WHY LIBRARIANSHIP?

Early in 2015, it was reported by yougov.uk that survey results revealed librarianship was the second most desired job in Britain.Footnote ¹ My motivation for committing to a career in libraries was reinforced by an early assignment which questioned how librarianship contributes to today's society. Research for the assignment introduced me to ideas about librarianship previously not considered, principally librarianship as a socially-responsible profession based on core values such as intellectual freedom, the democratisation of knowledge and social inclusion.

I consider a career as a legal information professional a desirable role. As a discipline, law is a compelling sector as enquiries can lead to interesting legal research, often relevant to current affairs. The profession provides the ability for specialisation and the opportunity to experience a variety of sectors such as academic libraries, law firms, courts and government departments, which is also an advantage.

WHY STUDY AN LIS QUALIFICATION?

I had been working in libraries for nearly two years before I decided that I wanted to stay in the library and information sector, and that an LIS qualification was necessary to progress further in the profession.

The inclusion of LIS qualifications on the ‘desired’, if not ‘essential’, list of most job adverts I had seen was instrumental to this realisation, as were the experiences of friends and co-workers. Although I was familiar with many unqualified colleagues who had risen to senior positions owing to experience and commitment to the profession, it was commonly noted that job specifications had changed to ensure successors to these roles held formal qualifications. In some cases, applications without a degree were not accepted, despite many years of experience.

WHY CHOOSE SHEFFIELD?

I began seeking recommendations from colleagues on current LIS courses when CILIP East fortuitously organised a free, local event titled ‘Applying to Library School’. Programme directors and recent graduates from LIS departments of universities around the UK showcased their courses and answered questions for prospective students.

The University of Sheffield Information School made an impression as a forward thinking programme incorporating modules on digital libraries, database design and information ethics as well as more ‘traditional’ elements such as collection management.

The Information School describes itself as ‘a world-leader in the field of information systems’Footnote ² and is currently ranked 1^st for Librarianship and Information Management by the Complete University GuideFootnote ³. The course is aimed at those currently working in the profession or with practical experience in libraries and promises to deliver a comprehensive understanding of knowledge and information management. The programme also focuses on core skills for career development such as library management, research methods and organisation of information services.

Perhaps most importantly, the Information School announced they would be offering a part-time distance learning option of their LIS degree in September 2015. I was already aware that I would need to complete the degree via distance learning whilst simultaneously working full time. I considered this essential not solely for financial reasons. Although I deemed an LIS qualification necessary to progress in the profession, my perception of the library and information sector in general was that direct experience was still valued. With only two years overall experience in libraries, it would be counter-productive to relinquish my current position to study full time.

For those considering undertaking an LIS qualification, other distance learning courses are also offered by Northumbria University and Aberystwyth University. The latter is favoured amongst colleagues due to the flexibility of the programme which allows students to complete the course at their own pace within two – five years. Other CILIP accredited courses, full time and part time, are offered by City University London, University College London and Manchester Metropolitan University.Footnote ⁴

DISTANCE LEARNING

After accepting an offer from the university, I was concerned how the distance learning element would affect my studies. Needless to say, a strong internet connection is crucial. The course operates entirely online through the faculty VLE called MOLE (My Online Learning Environment). Teaching staff uploaded materials such as YouTube videos, recorded slideshows, reading lists and links to forums for class discussions. All assignments are submitted online via TurnItIn.

Additionally, each week a synchronous or ‘live’ session was conducted using web conferencing software such as Adobe Connect to create a ‘virtual classroom’. The sessions, usually lasting about 2 hours, would act as seminars and provide an opportunity for real time communication with tutors and classmates. These would be recorded so that those unable to attend could catch up at their convenience. A Google Plus community comprising of everyone on the course, including staff, was created. Comparable to an online notice board, this forum was used by both staff and students to post details of readings, initiate class discussions or ask questions about assignments. Through various media such as email, online forums and the ‘live’ sessions, I felt I could easily connect with teaching staff and classmates on the course and did not feel isolated.

One unexpected benefit of the course is the range of online tools and applications I have been introduced to, as a result of the distance learning aspect. Aside from Adobe Connect and Google Plus communities, I have become accustomed to web based collaboration files such as Google Docs, Padlet and Google Slides. Other tools include: Trello for organising lists, citation tools such as CiteThisForMe and Feedspot, a social feed reader which scans online sources to compile materials on a chosen topic. I have appreciated the opportunity to learn new skills and upgrade my knowledge of web based applications.

To aid my studies, a form of day release was agreed with my line manager during term times. One full day a week provided enough time to view the teaching materials, attend sessions and complete study tasks. Additional time required for assignments or extra reading could be gained during lunchtimes, weekends and during the commute to work.

RELEVANCE OF LIS QUALIFICATIONS

Aside from the distance learning aspect, my other concern was how relevant I would find the course to my current role. Consulting with colleagues and friends who were in the process of completing an LIS qualification, or had recently completed one, I discovered common criticisms of various programmes. Chiefly these involved: the use of dated materials as core reading, assignments or tasks inapplicable to current workplaces and generic modules such as management or business strategy with little library context. In some cases, these modules appeared to be borrowed from other courses.

So far the main themes have covered a wide range of issues and topics too broad to list in detail, though highlights have included: collection management, copyright, technology enhanced learning and an examination of reference services and information behaviour. In some cases, I have been able to apply knowledge acquired from my studies directly to my current role. For example, a presentation from the University of Sheffield Library Copyright Officer provided information that assisted my current role providing copyright advice to students and faculty. Similarly, an assignment examining internet filtering in libraries inspired me to investigate and discuss the internet filtering policy of my own institution which proved insightful. I have also appreciated practical assignments such as creating a teaching intervention, designing a database and producing project management documentation.

Equally, subjects covered during the course have related to current affairs. Examining information rights and ethical issues such as data protection and freedom of information has coincided with a government review of the Freedom of Information Act. Similarly, intellectual freedom and censorship can be explored in relation to the proposed Investigatory Powers Bill.

Aside from learning and reflecting on library issues, a module devoted to information literacy promotes the improvement of research skills and learning abilities. Tutorials have analysed learning styles and study approaches, encouraging us to use methods such as the Revised Approaches to Study Inventory and the VARK questionnaire to determine our own preferred learning methods. This serves a dual purpose of teaching how other students might best learn from training provided by librarians and assisting us in improving our own learning methods. Correspondingly, this module included an exploration of teaching styles and analysis of inquiry based learning, for the purpose of preparing librarians for expanding roles into education and teaching.

I would appreciate a module on cataloguing or classification as these are skills I am not acquiring in my current role, yet are essential to most Librarian positions. I have attended workshops studying RDA & AACR2 and also MARC21 fields but would appreciate further tuition on these disciplines. As a result, I shall be relying on the generosity of my colleagues to provide training and an opportunity to gain practical experience with cataloguing and classification.

Relating topics studied throughout the course to our current positions is encouraged, and often when exploring issues during group discussions we have been asked to reflect how this has applied to our own work situations. Overall, I have found the subjects and materials up to date and relevant to my current role as a library assistant.

LIS QUALIFICATIONS AND LEGAL LIBRARY SECTOR

To some extent, I would agree with Samuel Wiggins and Marie Grace Cannon's assertion that: “the qualification is too general to be useful to those hoping to go in to the legal sector.”Footnote ⁵

In the coming year, I have opted to study a module examining academic and workplaces libraries which will feature visiting speakers from different sectors, one of these will represent law libraries. However, I expect this to provide only a brief overview of some aspects of legal librarianship rather than an opportunity to provide training or specific expertise.

This is to be expected as the course stipulates entry requirements of 12 months' work experience and advertises itself as “designed to suit busy professionals”Footnote ⁶. The course outline promises to help students to “develop the skills you need to move your career forward”Footnote ⁷ and as a result it is assumed that students are already equipped with the practical training and skills required for their current roles. It follows that the Master's degree is designed with the purpose of building on existing skills and experience to prepare new professionals for management and leadership.

Subsequently, those hoping to enter the legal library sector will still require practical work experience, which emphasises the importance of in-house training. New professionals may need to supplement the LIS qualification with courses specific to law librarianship, highlighting the necessity of programmes such as the Legal Reference Materials Course and the Legal Foundations Course offered by BIALL.

All new employees require in-house training in some respects. However, entrants to the legal library information profession, qualified or unqualified, will depend on a workplace to provide an understanding of law, legal processes and terminology to those with no knowledge or experience of the legal sector. Similarly, the cost of courses such as those offered by BIALL will prevent those without sponsorship or support from their workplace from attending. Whether this will prove a challenge to new professionals against a backdrop of shrinking library budgets and staff shortages remains to be seen.

LIS QUALIFICATIONS AND THE ACADEMIC LIBRARY SECTOR

Throughout the university library network, I have many colleagues and associates who are enthusiastic new entrants to librarianship. Many of these colleagues demonstrate considerable commitment to the profession by undertaking expensive LIS qualifications, volunteering for training or events and paying membership of professional associations. Similarly, the majority of cohorts undertaking the postgraduate degree at Sheffield work in university libraries.

Currently, my role in an academic environment at the Squire Law Library at University of Cambridge, is rewarding and provides an ideal setting for gaining experience in the legal sector. I intend to make the most of my current position to gain confidence and improve my knowledge of the sector whilst qualifying as a librarian. In the future it would be interesting to gain experience working in a different setting.

Compared to public libraries, academic libraries can be viewed as more stable with many staff members having enjoyed long careers spanning decades. This allows libraries to benefit from both the experience of older staff members and the enthusiasm of new professionals. However, there is a concern that budget cuts will affect staff shortages, leading to roles being regraded or positions left vacant by retirees remaining unfilled.

The necessity of librarianship as a profession to continue to develop and keep apace with changes such as advances in technology, copyright law and the open access movement is a challenge, but an equally exciting aspect of the profession. Information services is a fast paced industry and colleagues are aware of the challenges presented by new technologies; but also appreciate the opportunity to develop social media, mobile applications and online tools to enhance library services. It has been useful and inspiring to learn how fellow librarians have incorporated these aspects in their workplaces. Ideas include reference services using social media, instant messaging or online ‘ask a librarian’ chat services. Other concepts include online FAQ/ help pages for library webpages, the use of ‘pop-up’ reference desks and QR codes. Other challenges faced by staff in academic libraries includes copyright law which remains complex. Many course mates admitted they do not feel they have a good grasp of the subject and wish more training was provided by their workplace. Associated with this is the open access movement, a current and popular concept that would benefit from greater discussion during the LIS programme.

CHALLENGES FOR NEW PROFESSIONALS

The distance learning element of the course brings together library and information professionals from around the country. It has been fascinating to discover the wide variety of roles represented by my classmates. Aside from public libraries, and a large majority from academic libraries, other sectors include city councils, NHS trusts and national archives. Notably, there does not appear to be anyone else from a dedicated legal library.

The course presents an opportunity to network and compare the services and policies in our respective workplaces. It has been reassuring to note that many others express similar challenges in their libraries: budget cuts, staff shortages and a need to demonstrate the value of libraries to parent organisations or institutions.

Equally, it has been thought-provoking to discuss with peers the potency of out-dated stereotypes concerning librarians and popular opinion of librarianship, which is not often viewed as a professional career. This was explored in a recent article shared amongst my classmates that examined the contemporary stereotype of librarians as a product of historical and cultural influences.Footnote ⁸

It was reassuring to learn others had encountered similar experiences when discussing the LIS degree to those outside the library and information sector – chiefly encountering disbelief that librarianship requires a formal qualification! This corroborated my own experiences of explaining my decision to undertake a postgraduate degree in librarianship. It is reassuring to note that aspects of the role, such as details of chartership, codes of practice and the role of professional associations often draws positive responses and a reassessment of misconceptions of librarianship.

Notwithstanding, general perceptions of the profession amongst library assistants themselves appear optimistic. Positive aspects of librarianship are promoted, such as the enthusiasm amongst librarians for sharing new skills and learning, the value of librarians as facilitators of knowledge and the job satisfaction gained from assisting others.

Penny Hazleton, writing in the The IALL International Handbook of Legal Information Management, argues that: “it is clear that in countries where some law librarians hold law degrees, their status and the status of their profession is more highly regarded at all levels of government and in society”Footnote ⁹. In a mission to “acquire the respect and professionalism needed to provide effective leadership in the information age”Footnote ¹⁰, Hazelton suggests training programmes organised between law librarians and lawyers, or alternatively an LLM degree in Law LibrarianshipFootnote ¹¹. Both concepts have merit and I concur with her assessment that a lack of professional training for law librarians encourages attitudes of low status and lack of respect for the role of legal information professionals in institutions and society as a wholeFootnote ¹².

It will be intriguing to note if the increasing demand for librarians, and library assistants, to possess formal LIS qualifications will enhance the ‘professionalism’ of librarianship. In contrast, will budget cuts and staff shortages leave overqualified new professionals in assistant roles?