Blog 2A

Week 3

In their article, “What qualifications…,” Choi and Rasmussen really caught my attention. For the last six months, I have been looking for a way into the world of library science professions. An English teacher previously by trade, the transition to becoming a children’s librarian felt as natural as falling off a log at first. “Sure,” I thought, “I’ll have no problems finding work in this field.” Now, six month later, I have only just accomplished my goal and acquired work as a school library aide. Permit me to respond to some of what they say in their article.

“Several content analysis studies have revealed the impact of computer-related technology on library positions and their requirements. Those studies found that required computer-related skills changed and increased over time with new developments in technology” (Choi and Rasmussen, 2009).

This is most certainly the case. As a frequent visitor of the federal government’s jobsite, USAjobs.gov, I can attest that their library-related technology demands are extensive. The questions they ask are specific, in depth, and uncompromising. These job searchers phrase their questions in such a way that nothing less than an exact answer will suffice.

“Two studies by Smith and Lynch found that most jobs in their data set listed general, rather than specific, computer skills, and behavioral characteristics of candidates became increasingly visible in the job advertisements. The researchers discovered that “combination” jobs that shift from traditional specialist to more complex functionalist positions were on the increase in their sample. Likewise, Beile and Adams identified a significant number of positions relating to electronic services that fit into neither public nor technical service areas” (Choi et al., 2009).

I disagree with this point. I blame the unusually diverse nature of DC in that job seekers here can request any number of exact requirements when searching for a librarian. Not long ago, for instance, I found myself lacking qualifications for a particular library job because I was unfamiliar with Urdru. In this area, in this job market, specialization is the name of the game.

“Technology-related experience appeared most frequently (123 out of 217 instances (56.68%) as required qualifications and 63 out of 143 instances (44.06%) as preferred qualifications). Similarly, technology-related competencies were the most frequently mentioned knowledge/skills in both the required and preferred categories. Knowledge of and experience in resource building appeared next most frequently, followed by qualifications on knowledge organization” (Choi et al., 2009).

This I find to be of particular interest in education. In my experience, teachers fixate on their one area of expertise and need a strong support system. Requiring a teacher to also understand the software systems at play in his/her environment could lead to disastrous results.

“Among qualifications stated in the ads, a qualification of communication and interpersonal skills (57.47% in Table 9) appeared most frequently, followed by expertise on current trends in the digital library environment (26.44% in Table 7), and experience in digital library development and digital information systems (25.29% in Table 8). Knowledge of and experience with metadata, and the creation and management of digital information were also required frequently in the ads” (Choi et al., 2009).

It has surprised me, more so than any other part of library schooling to date, how much customer service goes into this field. Similarly unexpected is the emphasis on cutting edge system knowledge. The cultural stigma on libraries, even today, is one of an almost dinosaur-like tendency to plod.

Works Cited

Choi, Y., & Rasmussen, E. (2009). What qualifications and skills are important for digital librarian positions in academic libraries? A job advertisement analysis. The Journal of Academic Librarianship, 25(5), 457-467.