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.
- Remain employed in NJ urban lirbaries.
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).
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.
- 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.
- 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
- 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.
- 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.
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.
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