Alternative LIS/Information Professional (IP) Careers

Over the course of this series of Blogs we are going to cover the Who, What, When, Where, Why and How of Alternative LIS or IP Careers. We also would like to initiate a Job Bank Blog that will be a collection of alternative career ideas and job titles and descriptions. Alternative LIS/IP careers are a very important topic in today’s tight job market and I think we should all be aware of the many possibilities that the LIS profession can offer us.

The traditional careers of people who pursue degrees in Library and Information Science usually include them working as reference librarians, researchers, children’s librarians, collection development librarians, catalogers in technical services, public services circulators, or as administrator archivists (McGuire, 2003) in settings such as school, public and academic libraries. Yet, more and more, librarians are applying their information management and research skills to arenas outside of libraries—for example, database development, reference tool development, information systems, publishing, Internet coordination, marketing, Web content management and design, and training of database users (http://stats.bls.gov/oco/ocos068.htm).

Moreover, entrepreneurial librarians sometimes start their own consulting practice, working as information brokers, providing services to other libraries, businesses, or government agencies (http://stats.bls.gov/oco/ocos068.htm). Additionally, some librarians have branched out even further, becoming private investigators, document analysts, business information specialists, data services specialist and resource managers.

With the coming of the information age, there are now more careers that are actually available for librarians because of the current emphasis on information technology. Traditional librarians may choose to jump to alternative careers because it is where the trend seems to be leading them. Now that everything revolves around the Internet and the World Wide Web, libraries are in the process of getting involved in ‘social’ networking technologies in order to more efficiently serve their patrons. This drives their employees to grow in skill and knowledge.

Being imaginative with possible job titles in the Library and Information Science profession is important. “According to career counselor Nancy Friedberg, ‘It’s OK to play with titles. For instance, one client was a librarian, earning $27,000. I suggested he reposition himself as an information-management specialist. He now makes over $100,000 at a consulting firm’” (Mach, 2008). In today’s economy, especially in Michigan, it is vital to be aware, and take advantage of all the possible job markets an LIS education can open up for us. Knowledge about computer software and technology and ways to find and manage information are very marketable skills.

According to Darwin McGuire (2003), there are six categories to choose from for a librarian who is searching for a career: (1) libraries, (2) corporate, (3) freelance, (4) technology, (5) government and (6) other. Most of the alternative careers, however, are technology related, and the list is almost endless: chief information officer, data information analyst, data manager, database administrator, database analyst, database consultant, database designer, database manager, database specialist, information architect, information engineer, information management specialist, information manager, information security engineer, information site architect, information specialist, information technology manager, knowledge management coordinator, knowledge manager, medical records administrator, network administrator, reporting analyst, and systems analyst (Shontz, 2004, p.94). Still, there are even more alternative careers under the research category (e.g., database researcher).

For some real-life accounts of librarians using their education in an alternative way check out http://studentorg.cua.edu/asis/march98.htm. Also check out the article by Brunella Longo: “How a Librarian Can Live Nine Lives in a Knowledge-based Economy” (See References). It talks about how being creative and proactive can keep our careers alive and well. As Longo states, “…we must avoid the risk of becoming trapped in narrow solutions that could quickly become obsolete, inadequate, or insufficient with respect to the expectations of users, the potential of information sciences and the opportunities offered by technological progress.”

Based on your understanding of alternative career options for Library and Information Science master’s degree holders, address as many of the following discussion question as you want in order to share and further thoughts and findings pertaining to this subject matter.

Toolkit Resources

http://www.libraryjournal.com/article/CA6490671.html

http://www.fims.uwo.ca/mlis/careers/placement/

http://www.michellemach.com/jobtitles/realjobs.html

http://www.monster.com

Alternative careers workshop. (1998, March 31). Retrieved April 4, 2008, from the Catholic University School of Library Science database: http://studentorg.cua.edu/asis/march98.htm.

Keller, L. (2000, November 8). Looking it up. Retrieved April 4, 2008, from the Cable News Network: http://archives.cnn.com/2000/CAREER/trends/11/28/librarians/.

Real job titles for library and information science professionals. Retrieved April 15, 2008, from Michelle Mach’s Job Title Generator http://www.michellemach.com/jobtitles/realjobs.html

References

Longo, B. (2001, November/December). How a librarian can live nine lives in a knowledge-based cconomy. Computers in Libraries, 21(10), 40-43.

McGuire, D. (2003, December). Librarians in the information age: Alternative uses of MLS degrees. Retrieved April 4, 2008, from LISCareer.com, http://www.liscareer.com/mcguire_alternativecareers.htm.

Shontz, P. (2004). The librarian’s career guidebook. Lanham, MD: Scarecrow Press. Retrieved April 4, 2008, from http://stats.bls.gov/oco/ocos068.htm

Discussion Questions

1. What are some of the true-to-life reasons why traditional librarians choose to take the alternative path?

2. Would alternative careers can be short-term solutions or long-term careers?

3. What is the effect of the Internet on those who have an the LIS degree?

4. What can current MLIS students do while in school to broaden their “scope” to better prepare for non-traditional job possibilities?

5. What aspects of a career in LIS do you find most attractive and do the “alternative” careers possess these?

6. What can be done to close the training gaps that might be present in an alternative job position?

7. If you were to decide to pursue an alternative career path, which would you choose and why? Include in the description the relevance of the career to the field of library and information science.

8. Is there any alternative career that you did not see discussed above in which you would be interested? If so, please share information about the career occupation.

9. Can pursuing an alternative career help us become more marketable in the traditional library profession?

(Submission by Tiffany Cotton and Holly Clarke - Group Seven)

When do Career Changes Happen & Why Would Someone Choose An Alternative Career?

When Do Career Changes Happen?

Many people are deciding to change careers—at different stages in their lives and for many different reasons. Most people decide to change their careers in the mid-part of their life, usually between 40-50 years of age, although it may be easier to change at the beginning of your career when you are a younger age. The average person changes careers three to seven times during their lifetime. Besides the mid-life career change at the age of 40, many people of all ages (25-60 years old) are deciding to change careers for many different reasons. (Pollitt 2008) Career changes are now becoming popular at younger ages and career changing is happening more than once during a person’s career. Today, career changes are the norm rather than the exception.


People also change careers because “careers and work mean different things to different people at various life stages…A younger person joining the full-time workforce may value perks like travel and company cars. A decade later, the same employee with a family and mortgage may seek interesting, dependable work with flexible hours and benefit plans. Middle-aged employees may opt for positions that let them work from home or create a “virtual workplace” from distant location while enjoying life in a year-round resort setting.” (Is it time to switch careers?, 1996).

The ‘when’ of career change also includes some ‘whys’ and the reasons why people change careers are many and varied. Many people who change careers do so because of downsizing at their company, the need to make more money, or because they want to feel fulfilled and their current career has lacked fulfillment. Other reasons include boredom with a current position, a lack of opportunties to move up in their current career, seeking a better life-work balance, and wanting to earn a living from something they enjoy doing. (Pollitt 2008)

In short, there are many career changes taking place in people’s lives at different times and for various reasons.

Why - Why Would Someone Choose An Alternative Career?

Why would someone with a MLIS degree seek out an alternative career? As with any other career, there are many reasons why a person with a MLIS degree may wish to seek a non-traditional library job. They could be bored, burnt out, or dissatisfied with their current position. They may not wish to take on a management or supervisor role so they realize that they are at the top of their ladder and yet still wish to move onward. Lack of job security may also force a person to look for an alternative career in the library profession.



Income is another reason why a person may seek an alternative library career. Non-traditional library careers and other alternative careers tend to pay better than jobs in a traditional library setting (Dority, 2006). For most people, and especially those just starting out in the profession, income is extremely important. Often those just graduating with a MLIS have student loans looming over their heads. They need to make sure that their first job pays well enough for them to live off of and enough to pay back their student loans. Most entry level library jobs will not meet this need so graduates are forced to seek alternative jobs. Also, with the high number of MLS graduates and the recent trend of library downsizing, traditional library jobs can be hard to come by.

There are also those people who never desired to work in a library yet went on to earn a MLIS degree anyway. They realized that the skills acquired in a library science program are transferable to other jobs. Some of these transferable skills include: online communication, problem solving, research, computer software and Internet skills, organization, and the ability to find out what information a person is really seeking, better known as the reference interview. Being able to master these skills is very important in today’s job market especially with the current technology and the over abundance of electronic information that is presently available. It is for this reason that some people feel they will be well prepared for any job dealing with all types of information after attaining a MLIS.


Another reason why a person may choose an alternative career path is because she or he may have stumbled upon their niche while working in a library. A librarian may become passionate about a certain aspect of his or her job. They may realize that instead of being a librarian and only dealing with this area every so often that they may wish to pursue this as a full time job. For example a librarian may enjoy working with the library’s software program so much that they decide to seek a job in this field.

Questions:

1. Do you think it looks bad on a resume to have many different career changes? Does it look any different if they were job switches instead of career changes?
2. Does your experience agree with the information provided?
3. When might you choose an alternative career, if this is of interest to you?
4. Do you believe more MLIS graduates will begin seek alternative library career? Is there a certain field you believe more MLIS graduates will flock to than others?
5. What other library related skills would transfer to other jobs? Do you believe non-library employers will view a MLIS as an advantage or a drawback?

Toolkit Resources

Mel.org’s Jobs and Careers Pathfinder:
http://www.mel.org/SPT--BrowseResources.php?ParentId=425

Occupational Outlook Handbook from the U.S. Department of Labor website
http://www.bls.gov/search/ooh.asp?ct=OOH

The Library & Information Science Professional's Career Development Center
http://www.liscareer.com/

References

Alternative careers workshop. (1998, March 31). Retrieved April 3, 2008, from Catholic University of America: http://studentorg.cua.edu/asis/march98.htm

Dority, G. K. (2006). Rethinking information work: A career for librarians and other information professionals. Westport, CT: Libraries Unlimited.

McKay, D. R. (2008). How often do people change careers? Retrieved April 15, 2008, from http://careerplanning.about.com/b/2006/07/28/how-often-do-people-change-careers.htm

Sarwanawadya, P. (2008 ). Is a midlife career change the way to go? In EzineArticles.com. Retrieved April 15, 2008, from http://ezinearticles.com/index.php?Is-A-Midlife-Career-Change-The-Way-To-Go?

Pergander, M. (2007, October). Leaving Libraries: Why do some librarians switch careers? (part two of two). Retrieved April 15, 2008, from American Library Association: http://www.ala.org/ala/education/empopps/careerleadsb/workingknowledge/workingknowledge1007.cfm

Pergander, M. (2007, September). Positions of Transition. Retrieved April 15, 2008, from Why do some librarians switch careers? (part one of two): http://www.ala.org/ala/education/empopps/careerleadsb/workingknowledge/workingknowledge0097.cfm

Pollitt, L. (2008). Career change happens. Retrieved April 15, 2008, from http://ezinearticles.com/?Career-Change-Happens&id=694710

Prepared by Jennifer Keith and Lynn Shemwell, Group Seven, April 17, 2008.

Who Can Help Me Achieve An Alternative IP Career?

“Find something you’re good at and see if you can grow to love it and make a living at it.” Beverly Geer, BioOne marketing representative with Amigos Library Services shares this advice to MLIS degreed professionals. Geer served on a panel of four who all earned an MLS degree, yet are working in a non-traditional position. They participated in a program entitled, “Places Your MLS Can Take You: Alternative Careers for Librarians.” (Turner, 2003) Outside of libraries, there are unlimited job opportunities where the learned skills and knowledge will not be wasted but rather exemplified.

Professional Organizations and the Nontraditional LIS Career

Joining a professional association can be extremely beneficial for any individual, but particularly for someone pursuing a nontraditional LIS career. Since working outside of a traditional library environment means reducing the chance of daily interaction with other information professionals, taking part in an organization will allow you to connect with people in your field whom you may have not otherwise encountered. Whether you are just taking the first step towards a nontraditional LIS career, or if you have been working in such a field for years, it pays to be united with a professional organization that will support and advance you throughout your career.

Networking Opportunities

One of the most valuable results of joining a professional association is the opportunity to connect with people who are in your field. This certainly includes making contacts who can help you attain employment, but it goes beyond just that. You will be surrounded by people sharing their knowledge, ideas and skills, building on one another’s strengths in one vast synergetic relationship. You can learn from each other, discovering what sorts of things have worked for them and what things to avoid. Also, if you are just starting out with your career, you may be able to find a mentor within the organization who is willing to offer guidance.

In addition to profession support, networking within an association can also provide emotional support. In a nontraditional career setting, you may sometimes feel as though no one relates to you and your problems, but the people you connect with in a professional organization certainly do.

Newsletters

Many professional organizations publish journals or newsletters for their members. These resources can be beneficial in several ways. They provide access to valuable information about advancements within the field, they inform you of industry trends, and they reveal what sort of work information professionals are doing in other companies.

Another benefit to association newsletters is the opportunity for your own work to be published. This increases your visibility within the organization, and within the field in general. Not only is this a practical method for sharing your ideas with colleagues, it is also a great way to gain the attention of potential employers.

Opportunities for Grants

Many professional organizations promote research and creative endeavors within their field – and some do this in the form of grants. If you are particularly interested in pursuing a specific research project and would appreciate some financial assistance, your professional association should be the first place you turn.

Increasing Awareness of Your Company

One of the pitfalls of working in a nontraditional setting is being under-appreciated by your company. In today’s competitive job market, employers may ask how exactly you will be affecting the bottom line. As a member of a professional organization you will have an answer to that. When you are involved with an association, fellow members will know you as “Jane from Science Industries Corporation” or “Bob from Health Services Incorporated.” While attending conferences, you will have the chance to talk about work you are doing for your company, thus putting your company’s name out into the public eye. Joining an organization is essentially advertising for your employer. By increasing awareness of your company, you are increasing your own value within the company.

Professional Organizations

Due to the growing number of alternative careers for Information Professionals, there are several organizations that support and encourage these non-traditional paths. As an Information Professional, there are numerous organizations that are dedicated to a specific field such as the Medical Library Association (MLA), Society of American Archivists (SAA) and American Association of Law Libraries (AALL). For an extensive list, refer to G. Kim Dority’s (2006) Rethinking Information Work, pp. 89-93.

Other organizations have a general Information Professional focus in which several people connect with their different careers while networking and staying informed of the changing profession as a whole. Below are some of these types of organizations.

Association of Independent Information Professionals (AIIP) provides a place for professionals in all stages of their careers to share their experiences, knowledge and advice with one another. Their website includes information on upcoming conferences, published materials, took kits, and many other useful resources. (http://www.aiip.org)

Independent Librarian’s Exchange (ILEX) is associated with the American Library Association and strives to encourage all members in their alternative careers. As a part of ALA’s Association of Specialized and Cooperative Library Agencies (ASCLA), ILEX supplies members with information through programs, networking and discussions with other members to share their growing knowledge. (http://www.ala.org/ala/ascla/asclaourassoc/asclasections/ilex/ilex.cfm)

Society for Competitive Intelligence Professionals (SCIP) is an international nonprofit organization available to any professional working with either creating or managing business knowledge. Members of SCIP benefit from continuing education opportunities as well as chances to network in order to further expand their resources. Common background experiences include market research, strategic analysis or science and technology. (http://www.scip.org)

Do You Have What It Takes To Land An Alternative IP Career?

In order to pursue an alternative career, you must be proactive in taking the initiative with
potential businesses, get your resume on their desks and continuing your education to better prepare you a variety of skill sets. Many potential employers are not aware that they need you until you approach them with how you can benefit their company/business. Professionals also stress that you may need to work part-time or even as a temporary employee simply to get your foot in the door – but it’s worth it. Experience, connections and knowledge will help you land your dream job in the field of your choice.

If you are considering taking a non-traditional librarian path but are not sure if you have the personal characteristics needed, visit some of the sites listed on p. 37 of the Dority text to take a personality test. Although these tests will provide information on different aspects of your personality, it is not a pass or fail test for alternative careers. This is just a simple way to look deep into the way you think and act to help make decisions towards the job that will be the best fit for you individually.

Toolkit Resources

Online Job Search Sites

Dalhousie University – School of Information Management (includes a listserv option)
http://sim.management.dal.ca/Employment_and_IM_Resources/Local_Listservs.php

Guide to Employment Sources in the Library and Information Professions
http://www.acrl.org/ala/hrdr/libraryempresources/2004employmentguide.cfm

Rutgers - School of Communication, Information and Studies placement website http://www.scils.rutgers.edu/placement/

University of Washington – Information School (includes a listserv option)
http://www.ischool.washington.edu/resources/career/mliscareer.aspx

Additional Resources

Association of Independent Information Professionals (AIIP)
http://www.aiip.org

Independent Librarian’s Exchange (ILEX)
http://www.ala.org/ala/ascla/asclaourassoc/asclasections/ilex/ilex.cfm

Michigan Library Association
http://www.mla.lib.mi.us/

Society for Competitive Intelligence Professionals (SCIP)
http://www.scip.org

Special Libraries Association
http://www.sla.org/

Surviving the Thriving on Your Own – A Tool Kit for the Independent Professional
http://www.ala.org/ala/ascla/asclapubs/surviving/survivingthriving.cfm

References

Dority, G.K. (2006). Rethinking information work: A career guide for librarians and other information professionals. Westport, Connecticut: Libraries Unlimited.

Turner, B. (2003, June 23). Alternative careers for librarians discussed. ALA Cognotes, 3, p.4.

Discussion Questions

1. Are you a member of any professional organizations or do you plan to join one? Which one and why?

2. How imperative is it to be involved in a professional organization when pursuing an alternative career?

3. Have you ever taken a personality test? Did the results surprise you?

4. Do you think you would ever consider an alternative career? Why or why not?

Written by Adrienne Patterson and Holli Whitmore

The ‘Hows’ of Alternative Information Professional Career Paths

Rubin’s 2004 statement that “Librarianship is in the midst of a great change” (Rubin, 2004, p. 437) seems, these days, to be an understatement and almost a truism. As documented extensively in the literature, technology is a key aspect of most, if not all, of the types of work that information professionals perform and the requirement for some level of technological skills are a given, especially for those new to the profession. At the same time that this shift towards technology has occurred, there has also been a shift from focusing on primarily on the collections and information to a focus on people and the provision of diverse services to those people. Changes in the ways information are created, purchased/leased, organized, stored, preserved, disseminated and accessed have also required information professionals to acquire new and flexible skill sets. A focus on providing services to patrons/clients—who are increasingly diverse and multi-lingual, and who possess varying degrees of information literacy—suggests a greater need for information professionals to have excellent ‘people’ skills, such as intercultural competency skills. While all these aspects apply within ‘traditional’ library settings—e.g., school, public and academic libraries, there may be additional challenges involved in information profession (IP) work in non-traditional types of roles or settings.

Previously, we addressed the What, Where, When, Why, Who about alternative IP career paths. In this posting we address some of the “Hows.” Two key aspects of ‘how’ to obtain and thrive in an alternative career path are Information Professional (IP) competencies, and portable or transferable skills.

Information Professional Competencies

The Special Libraries Association (SLA) has identified several areas of competency needed in today’s information professional. According to the SLA website these are: professional competencies, personal competencies and core competencies (Special Libraries Association, 2003). Professional competencies are managing information organizations; managing information resources; managing information services and applying information tools and technologies. Personal competencies are “attitudes, skills and values that enable practitioners to work effectively and contribute positively to their organizations, clients and profession.” The 2003 SLA list of Competencies for Information Professionals of the 21^st Century” is available at https://www.sla.org/content/learn/comp2003/index.cfm . According to the SLA, core competencies, “anchor the professional and personal competencies.” These are: (1) “[contributing] to the knowledge base of the profession by sharing best practices and experiences, and [continuing]… to learn about information products, services, and management practices throughout the life of his/her career; and (2) “[committing] to professional excellence and ethics, and to the values and principles of the profession” (Special Libraries Association, 2003).

Transferable Skills

Within these competencies are skills and skill sets. In order for information professionals to work in a variety of types of workplaces and to perform various types of ‘non-traditional’ information work, it is important to have, identify and market ‘transferable skills.’ Dority (2006) defines transferable skills as “skills that bring value to many environments, rather than being specific to a given organization…they can be applied to new and/or nontraditional types of library work or to new nonlibrary work opportunities” (p. 124). These include “technological skills, an ability to work with customers/the public, management expertise, communications skills, and overall information research and/or management abilities, among others” (p. 124). In addition, writing and editing skills are always in great demand. As well, with all the ‘change’ challenges that libraries face these days, having skills to lead and guide change, as well as facilitating teams could give you a real competitive edge.

Some “Hows-to’s” of Alternative IP Career Paths

Identify, Value, Rethink, Reframe, Rephrase and Repackage Your Skills

Skills Assessment—Self and Desired Job Position

Just as you have probably gone through a process of determining if an alternative IP career is right for you using various self-assessment tools such as Myers-Briggs (Dority, chapter 2), you now want to look at your entire skill set and knowledge base and compare it to the skills and knowledge that are needed for the types of work you wish to do. Two typical approaches identified by Dority are a “gap analysis” and the “SWOT” (Strengths, Weaknesses, Opportunities and Threats) analysis (p.136). In the gap analysis, you list in specific and concrete terms your various skills and knowledge base—whether learned and practiced in the workplace or elsewhere. Then you review the job description or job ad for the position you are interested in and identify the skills involved. Which skills do you have already? Which skills are you missing? What are the gaps that you will need to address via what Dority called a “learning agenda” (p. 136), for example, via formal courses or informal, on the job learning, mentorship opportunities or volunteer positions? Also, have you given sufficient value and weight to the skills you possess? We sometimes undervalue our skills—they become invisible to us—so it’s important to look at them objectively and see them as real skills. Now, can those skills be, as Dority suggests, reframed, rephrased and repurposed for a new type of job or work setting (p. 118)? A good question to ask yourself is: “What roles, responsibilities, and opportunities would your skills prepare you for if there were no libraries?” (Dority, p. 118).

What else do you need to do?

Dority (2006) provides an excellent ‘blueprint’ for seeking and obtaining alternative career positions by focusing on your skills and knowledge. In order to ‘grow your career’ (Dority, chapter 7) it’s important to adopt a ‘lifelong learner’ stance and to engage in continuous learning in both formal settings and informally. Sources of learning include: “learning on the job;” “learning from the LIS profession” (via courses, seminars, practitioners, blogs, listservs, etc.); “learning from your own professional community;” and “learning in grad school.” (Dority, pp. 140-141). Dority makes an important point in suggesting that students, when undertaking a course assignment should ask, “‘What do I want to learn with this?’...and to [align] every paper, project, and class activity with your personal career agenda whenever possible…” (p. 141). In addition, after completing graduate school, it’s important to continue to learn—and particularly with respect to more generic skill areas, from a wide variety of disciplines. Other ways for learning new skills and knowledge include working as a volunteer in community organizations, working on special projects in the workplace (Dority, p. 129), such as fundraising or marketing, seeking out and working with mentors, networking with others from diverse fields, and “reading outside the box” (Dority, p. 161)—namely reading widely and across disciplines.

Your Portfolio

As a final assignment in our class we will be creating a Portfolio. Dority provides some valuable tips on how to do this effectively (pp. 125-128) and how to ‘grow’ it throughout your career (pp. 128-130). Also see some of the “Toolkit Resources” on this topic.

Toolkit Resources

Please check out the various resources provided in the “Toolkits” we have provided.

Alternative LIS/IP Career ‘Job Bank’

Please feel free add to the ‘Job Bank’ that we have started on this blog by providing a brief job description of an alternative IP career that interests you.

Good Luck

Group Seven wishes you well with your career planning and pathing—whether you decide on the more traditional path or on an alternative career path. Enjoy your knowledge journey.

Toolkit Resources

Alternative Careers. (2005, March). Info Career Trends. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/archives2005.htm

American Libraries Association. (2008). Continuing Education. Retrieved April 15, 2008, from http://www.ala.org/ala/education/ce/continuingeducation.cfm

Carvell, L. P. (2005). Career opportunities in library and information science. New York: Ferguson.

Sharp, K. (2000). Internet librarianship: Traditional roles in a new environment. Retrieved April 15, 2008, from http://www.ifla.org/IV/ifla66/papers/005-120e.htm

Gordon, R. S. Info career trends - LISjobs.com's professional development newsletter. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/index.htm

Gordon, R. S. (2008). LISjobs.com - Jobs for librarians and information professionals. Retrieved April 15, 2008, from http://www.lisjobs.com/

LIScareer.com: The library & information science professional's career development center. Retrieved April 15, 2008, from http://www.liscareer.com/education.htm; http://www.liscareer.com/bookstore.htm

Promotion (2002, July ). Info Career Trends. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/archives2002.htm

Society of American Archivists. Education Calendar. Retrieved April 15, 2008, from http://www.archivists.org/prof-education/seasonal_schedule.asp

Special Libraries Association. (2008). Careers. Retrieved April 15, 2008, from http://www.sla.org/careers/

Tucker, C. (2005, January). Career advancement for Nextgen librarians. Info Career Trends. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/archives/jan05ctucker.htm

U.S. Department of Labor Bureau of Labor Statistics. (2008). Occupational outlook handbook (OOH), 2008-09 edition. Retrieved April 15, 2008, from http://www.bls.gov/OCO/

Weathers-Parry, P. The librarian's portfolio. Info Career Trends. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/archives/jan01pparry.htm

What's online? Recommended resources. (2005, March). Info Career Trends. Retrieved April 15, 2008, from http://www.lisjobs.com/newsletter/archives/mar05sites.htm

References

Dority, G. K. (2006). Rethinking information work: A career guide for librarians and other information professionals. Westport, CT: Libraries Unlimited.

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

Special Libraries Association. (2003). Competencies for information professionals. Retrieved April 15, 2008, from http://www.sla.org/content/learn/comp2003/index.cfm

Prepared by Catherine Gibson, Group Seven, April 17, 2008.

Alternative LIS/IP Careers Job Bank

This section of the blog is your opportunity to share with the rest of your classmates some job descriptions/job ads for alternative LIS/Information Profession jobs. Some of the other sections of the blog have provided resources where you can find some examples. Also, if you are already on the WSU LISP listserv you will be receiving job ads on a routine basis. In addition, Dority (2006, pp. 82-83) provides a great list of the types of work that fall within the “nontraditional” career category; see also Michelle Mach’s Job Title Generator http://www.michellemach.com/jobtitles/. Note, too, any transferable skills you see in the job ads on this blog. Happy hunting. Thanks for sharing.

Some Examples of Job Descriptions/Job Ads to Get Us Started

“INDIANA STATE UNIVERSITY
Cunningham Memorial Library

Position Description

DATE: February 27, 2008
DEPARTMENT: Library Digital Initiatives
POSITION CODE: FF9942
POSITION TITLE: Digital Repository Librarian (Vacant)

POSITION SUMMARY
This 12-month, tenure-track position participates in the development and maintenance of an institutional repository for Indiana State University and provides technical support for library and campus digital initiatives including the Wabash Valley Visions & Voices Digital Memory Project. The successful candidate will be responsible for the identification, adaptation and implementation of appropriate digital repository technologies and will possess the ability to interact effectively with library colleagues, Office of Information Technology professionals, teaching faculty, and students. In addition, the incumbent will serve as the web master for Wabash Valley Visions & Voices, a collaborative regional digital repository that utilizes CONTENTdm as its management system, and be involved in addressing digital preservation issues related to this and other digital initiatives. The Digital Repository Librarian may also engage in metadata creation. Responsibilities may include travel to other locations to provide training and participation in evening and/or weekend special events. ISU librarians are expected to participate in university and library governance and to engage in professional activities, including research and publication, in order to attain tenure and promotion.

SUPERVISION RECEIVED
The Digital Repository Librarian reports to the Coordinator of Library Digital Initiatives.

SUPERVISION EXERCISED
The Digital Repository Librarian may supervise support staff and student employees assigned to digital initiative projects, as needed.

MINIMAL ACCEPTABLE QUALIFICATIONS
ALA-accredited Master's degree or equivalent and a minimum of two years of academic library experience. The position requires demonstrable experience with digital repository technology, web design, XML, knowledge of CONTENTdm, metadata standards, and programming languages such as PHP or Perl, as well as effective organizational, interpersonal and communication skills, including the ability tointeract with culturally diverse individuals, both external and internal to the library; and the ability to participate fully as a tenure-track library faculty member.

ADDITIONAL DESIRABLE QUALIFICATIONS
Second Master's Degree in an appropriate related field such as Computer Science, History or Education; experience with information exchange protocols and encoding formats; familiarity with copyright issues as they relate to digitization projects; evidence to commit to goals and achieve established outcomes.

TYPICAL DUTIES AND RESPONSIBILITIES
1. Participate in the development and management of the university institutional repository
2. Provide technical support for CONTENTdm based digital repository project
3. Design and manage digital repository project websites
4. Use knowledge of programming languages to enhance and adapt collection management systems
5. Serve as liaison to on and off-campus partners
5. Create metadata for digital assets
6. May supervise support staff and student employees assigned to digital repository projects
7. Participate in professional organizations, research, writing and other scholarly activities as required by the tenure process at ISU
8. Actively participate on Library committees or projects and University committees
9. Perform other duties as assigned

SALARY
Competitive; commensurate with experience.

APPLICATION
See http://jobs.indstate.edu.Review of applications begins immediately
and will continue until position is filled.

ISU is an AA/EEO employer that encourages the applications of women and minority scholars. ISU has a higher percentage of diverse and multicultural students than any other Indiana university.”

From: WSU LISP list-serv

Job Description for Organizational Development Consultant (assume a focus on working in and with libraries, which are currently undergoing significant change challenges). Your MLIS degree plus skills related to leading and guiding change could enhance your career prospects.

“Reviews, designs, and develops all aspects of a company's organizational development function. Develops training programs, facilitates implementation of appropriate change management initiatives, and reviews current development programs to ensure adherence to company goals. Responsible for continually building the company's stock of human capital and encouraging employee development. Measures performance to gauge success of programs. Requires a bachelor's degree and 8-10 years of experience in the field or in a related area. Familiar with a variety of the field's concepts, practices, and procedures. Relies on extensive experience and judgment to plan and accomplish goals. Performs a variety of tasks. May lead and direct the work of others. A wide degree of creativity and latitude is expected. Typically reports to top management.”

Retrieved April 17, 2008, from http://secure.salary.com/jobvaluationreport/docs/jobvaluationreport/jobsellhtmls/Organizational-Development-Consultant-salary-job-description.html

Multiculturalism and diversity affects on information policy

Multiculturalism and diversity influence information policy through its promotion of Multicultural information and equal access to information. Multiculturalism information policy strives to provide access to information to all users and provide materials that promote cultural uniqueness. This goal is handled differently from place to place and nation to nation. The equal access to information for people with disabilities is covered in the U.S. by the Americans with Disabilities Act (ADA), and the ALA dictates that “Libraries must not discriminate against individuals with disabilities and shall ensure that individuals with disabilities have equal access to library resources.” The most obvious is the need for barrier free physical access to the information, but it also requires information be accessible in alternative non-visual media for people with impaired vision and visual captioning of images for people with impaired hearing.

Promoting multiculturalism through information policy.
According to a resolution put forth by United Nations Educational, Scientific and Cultural Organization (UNESCO) multicultural information policy must provide “access to and use of information and knowledge, with emphasis on ensuring multicultural, multilingual content; and to help promote access of all citizens.” Many countries have national information policies that dictate the diversity of culture and language. Canada’s policy on Multiculturalism is expansive. By the Official Languages Act (1985) all federal documents must be produced in English and French. The Canadian Multiculturalism Act (1985) policy promotes the full participation in Canadian society by all, through government-wide issues such as communication and cultural protection.

Do homogenous communities need to include Multicultural materials even if they don't have an audience for them? Rochelle Arsenault and Penny Brown argue that they should. They recommend a policy that promotes Multiculturalism by providing access to materials that promote other cultures religious books, fiction, folktales, and materials in foreign languages.(Arsenault, 2007)

Providing equal access to people with special needs.
A publication by the National Federation of the Blind states that the “requirements for providing accessible information in alternative non-visual media are an integral part of the ADA's nondiscrimination policy.” Library materials that would meet the requirements include; recorded books, large print materials, descriptive/captioned video.

Discussion questions:

1) Canada's information policy requires all federal documents be published in both French and English. Should all U.S. documents be required to be published in other languages, Spanish for example?

2) Some people are opposed to Multiculturalism. While the Ayn Rand Institute may be viewed as extremist, they do raise a good point, “Multiculturalism holds that an individual’s identity and personal worth are determined by ethnic/racial membership—not by his own choices and actions.”(Berliner, 2002) If America is a melting pot, should we mandate the promotion of other cultures and highlight the differences in people through an enforced Multiculturalism information policy? Or should we adopt a policy similar to Canada’s Multiculturalism information policy? Do we need an official Multiculturalism policy at all?

3) How might cash-strapped libraries provide people with special needs access to information? What information should be a priority? How great a role should libraries play in access to information for people with special needs?

References:

Toward Equal Access: Providing Information Access Services to Blind and Visually Impaired Persons Under the Americans With Disabilities Act. National Federation of the Blind: Baltimore. (1991)

Uhlir, Paul. (2003). Draft Policy Guidelines for the Development and Promotion of Public Domain Information. Paris: UNESCO
http://unesdoc.unesco.org/images/0012/001297/129725e.pdf

Berliner, Michael S. & Gary Hull. "Multiculturalism: An Assault on the Individual". Impact, November 2002
http://www.aynrand.org/site/DocServer/newsletter_multiculturalism.pdf?docID=162

Diversity and Multiculturalism/ Diversité et Multiculturalisme. Canadian Heritage/ Patrimoine canadien. (2008)
http://www.canadianheritage.gc.ca/index_e.cfm
http://www.canadianheritage.gc.ca/index_f.cfm

Arsenault, R., et. al. (2007). “The Case for Inclusive Multicultural Collections in the School Library” CSLA Journal, 31 (1). p. 20-1

Multiculturalism, Diversity and Technology

Multiculturalism, Diversity and Technology.
Multiculturalism in its vague nature has to do with the difference in cultures. Diversity on its part has to do with the differences the makes these cultures. However, these words most often go together, especially in relation to technology. The development of technology is growing and changing at different rates, in different countries and with different peoples’ assimilation. Technology has changed a lot of manual functions to machine functions and is unavoidably finding and has planted itself in the library system among other systems. For example the manual letter writing and dictionary search has become an online think now.
Power S.M. (1995) tells us in his article that the use of interactive technology has entered instructional domains that have never before considered the use of advanced technology. One of these domains is the area of multicultural education and diversity training. Educational environments are the best instruments to merging multiculturalism and diversity especial with the help of technology which is becoming the main means of effecting pedagogy. With the change in technology today especially as it is becoming interactive we should ask ourselves these question; ‘Does multiculturalism exist online?’ From Garcia K.’s article ‘An online discussion on multiculturalism: a myth or a culture of silence?’ (2007), a case study examines a discussion about the myth of multiculturalism taking place in a moodle, a Course Management System(CMS). An international group participated in a six week collaborative learning experience with discussion including identifying the intrinsic worth of the virtual environment for facilitating communication, and viewing an online culture as a culture of silence. Before messages were passed by word of mouth, by letters and the phone. Also more class information had to be got and brought by teachers. But today the students find everything online thanks to the world wide web. There are online books, catalogs, databases and now blogs, wikis, MySpace facilities which make technology interactive. While people communicate online they do not have to know themselves first. Some of these friendships created online last a life time, meanwhile looking at physical contact most people association with “their kind”. That is people from the same country, who speak the same language, who have the similar reasoning faculties or who are even the same race. In libraries now patrons do not have to come to the library to acquire information, borrow books; they do these online. The librarians attend to both ‘virtual patrons’ irrespective of their origins. This is probably why Garcia terms the virtual environment as a culture of silence. Thus technology in its different forms has closed the gap that exists in multiculturalism.
Diversity on the other hand identifies the differences between cultures but does not indicate separation. With its link in definition to multiculturalism, Garcia (2007) as a result of online technology presents Ethnopluralism as a better term to convey the diversity of cultures from which online communication takes place. Diversity moreover, could take different forms. From difference in cultures and values, to age difference, gender difference, era differences to the point of haves and have-nots. our parents’ level of technology is nowhere near ours today, women are denied some technology jobs, some people can afford computers while others cannot. All of these however, have been suppressed by the world wide web and libraries alongside other public places with access to the internet. Which ever way we look at it technology is growing and changing by the day. Hou Mingliang’s (2008) article reveals the coming of an intelligent fault diagnosis system based on desktop virtual environments. This article tells of how to achieve 3D visualization fault diagnosis system for photoelectric tracking equipment based on open graphic library(OpenGL). From this we can see how fast technology is evolving. What is worth noting is the fact that Multiculturalism and Diversity is not noticed or alarmed by the different types of technologies or machines, which is why it can bridge the gap between the two. Moreso, our libraries have blended with is change and have with their print as well as online resources and collections joined technology to positively handle multiculturalism and diversity.
Just like any other concepts, multiculturalism, diversity and technology has its pros and cons. Teachers no matter their origin are train to use different forms of technology as a means of instruction. Also that the internet will equalize society. This is not the case because the society still has the haves and have-nots. Some families can afford computers while others can’t. To add is the fact that the warmth built from human relationships is losing its value. However, technology is only playing its part; making life easier.
Questions
1.) How is Technology in the library helping to bridge multiculturalism and diversity?
2.) Do you think technology through virtual environment brings about societal equity?
3.) What new technology do you know that helps bridge and dissolve multiculturalism and diversity? How does it work?
Resources
Research on 3D visualization of fault diagnosis system for photoelectric tracking devices. By Hou Mingliang Source: Proceedings of SPIE - The International Society for Optical Engineering, v 6833, Electronic Imaging and Multimedia Technology V, 2008, p 68332JISSN: 0277-786X CODEN: PSISDG
An online discussion on multiculturalism, a myth or a culture of silence?Garcia,K. Source: International Journal of Continuing Engineering Education and Life-Long Learning, v 17, n 2-3, 2007, 146-59ISSN: 0957-4344 CODEN: ICELFQ
A qualitative examination of an interactive computer program on multiculturalismPowers, S.M. (Indiana State Univ., Terre Haute, IN, USA) Source: Proceedings of CSCL '95. First International Conference on Computer Support for Collaborative Learning, 1995, p 268-72
Technology and Diversity in Higher Education: New Challenges. By Yukiko Inoue (Sept. 29, 2006)(online)
Science and Technology in a Multicultural World. By David J. Hess (published 1995) - Columbia University Press. ISBN: 023110197X

Multiculturalism and Diversity's Relationship with Intellectual Freedom

ALA's Library Bill of Rights
-Are forums for information and ideas
-Provide all types of information
-Do not exclude materials because of origin, background, or views
-Present all points of view
-Challenge censorship
-Protect people's rights to use libraries

The Library Bill of Rights established by the ALA is aimed at keeping libraries as open repositories of information. Dr. Lester Asheim an early proponent of intellectual freedom put forth his ideals on how to protect intellectual freedom. "His differentiation between the negative approach of censorship, which inclines toward protecting the reader from the fancied effects of his reading, and the positive approach of selection, with its faith in the intelligence of the reader and the democratic process." (stevenson) But to properly implement Asheim's principle one must have a sufficiently diverse base of information to choose from. True intellectual freedom is access to the conversation of the world, both the ability to hear and speak in the language of humanity.

Media Diversity

June 2003, The American Library Association passed a resolution deploring the FCC's
actions changing media ownership rules that encouraged further concentration of the media. The resolution also called on the Intellectual Freedom Committee (IFC) to examine the impact of media mergers on intellectual freedom, access to information, and diversity of opinion in local communities. (Intellectual Freedom Committee Subcommittee)
http://www.ala.org/ala/oif/ifgroups/ifcommittee/intellectual.cfm

Multiculturalism vs. Western Canon

Prior to WWI universities required students to study ancient Greek and Latin works mainly as an excercise in grammer. While courses, in particular in the literary arts, focused on other cultures were quite common. As the growing movment to join the war gained momentum universities were pressured by the Wilson administration to adopt required Euro-centric "great book" courses. The classes focused on works from the Greeks and Romans, but also now on pieces from much later European writers. Much of the new material was either a catalyst of, a product, or directly attached philosophically to the French Revolution. These new courses while extolling the virtues of the French Revolution created a moral and intellectual foundation for the U.S. to enter the war and defend those ideals. The Western Canon was more focused than the previously diverse "culture" courses. The Canon turns out to be more a manufactured collection than the comprehensive archive of the greatest geniuses, that conservative critics like Harold Bloom celebrate. The Western Canon
The recent debate between these conservative critics and the proponents of a more multicultural curriculum has raged on. "The current emphasis on multicultural social and cultural history which so troubles contemporary critics is no more permanent than were past emphases on political, intellectual, economic, or diplomatic history. It reflects, as earlier historiographies have reflected, and questions, problems, issues that touch our time and help us make sense of the world. It also reflects the fact that history today is written, as it has always been written, by human beings who are part of their own societies and cultures." (Levine, 26)

Discussion Questions:

1. In what ways would it violate the ALA's Bill of Rights if a library did not strive to promote multiculturalism?

2. What are some of the advantages/disadvantages to having more required "multicultural" coures?

3. What is the impact of mass-media mergers to the diversity of culture?


Sources:

Levine, Lawrence W. The Opening of the American Mind: Canons, Culture, and History. Boston; Beacon Press. 1996.

Fostering Media Diversity in Libraries: Strategies and Actions. Newsletter on Intellectual Freedom v. 56 no. 5 (September 2007) p. 177, 218-26

Wieman, J., et. al., Culture, Conflict and Challenges. Alki v. 1 no. 1 (March 1985) p. 11-14

Holtze, T. L., et. al., Intellectual freedom: 2000 and beyond. Reference Services Review v. 28 no. 1 (2000) p. 55-64

Hughes, R. Free libraries, free society [keynote address at the 2002 ALA Conference]. American Libraries v. 33 no. 7 (August 2002) p. 48-51

Yahoo! settles with Chinese journalists. Newsletter on Intellectual Freedom v. 57 no. 1 (January 2008) p. 6

Multiculturalism and Diversity in Collection Development

Librarians have many tasks they must perform while engaging “truly professional activities dedicated to the performance of an essential and unselfish service to others” (Buchanan, p.32. 2001). No matter what type of library, whether in a special library, a university library, the public library or a children’s collection, an important task librarians have is the process of book selection. It is evident that over the year’s book selection has been increasingly difficult, with books being banned or not being selected because of personal beliefs or their idea of what is or is not appropriate for the general public. Librarians’ jobs have become all the more difficult especially with budget constraints. Even with these obstacles librarians still have the responsibility to provide the community with books that cover all walks of life and various topics and view points, resulting in a well rounded and cohesive library collection.

What is Collection Development and Obstacles?

As librarians it is our ultimate goal to develop and maintain a balanced collection of library materials through various formats such as books, online resources, and periodicals. According to the Library Bill of Rights “libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval” (American Library Association, 2008).

Other than the previously mentioned obstacles, there are a few others that influence diverse collection development. Funding can have a negative impact because libraries are not able to obtain certain books due to a limited budget. This is why it is important for library administrators to develop a plan that will allow them to obtain complete collections based on their proposed budgets and not buy random books that are irrelevant to their goal of a multicultural and diverse collection. A proper plan can aid in receiving future government funding if it appears that they are providing necessary information to the community resulting in funding having a positive effect on collection development. Community diversity is another obstacle. Large libraries located in big communities are typically comprised of more diverse cultures unlike smaller libraries and communities, resulting in the need to have books that cover the backgrounds of their patrons. Some may feel that libraries should house resources on various cultures and topics even if it is not something that the majority of patrons can relate to. Like teachers, librarians are supposed to provide students and users with information about the unknown. If patrons cannot access information about different cultures how will they learn about them?

Implementing a multicultural and diverse collection

In order to have a diverse collection, it is imperative that libraries have a written collection development policy, view the WSU’s Arthur Neef Law Library’s policy . The policy has four main reasons for being written: 1) Selection – provides guidance to library staff when selecting and deselecting resources for patrons to use. This will aid in preventing selectors from purchasing random resources and using their personal beliefs or individual enthusiasms during the selection process. 2) Planning – provides a good foundation for libraries when setting goals for the future. 3) Public Relations – the policy allows the library to provide goals amongst the staff/administrators and the patrons through the formal policy statement. As well as prevent criticism or censorship arising from special interest groups. The statement will provide the community with descriptions of the various collections, budgetary overview, and any formal or informal agreements that affect the collection practices. 4) Wider Context – cooperation amongst libraries within the same network to clearly state who is collecting what in order to provide adequate resource sharing locally and regional (Guidelines for a Collection Development Policy, using the Conspectus model).

When creating a library collection librarians should try to keep up with technology changes and not only offer multicultural and diverse books and periodicals but also diverse online resources. Diversity databases, such as Diversity and Multiculturalism , can aid in providing users with resources that contain international material relating to sexual orientation, national origin, race, religion, ethnicity, disability, age, and class.

It is through a multicultural and diverse library collection that librarians can indirectly exert a positive influence on the community they serve. Librarians know that there is no quick answer to developing such a collection. However by providing accessibility to various books, periodicals, and videos, the librarian is providing information that users can use to make informative decisions and not judge other cultures due to lack of knowledge.

Discussion Questions
1. What obstacles can you think of that effect diversity in collection development?
2. How important is a well written collection development policy? Do you have a collection development policy at your library?
3. Do you feel that personal views are a major catalyst when developing a library collection?

 
Sources:
*American Library Association. Retrieved April 6, 2008. http://www.ala.org/Template.cfm?Section=interpretations&Template=/
ContentManagement/ContentDisplay.cfm&ContentID=8530.

*Answers.com. Collection Development. Retrieved April 6, 2008. http://www.answers.com/collection%20development.

*Buchanan, W. (2002). Developing Library Collections When Everyone Thinks the Internet is Everything…and Other Challenges on the Road to Diversity. Rural Libraries, 22, 31-40.

*Guidelines for a Collection Development Policy, using the Conspectus model. Retrieved April 6,2008. http://cc.msnscache.com/cache.aspx?q=72949648745618&mkt=en-US&lang=en-US&w=f7cd6be1&FORM=CVRE.

Multiculturalism and Diversity in the Library

The needs of diverse groups aren’t only met by collection development, but also through programming. Multicultural and diverse groups are different from mainstream groups, and therefore have different information needs. Studies show that, in general, minorities have less Internet access at home, so this is where libraries become important (Rubin). By providing Internet access, libraries are inviting diverse groups into the library, but how can we keep minorities interested in the library? By offering targeted programs where libraries can continue to interest diverse patrons.

Unfortunately, there are many reasons that libraries are not able to offer programming to diverse groups. Some of the main reasons include lack of funding, staff and time, lack of staff knowledge regarding diverse groups and possible “tension between staff and members” of diverse groups (Rubin). While these are large obstacles, they can be overcome by taking what resources libraries have and creating a welcoming environment for all groups.

Some ways to increase diversity within the library include promoting diversity among staff through the sharing of family traditions, celebrating Women’s History Month in March, Hispanic Heritage Month from September 15 to October 15, and Black History Month in February with food, games, arts, crafts and music (Alexander). The Gay, Lesbian, Bisexual and Transgender (GLBT) population should also be represented with activities aimed towards their group.

According to Rubin, there should be more effort in recruiting multicultural staff, developing and training the staff to work with various groups and promoting multicultural services within the library (384). The needs of diverse populations must be considered by library administration in order to offer effective programming within the library. An easy way to increase awareness about diverse cultures is to work with local organizations, such as the local GLBT chapter or various ethnic organizations. Sponsoring field trips, allowing groups to display materials within the library or to provide information about local cultural events are also easy ways to promote diversity.

Disabled individuals are another overlooked population. Individuals with disabilities represent over 20% of the population, making this group the largest minority in the United States. Similar to other minority groups, disabled individuals generally have increased needs and less Internet access in their homes (Rubin).

The earliest services for disabled individuals were for the visually impaired and institutionalized, and book deliveries to the homebound started in 1901. These outreach programs continue today as many libraries offer home delivery to disabled or elderly individuals. In order to provide quality service to disabled individuals, libraries should accommodate individuals through easy physical access like ramps, parking, elevators and wider aisles (Rubin). Libraries should also accommodate disabled individuals with machines that read books or other materials aloud, Braille machines and other technology such as “page-turning devices and modified keyboards” (Rubin). Some libraries also offer basic sign language classes for staff members so they can effectively communicate with deaf or hard of hearing patrons (Redd, 2003).

Sources:
Alexander, L. (2005). Designing Multicultural Inclusion/Awareness Programs. Florida Libraries, 47 (1), 15-17.

Arist, S. (2007). Success in Diversity: How Three Illinois Libraries Embrace Multiculturalism. Illinois Library Association Reporter , 25 (5), 4-7.

Asselin, M. (2003). Literacy and Diversity: Working with the Grain. Teacher Librarian , 30 (4), 53-54.

Redd, A. (2003). Diversity Programming in an Academic Library: The Auraria Experience. Colorado Libraries , 29 (4), 26-29.

Rubin, R. E. (2004). Foundation of Library and Information Science (2nd ed.). New York, New York: Neal-Shuman Publishers.

Discussion Questions:
1. How does your local library promote multiculturalism and diversity?

2. Should libraries create separate programs for multicultural patrons?

3. Should GLBT and disabled individuals be considered multicultural or diverse?

4. What are the benefits and drawbacks of programs for multicultural or diverse groups?

5. If you could create a multicultural program for your library, what would it be and why?

Multiculturalism and Diversity – Meaning and Difference

According to the Merriam-Webster Dictionary online the definition of Multicultralism is:“of, relating to, reflecting, or adapted to diverse cultures.” (Merriam-Webster, Inc.) The definition by Merriam-Webster is extremely vague and leaves many questions as to the exact nature of the term “multiculturalism.” Perhaps that was the goal for the lexicographer who wrote the definition. It was their goal to capture the abstract and vague nature of the term. A whole discourse has been created around the concept of multiculturalism in which the meaning of the term and its implications are debated.

Similarly, the term “Diversity” and its implications has generated vast discussions, but the same vagueness does not exist for the term. According to the same source, the definition of Diversity is: “the condition of being diverse: variety; especially: the inclusion of diverse people (as people of different races or cultures) in a group or organization .” (Merriam-Webster, Inc.) Diversity is a more concrete term than multiculturalism. It reflects the physical and mental conditions of people. It relates to a groups make-up; its race, ethnicity, gender, age, and sexuality (to name a few).

A definition of multiculturalism and diversity that attempts to capture the nature of these terms is found on the NAIS website (National Association of Independent Schools). Diversity is defined by the NAIS as “…who we are. It is quantitative…it is determined by race, gender, and culture. On a more subtle level…class, sexual orientation, religion, ability and appearance” (NAIS) Multiculturalism is defined as “…an evolving process. It is qualitative. It is the shift that occurs when we stop defining everyone by one cultural norm and move to an understanding of multiple norms.” (NAIS)

Utilizing the NAIS’s definition of Diversity and Multiculturalism we begin to see that diversity is more of a concrete term that relies on measurable human aspects while multiculturalism is more abstract and relies on a worldview or an intellectual outlook that relies on the individual making a commitment to decenter and deconstruct the norms.

However, that being said I believe that these two terms, as defined by the NAIS, are in direct conflict with one another. Diversity asks us to categorize people and in doing so it also asks that we create definitions for terms like sex, religion, race, and in doing so we are creating norms. You either fit into female or male, lesbian or gay or straight, black or white. In particular, it asks us to create a concrete definition of culture, which by its very nature is neither one thing nor a concrete thing. The NAIS definition of multiculturalism is asking that we create a spectrum of what it means to be female and the definition of diversity is asking us to be one thing female and then be defined by that term. By making this distinction it suggests that diversity is objective and does not account for subjectivity while Multiculturalism is subjective and does not account for objectivity. In other words, multiculturalism allows one to define oneself, while diversity allows context to define an individual.

The College of Liberal Arts and Sciences at Iowa State University has a definition of diversity on their website that takes into consideration the conflict between a qualitative and quantitative definition of the terms. According to the LAS, diversity is more than “tolerating difference it is a set of conscious practices” that involve such things as:

* Understanding and appreciating interdependence of humanity, cultures, and the natural environment.
* Practicing mutual respect for qualities and experiences that are different from our own.
* Understanding that diversity includes not only ways of being but also ways of knowing;
* Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others;
* Building alliances across differences so that we can work together to eradicate all forms of discrimination. (LAS)

Furthermore, it states that they acknowledge that categories of difference are not always fixed, but are fluid and that an individual has the right to identify themselves as they so choose. (LAS) It seems that in their definition the LAS has combined the definitions of diversity and multiculturalism and lumped them into the one term “diversity”. They made diversity a subjective term, in which one is allowed to define oneself how they choose, but also requires that they recognize other’s rights to do the same.

Because there is no set definition of either of these terms, each group or individual can create their own. It is in this environment that libraries and librarians must navigate the terms of multiculturalism and diversity. They must decide how they choose to define multiculturalism and diversity and how they will incorporate these ideas into their policies and procedures.

After researching the library and multiculturalism and diversity it appears that many are more comfortable with the term diversity and it is generally limited to racial and ethnic minority groups. The ALA in particular offers a variety of diversity resources, but they seem to be limited to ethnic and racial minority groups. (ALA)You can find a variety of committees, offices, policies regarding diversity, but it is difficult to find anything regarding multiculturalism. Perhaps, it is because libraries are not yet comfortable with the term, or it is more difficult to incorporate the ideas associated with multiculturalism into the library.

Discussion Questions
1. Do you think that these two terms mean the same thing?
2. Are both Multiculturalism and Diversity equally important in the library?
3. How would your definition of M and D affect your choices as a librarian?
4. Why do you think libraries and other institutions are more comfortable using the term Diversity and not Multiculturalism?

ALA. (n.d.). Office of Diversity. Retrieved April 10, 2008, from ALA: http://www.ala.org/ala/diversity/diversity.cfm

LAS. (n.d.). Definition of Diversity. Retrieved April 8, 2008, from Iowa State University: College of Liberal Arts and Sciences: http://www.las.iastate.edu/diversity/definition.shtml

Merriam-Webster, Inc. (n.d.). "Diversity". Retrieved April 4, 2008, from Merriam-Webster Online: http://www.merriam-webster.com/dictionary/diversity

Merriam-Webster, Inc. (n.d.). "Multiculturalism". Retrieved April 04, 2008, from Merriam-Webster Online: http://www.merriam-webster.com/dictionary/multiculturalism

NAIS. (n.d.). Equality and Justice. Retrieved 06 April, 2008, from NAIS (National Association of Independent Schools): http://www.nais.org/equity/index.cfm?itemnumber=146141&sn.ItemNumber=147381&tn.ItemNumber=142544