801xs | Peer Teaching Assignment
The purpose of this assignment is to expose you to some of the different presentation formats that you will encounter as a librarian and encourage you to consider how what you say and how you say differs across these formats. During the first class weekend, you were formed into groups of three and each group was assigned a corresponding chapter in the Library Handbook.
Each member of your group will present the material from your assigned chapter in one of the following three formats:
Traditional Conference Presentation: This format requires the presenter to prepare a TEN-minute presentation with an accompanying visual aid (Power Point, Prezi, SlideRocket, etc. ) during which the presenter will deliver the major takeaways from their assigned chapter to the rest of the class. This format does not involve presenter-audience interaction. For an example, click on the following URL: https://www.youtube.com/watch?v=lyYs1H2jSbc (Links to an external site.)
Webinar (Recorded): Group members taking up this format will record a 10-15 minute webinar which offers virtual attendees the opportunity to understand the basics of their assigned topic in an easily digestible, clear manner. I strongly recommend using Zoom to record your presentation. To view a sample webinar, click on the following URL: https://www.youtube.com/watch?v=Bdl9alP4Xkc (Links to an external site.)
Conference Seminar/Roundtable: Presenters in this scenario must be prepared to facilitate a FIFTEEN-minute discussion with two colleagues that introduces the salient points of the topic. Unlike the conference presentation, seminars/roundtables require the presenter to interact with and involve the audience in their presentation in some way. In addition, presenters should include a handout with their presentation. For an example, click on the following URL: https://www.youtube.com/watch?v=taBkCZdgrwI (Links to an external site.)
You should use your fellow group members as sources of inspiration, to bounce ideas off one another, to practice your presentation in advance, etc. Needless to say, what you say and how you say it from your assigned chapter will and should differ from medium to medium. You should ask yourself: what content lends itself well to the format you are tasked with presenting? How might you structure your presentation to ensure that the audience gets the biggest possible benefit?
ALL group members should have their presentations completed in advance of the second class weekend. Webinar presenters will upload copies of their recordings to Canvas, while traditional conference and seminar/roundtable presenters will be giving live presentations during the second face-to-face weekend.
The due date for this assignment is March 11, 2017
Chapter 02 People
Recruitment
The interview
Giesecke, J., & McNeil, B. (2013). The interview. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 62-65). Chicago, IL: American Library Association.
Source: Joan Giesecke and Beth McNeil, Fundamentals of Library Supervision, 2d ed. (Chicago: American Library Association, 2010), 84-88.
| The Interview |
|---|
| If analytical skills or problem-solving is a competency | |
|---|---|
| Walk me through a situation in which you had to get information by asking many questions of several people. How did you know what to ask? | |
| Describe a time you had to ask questions and listen carefully to clarify the exact nature of an internal/externals customer's problem. | |
| If creativity is a comptency | |
| Tell me about a way in which you worked with other staff to develop creative ideas to solve problems | |
| Describe how you've gone about learning a new technical task | |
| In your current position, what have you done differently that you predecessors? | |
| Tell me about a creative idea you had to improve a library service | |
| Tell me about a unique approach you took to solve a problem | |
| If working in groups (teamwork) is important for the position | |
| Can you give me an example of a group decision you were involved in recently? What did you do to help the group reach the decision? | |
| Describe a time you worked with a group or team to determine project responsibilities. What was your role? | |
Job Search
Tips for applicants in a tight market
Farkas, M. (2013). Tips for applicants in a tight market. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 65-67). Chicago, IL: American Library Association.
Source: Meredith Farkas, “Tips for Library Job Applicants in a Right Market,” Information Wants to be Free, May 18, 2010, meredith.wolfwater.com/wordpress/.Reprinted with permission.
| Do's | |
|---|---|
| tailor your cover letter | |
| tailor your resume | |
| tell me why you want to work here and why you want this job | |
| learn about the organization | |
| include experience outside of libraries that might be relevant | |
| Include any extracurricular professional activities | |
| Express enthusiasm and confidence | |
| read the application requirements carefully | |
Tailor your cover letter Tailor your resume Tell why you want the position Learn about the organization Include you experience outside libriaries Mention extracurricular professional activities Express enthusiasm and confidence Read the application requirements carefully Explain gaps in your employment Why you are switching library types Why you want the job beyond the position itself
| Don'ts | |
|---|---|
| apple for a job you know you wouldn't want | |
apply for a job you don’t want Send a generic cover letter List everything you’ve done in your cover letter Be dishonest about skills Talk about personal hobbies Have a generic objective Overuse a complex vocabulary If you need an MLIS Don’t’ write “I’m a good match” Don’t list all the databases you’ve used List your gpa Write a too long, or too short cover letter Be short on specifics
Phone interviews
Cannady, R. E., & Newton, D. (2013). Phone interviews. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (p. 68). Chicago, IL: American Ly Association.
Source: Rachel E. Cannady and Daniel Newton, “Making the Best of the Worst of Times: Global Turmoil and Landing Your First Library Job,” College & Research Libraries News 71, no. 4 (April 2010): 205-207,212.
Have a list of accomplishments in front of you Review lists of “commonly asked librarian interview questions” Find a quiet setting to conduct the interview Try for mental calm Blockout time for up to 90 minutes Write a thank you e-mail to each interviewer
Still waiting
Maxwell, E. B. (2013). Still waiting. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (p. 69). Chicago, IL: American Library Association.
Source: Edwin B. Maxwell, “Still Waiting,” Library Worklife, November 2011.
| don't wait |
| voulunteer |
| join a professional organization |
Librarians
Librarian salaries, 2005-2012
Rosa, K. (2013). Librarian salaries, 2005-2012. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 70-73). Chicago, IL: American Library Association.
Source for each table
Librarians in the United States, 1880-2009
Beveridge, S., Weber, S. & Beveridge, A. A. (2013). Librarians in the United States, 1880-2009. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 73-75). Chicago, IL: American Library Association.
Source: Sydney Beveridge, Susan Weber, and Andrew A. Beveridge. “Librarians in the U.S. from 1880-2009,” OUPBlog, June 20, 20011, blog.oup.com/2011/06/Librarian-census/. Reprinted with permission.
Director, dean, or chief officer Deputy, associate, or assistant directors Department heads, branch managers, senior managers Managers or supervisors of support staff Librarians who do not supervise Beginning librarians
Table 1: salaries, percentage of change in mean/median, 2005-2012 Table 2: percentile wage estimates for this occupation, 2011 Table 3: rank order of position types by mean salary, 2004 and 2012 Table 4: Rank order of position types by means of salaries paid, public and academic libraries, 2012
Number employed Median earnings Feminine profession Race Marriage Education Age Public and private
Ten commandments of the new professional
Baur, N. (2013). Ten commandments of the new professional. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 76-77). Chicago, IL: American Library Association.
Souce: Natalie Baur, “The Ten Commandments of the New Professional, ” Library Worklife, July 2012
| 01 | Jack of all trades, master of none |
| 02 | study your organization's hierarchy |
| 03 | get to know the workplace culture |
| 04 | take the initiative |
| 05 | expectations |
| 06 | find a mentor |
| 07 | find your stride |
| 08 | introduce yourself |
| 09 | explore |
| 10 | be yourself |
A plague on both your Hepburns
Vrabel, L. A. (2013). A plague on both your Hepburns. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 77-80). Chicago, IL: American Library Association.
Source: Leigh Anne Vrabel, “A Plague on Both Your Hepburns: Leaders, Change Agents, and Library Archetypes,” Library Alchemy, February 18, 2010, libraryalchemy.wordpress.com. Reprinted with permission.
Managers
Who's the boss?
Helgren, J. E., & Hofschire, L. (2013). Who's the boss?. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 81-84). Chicago, IL: American Library Association.
Source: Jamie E. Helgren and Linda Hofschire, “Who's the Boss?” American Libraries, July 12, 2011, americanlibrariesmagazine.org/features/07122011/who-s-boss.
What I've learned from 30 years of managing libraries
Verbesey, J. R. (2013). What i've learned from 30 years of managing libraries. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 85-86). Chicago, IL: American Library Association.
Source: J. Robert Verbesey, “What I've Learned from 30 Years of Managing Libraries,” Catholic Library World 79, no. 3 (March 2009): 192-94. Reprinted with permission.
| employees are not interchangeable cogs in a wheel |
| so let people make mistakes |
| so hire the smartest people you can |
| parcel out the praise, and take the blame |
| employees need clear and unambiguous goals and objectives |
| after someone tells you something important, rephrase what they have said |
| when it comes to communications, too many agencies operate and a need-to-know-basis |
| contiuous two-way feedback is essential |
| high-maintenance people are seldom worth it |
| if you find someone who is both task-oriented and process-oriented, pay them whatever it takes to keep them |
| leave a job before, not after, “they” want you to |
| managing people is an art |
| never give yourself perks that will stick in the craw of your employees or the public you serve |
| call your organization when you are out of the office |
| value highly those employees who do a good job because they have pride in themselves and have a desire to do a thing well for its own sake |
| very few people truly like change, but shy away from those who cannot deal with it |
| finaly, laugh |
Some fundamentals of library supervision
Giesecke, J. & McNeil, B. (2013). Some fundamentals of library supervision. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 87-92). Chicago, IL: American Library Association.
Source: Joan Giesecke and Beth McNeil, Fundamentals of Library Supervision, 2d ed. (Chicago, American Library Association, 2010), ix, x, 26-29, 57-59, 123-24.
| written communication | |||||||||||
| supervisor's role in teams | |||||||||||
| understand and be committed to the team concept | select team members | develop people skills | facilitate information flow | coordinate with your peers | pay attention to first meetings | set clear rules for behavior | spend lots of time together | provide positive feedback and constructive advice | keep goals relevant | create opportunities for others | do real work |
| Performance Evaluations | |
|---|---|
| 01 | review the staff member's position description |
| 02 | review your notes on the person's performance for the year |
| 03 | complete the evaluation form or write the evaluation letter |
| 04 | evaulatuion should contain no suprises |
| 05 | once the form is complete, give it to the staff members to review prior to any discussion about performance |
| 06 | plan the oral conference |
| 07 | at the oral conference, outline strengths |
| 08 | review any concerns you have about the person's performance |
| 09 | discuss goals and objectives for the coming year |
| 10 | close the conference by signing forms as needed |
| 11 | because performance evaluations are confidential personnel papers, be sure to file the forms as outlined in your organization's procedures immediately after the oral conference |
Consultants
The roles of a consultant
De Stricker, U. (2013). The role of a consultant. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 92-95). Chicago, IL: American Library Association.
Source: Ulla de Stricker, Is Consulting for You? A Primer for Information Professionals (Chicago: American Library Association, 2008) 3-8.
| Why are consultants needed? | |
|---|---|
| 01 | Engaging consultants makes business sense |
| 02 | consultants bring a fresh perspective |
| 03 | consultants represent a time-limited commitment for the client |
| 04 | consultants are a solution to a communications challenge |
| Consulting Roles | |
|---|---|
| 01 | an extra pair of hands |
| 02 | special purpose assistance |
| 03 | unique expertise |
| 04 | been there, done that |
| 05 | visionary strategist |
| 06 | agent of change |
| 07 | rescuer |
Trustees
A trustee's guide to relationships
Moore, M. Y. (2013). A trustee's guide to relationships. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 95-98). Chicago, IL: American Library Association.
Source: Mary Y. Moore, The Successful Library Trustee Handbook, 2d ed. (Chicago: American Library Association, 2010), 9-14.
| 01 | relationships with other board members |
| 02 | relationships with the library director |
| 03 | relationships with the community |
| 04 | relationships with library staff |
| 05 | relationships with political entities |
Friends
How to organize a library Friends group
XXXXX (2013). How to organize a library friends group. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 99-100). Chicago, IL: American Library Association.
Source: ALA United for Libraries, “How to Organize a Friends Group,” Fact Sheet no. 1, ala.org/united/sites/ala.org.united/files/content/friends/factsheets/unitedff1.pdf.
| 01 | reach out to some of your most faithful and energetic volunteers … to start a steering committee |
| 02 | steering committee should reflect the community |
| 03 | determine the group's purpose and mission |
| 04 | work on federal and state tax-exempt status with a lawyer's help |
| 05 | determine what your dues structure will be |
| 06 | embark on a membership drive |
| 07 | design a professional-looking brochure for the membership drive |
| 08 | hold your first “all member” meeting following the membership drive |
| 09 | devlop a long-range plan for your Friends group |
| 10 | join United for Libraries |
Friends' Literary Landmarks
XXXXX (2013). Friends' literary landmarks. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 100-104). Chicago, IL: American Library Association.
Source: ALA United for Libraries. The full list is online at ala.org/united/products_services/literarylandmarks.
| 01 | 2006 | Des Moines Public Library, Handy Writers' Colony, Curwood Colony, Tennessee Williams House, Charles C. Wise Jr. Library, Sequoyah's Cabin, B.S. Ricks Memorial Library, Collier Library |
| 02 | 2007 | Kate Chopin House, Frederick Douglas National Historic Site, Will Rogers Memorial Museum |
| 03 | 2008 | Idlewild Public Library, American Philosophical Society Library, Mother Colony House |
| 04 | 2009 | Lorenze de Zavala State Archives and Library Building, Osage Tribal Museum, Jones Library, Eudora Welty Library, Wethersfield |
| 05 | 2010 | Marguerite deAngeli Branch, Boyhood Home of Stanley Kunitz, Betsy's House, Tacy's House, Mark Twain Boyhood Home and Museum, Ernest Hemingway Home and Museum |
| 06 | 2011 | Beauregard-Keyes House, Tahlequah Public Library, Mansfield Public Library |
| 07 | 2012 | Hackley Public Library |
16 ways to make more money at your book sale
Friends of the Indiana Libraries. (2013). 16 ways to make more money at your book sale. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 104-105). Chicago, IL: American Library Association.
Source: Sandy Dolnick, The Essential Friends of Libraries: Fast Facts, Forms, and Tips (Chicago: American Library Association, 2005), CD supplement, Folder 5.
| 01 | collect lots of donations |
| 02 | make it easy for people to donate |
| 03 | sort |
| 04 | make it look good |
| 05 | make the space appealing |
| 06 | market the sale; get lots of buyers to come |
| 07 | keep it open for more than one day |
| 08 | raise prices |
| 09 | price the good stuff higher than the base price |
| 10 | try a silent auction of the real treasures |
| 11 | Treat the Friends to a members-only presale |
| 12 | make the sale a good place to be, a real party, a community event |
| 13 | keep reminding everyone |
| 14 | celebrate your success |
| 15 | sell, sell, sell |
| 16 | make it a regularly scheduled event |
Support Staff
Training shelvers
Tunstall, P. (2013). Training shelvers. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 105-109). Chicago, IL: American Library Association.
Source: Patricia Tunstall, Hiring, Training, and Supervising Library Shelvers (Chicago: American Library Association, 2010), 16-21.
| job guidelines | |
|---|---|
| 01 | park your cart across the end of the book stack, leaving the aisle clear for patrons |
| 02 | check the books on either side of each one that you shelve in case there is an error in the sequence |
| 03 | reshelve any books that you find out of order |
| 04 | be especially careful at the ends and beginnings of shelves so that the correct sequence of materials is not interrupted or confused |
| 05 | concentrate on accuracy |
| 06 | straighten up the books on the shelf as you go, and pull the books forward to the shelf edge |
| 07 | push bookends into place |
| 08 | shift books to the next, or the previous, shelf if they are overcrowded |
| 09 | pick up and reshelve any books that have been left lying on the floor or piled up at the ends of the shelves |
| 10 | bring any damaged or wrongly labeled items you find back to the sorting area |
| social guidelines | |
|---|---|
| 01 | friends and family members who are visiting the library should be certainly greeted, but long conversations must be politely discouraged or postponed until break time or the end of a shift |
| 02 | shelvers should be encouraged to acknowledge patrons in a friendly manner and give them assistance but should avoid being drawn into long social chats |
| 03 | in the course of their work, shelvers inevitably come across all manner of interesting and absorbing books. They must understand that they cannot take time out to browse or read them. They can check them out and take them home instead. |
| 04 | If another shelver is working a couple of stacks over, shelvers may find it tempting to stop what they are doing and socialize. This not only wastes time but give the appearance of wasting time to any nearby patrons. |
| 05 | |
| 06 | |
| 07 | if your ears are blocked by headphones, you may not hear a patron who is trying to ask for assistance |
| 08 | patrons may not feel they can approach you at all if they see the headphones |
| 09 | if you are in a quiet area by yourself, you should be aware of who else is around for safety reasons |
| 10 | you should be giving your work your full attention. |
| safety guidelines | |
|---|---|
| 01 | never run with a cart under any circumstances |
| 02 | always check the area around you carefully before moving off. Small children can be hard to see if they are directly in front of your cart. |
| 03 | never let children ride on your cart. |
| 04 | never attempt to ride on a cart yourself |
| 05 | move slowly across the ends of the aisles. Patrons can emerge from them very suddenly. |
| 06 | never try to squeeze you and your cart onto an elevator if it is already full of patrons |
| 07 | let patrons with wheelchairs or strollers go ahead of you and, if necessary, instead of you |
| 08 | steer your cart around the building as carefully as you can. Make an effort to avoid collisions with walls, library furniture, elevator doors, and so forth. |
Volunteers
Rights and duties of library volunteers
Driggers, P., & Dumas, E. (2013). Rights and duties of library volunteers. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 109-113). Chicago, IL: American Library Association.
Source: Preston Driggers and Eileen Dumas, Managing Library Volunteers, 2nd ed. (Chicago: American Library Association, 2011), 25-30.
| Basic volunteer rights | |
|---|---|
| 01 | the work |
| 02 | personal respect |
| 03 | orientation to the library |
| 04 | training |
| 05 | grievance procedures and conflict resolutions |
| 06 | recognition |
| Responsibilties and duties | work commitment responsibilities |
|---|---|
| 01 | perform assigned tasks following the job description in a proficient manner |
| 02 | perform duties to the best of one's abilities and be receptive to training |
| 03 | regard volunteering as a serious commitment |
| 04 | show up on time and follow the mutually agreed-upon work schedule |
| 05 | notify supervisor as soon as possible if unable to work as scheduled |
| 06 | carry out assignments in good spirits and accept supervision |
| 07 | maintain an attitude of open-mindedness |
| 08 | follow through on any library work commitments made to others |
| 09 | seek the assistance of the supervisor or another staff person whenever a customer questions or a task project is completed |
| 10 | respect the duties of the library staff and contribute to maintaining smooth working relationships |
| 11 | follow the established library rules and policies regarding personal conduct |
| 12 | dress appropriately for the assigned tasks, including any special programs, events, and public meetings |
| 13 | stay informed about information posted on volunteer bulletin boards |
| 14 | read email and pertinent announcements |
| 15 | stay informed about any ongoing changes that may impact the assigned work |
| 16 | commit to the mission, values, goals, and policies of the library |
| 17 | provide the supervisor with adequate notice before leaving and the reason, if possible |
| Responsibilties and duties | work commitment responsibilities |
|---|---|
| 01 | maintain confidentiality of all information and records pertaining to library customers |
| 02 | show respect to library customers by being friendly, courteous, and cooperative, and guide them to staff members when necessary |
| 03 | remember that all volunteers work in a public setting as representatives of the library |
| Responsibilties and duties | work commitment responsibilities |
|---|---|
| 01 | agree to criminal background checks on local and national databases |
| 02 | agree to have references checked as listed on the application form |
| 03 | agree to be fingerprinted and tested for substance abuse |
| 04 | grant full permission to be identified by first name in photography and other recordings for any publicity or promotional purposes including newspapers, television, and radio announcements or on the library website |
| 05 | agree to carry car insurance when using one's own car while performing assigned tasks |
| 06 | acknowledge that there is no salary or other compensation for performing volunteer work |
| 07 | recognize that volunteering does not provide special advantage for any future full-time library position |
| 08 | agree to the library's right to end the volunteer relationship for poor performance |
Mentoring volunteers
Lee, M. K. (2013). Mentoring volunteers. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 113-116). Chicago, IL: American Library Association.
Source: Marta K. Lee, Mentoring in the Library: Building for the Future (Chicago: American Library Association, 2011), 71-77.
| 01 | mentoring public library volunteers |
| 02 | mentoring school and special library volunteers |
| 03 | mentoring academic library volunteers |
| 04 | mentoring long-term volunteers |
| 05 | |
| 06 | |
| 07 | |
| 08 | |
| 09 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
Retired librarians as volunteers
Bush, R. B. (2013). Retired librarians as volunteers. In Eberhart, G. M. (Ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services (pp. 116-120). Chicago, IL: American Library Association.
Source: Renee B. Bush, “Volunteering in Retirement,” in Carol Smallwood, Ed., Pre-and Post-Retirement Tips for Librarians (Chicago: American Library Association, 2012), 143-153.
| 01 | what activities, familiar as well as unexplored, and volunteer environments seem attractive to you? |
| 02 | what skills and talents do you have or would like to develop |
| 03 | what is it you know you do not want to do? What activities would physical constraint prevent you from doing? |
| 04 | to what extent is location a limited factor |
| 05 | how are you able and how do you wish to allocate your free time |
| What might you do and where? | |
|---|---|
| 01 | start networking |
| 02 | watch for calls for volunteers for specific local events |
| 03 | taveling to volunteer |
| 04 | working from home |
| 05 | creating your own service project |
| 06 | time banking |
| Not retired yet? | |
|---|---|
| one last word - burnout | |
| 09 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 |
—- Webinar Script