access at home needed access at work.
  
• The cohort system worked well. The informal support groups generated by students was helpful. (BA students didn't have the cohort and reported feeling isolated).
  

2006 grant used the lessons learned from the 2003 groups.

Hannah Kwon:

Lessons learned from 2006 cohort:

• Important factors for folks to work in public libraries: 1. work environment; desire to help people
• availability of funding and support from employer were key factors in deciding to apply to the program.
  
• Most (75%) said they will continue to work in urban libraries beyond the required 2 years.
  

Subtle changes in the work environment that will make a difference.

• Opinion is more highly valued.
• Promotion was granted prior to completion of the MLS.
• Boss acts like she pays hte grant (need full support from the administration and other staff members). There may be the appearance of favoritism.
  
• Some resentment from other co-workers especially about the reduction in work schedule. Need to be more effective communication about the program.
  

Effect on participation of job

• can deflect some routine duties and focus on more complex tasks
• more aware of role in the library
• greater responsibility and sense of purpose
• couldn't work full hours and salary was cut
• promotions in title should be accompanied by commensurate salary increase
• often difficult to complete all work tasks
• often difficult to schedule vacation or other time off

Suggestions for improvement

• Mentoring. There is a need for stronger mentoring in the program. Need for guidance on navigating school/work/life balance
• the cohort experience was valuable. but needs to be more structured and regulated. It would be good to see the other scholarship recipients. meet more often as a group to discuss progress, etc. meetings could be in person or virtual
  
• technological support could be better. More improved technology and online help with study skills.
  

General comments:

• a tremendous opportunity and great experience
• problems seem minor in comparision to the benefits.
  
• would not have otherwise pursued the degree without the program
• long-term investment.
  
• change in the library culture (to develop support for the students) is needed.
  

Todd Siben:

Feeling of "non-connect" (not disconnect) often because of time zone differences. It is hard to connect when folks are in different places. Most advising is done by email or phone. IMLS program allowed TS to meet with the studens in person. A much different experience than what was the norm at TESC.

Students are jugglers. Being a student is only one of many things they are workign on at the time. The initial period - especially in online classes - is filled with anxiety. The level of anxiety dissipates over time. Level increases again when the students are close to the last semester or the last course - as this phase ends.

Success rates for the scholarship recipients was greater than the general success rate for TESC students. There is a sense of purpose - the students know they will become librarians and they aren't going to school just because it is expected.

Pat Tumulty:
Process started in 2002.
Urban libraries document created. Need to expand opportunities for library associates in urban libraries.
Important to continue the discussions about the long term needs of New Jersey libraries so when other grant opportunities come up, we'll be ready to take advantage of them.

Connie Paul on how to be an effective mentor.
Thanked Rutgers especially for their contribution to secure the grant.

2003 cohort had a mentor on the job, and a mentor in the state library, and an unofficial mentor to help read papers, etc. There were lots of meetings and there seemed to be "mentor overkill." As a result, the level of mentoring for the 2006 was reduced somewhat. A formal mentor was still assigned.
Those who are in the program had agreed to serve as mentors for the subsequent groups.

Mentoring tips:

• Asking for help. Ask for help when you need it. It is often difficult to ask for help, but do try to reach out. Try to ask before it is urgently needed. When to ask for help. 1) when starting a new job. 2) when you have interpersonal problems with co-workers. 3) should you apply for a new job; employment advice.
  
• Offer help. This is a good way to repay what was done for you.
  
• Mentoring vs coaching. Mentors are for support, coaches are for action. Mentoring assumes the wisdom is in the mentor; coaching assumes the wisdom is in the protege and the coach needs to bring it out.
  

Energy restorers:
Get rid of the clutter
What five things are you putting up with? Fix them

Recruiting and Mentoring a Diverse Workforce in NJ