Range of services and resources
Library and Information Science (LIS) organisations centre on connecting society to information, as well as connecting people to each other, by providing a range of services and resources. Community building is becoming increasingly important in the 21st century with global developments and changing social demographics. Libraries form an integral part of supporting an individual’s personal and professional development, their networks and connections (Huysmans & Oomes, 2013, p. 168 & p. 175). All LIS agencies presented the objective to promote and cultivate equitable access to resources and technology. With the evolving client needs and reduction of physical resources in most LIS agencies, modern libraries are developing their spaces into innovative and social places for establishing a sense of community. A recent example of this was evident in the transformation of the Albury Wodonga Health Library, meeting the needs of the clientele by identifying the overall goal of providing high-quality patient care. The specialist librarian archived the outdated historical collection and curated relevant, current digital literature resources, in addition to leading the refurbishment of the physical space, with the aim being increased usability, specifically for meeting use and access to information technologies (Griffith, 2024). In the research study by the Library Board of Victoria and the Victoria Public Library (State Library of Victoria, 2005), several key areas were identified as fundamental contributions of libraries to the community. These consisted of providing equitable access to information; fostering relationships, connections and social capital; creating informed and skilled citizens; and the supportive ethos and freedom of libraries (State Library of Victoria, 2005, pp. 13-22). Moreover, it can be asserted that the whole premise of libraries is to support diversity, inclusion and equity (Harris, 2024).
Public libraries particularly are becoming community and cultural hubs within local council jurisdictions (Harris, 2024), with client support services and resources an integral provision and contribution for people of all ages, backgrounds and needs. Linking with the community can form beneficial partnerships to assist and promote services, education, guidance and equitable access to a wide range of people. The ever-changing nature of how people access, find and use information highlights the imperative need for LIS agencies to support their clients with efficient and effective information processes, digital competencies and equitable resource access. Libraries Tasmania formed an adult literacy and numeracy program called 26TEN to combat low literacy levels in the state (Roberts, 2024). This initiative has grown over almost two decades to provide a network of individuals and organisations offering a range of work-based skills and training across numerous sectors, including disability, aged care, education, health and government (Tasmanian Government, n.d.). In addition to being part of this high profile and valuable program, Libraries Tasmania has volunteer tutors and literacy coordinators across the branches, facilitating free, individual and small group sessions for improving reading, writing, maths and English speaking skills (Roberts, 2024). Bundaberg Regional Libraries also deliver a range of future focused programs to the community, where outreach with local organisations are important relationships to foster. A range of adult educational programs are offered, supporting information, media and digital literacies, as well as health, finance and tax assistance (Harris, 2024). In Stephen Harris’ role as an Information Services Librarian, he designs and facilitates popular digital literacy and technology-based activities for clients from children to senior citizens (Harris, 2024).
Knowledge, skills and attributes
Building transferable skills is essential as employees progress through their careers. These core skill sets are desirable to employers and can further career options and support employment transitions. Transferable skills were a common theme throughout the LIS agency presentations, from organisational and communication, to people and leadership skills. LIS professionals require transferable skills that complement specialist knowledge areas, building their capabilities over time in their careers (Australian Library and Information Association (ALIA), 2020). The premise of learning and developing on the job was discussed by Anna Griffith of the Albury Wodonga Health Library. Griffith explained that it takes time and persistence to become experts in specialised information agencies, however, workflow management, analytical and information-based skills, including research and database use were transferable (Griffith, 2024). Stephen Harris emphasised the importance of developing a sustained passion for information, stating that as information professionals, no matter the career sector, “information is information” (Harris, 2024, 16:03), and by linking to transferable skills, confidence will be strengthened. Zena Ghosn regarded transferable skills from a TAFE perspective, identifying technological competencies as a high priority, as well as maintaining a proactive approach to independent and on-the-job learning, particularly in regards to the specialised vocational context (Ghosn, 2024).
Collaboration is a key characteristic involved with the LIS role, with the librarian a relationship builder; viewed as approachable, knowledgeable and clear communicators. At Charles Sturt University library, collaborative skills for an academic librarian are integral as they are often a trusted advisor and source of information to both scholars and students (De Chesne, 2024). In the study by Kerrigan et al. (2015), LIS collaboration was explored within libraries and organisations, with both tangible and intangible benefits identified. These included building academic and archival avenues, development of the clienteles’ transferable skills, cost reduction, provision of digital services, and resource sharing (Kerrigan et al., 2015, pp. 16-17). Collaborations at Bundaberg Regional Libraries have seen beneficial connections for First Nations Peoples, LGBTQIA+ families, the homeless community, and senior citizens (Harris, 2024). Successful collaboration between Libraries Tasmania and Hobart City Council was recognised with the designation of Hobart being a UNESCO City of Literature (Roberts, 2024; City of Hobart, 2023).
A commitment to lifelong learning and professional development is an essential attribute for LIS professionals. Linking with professional networks allows librarians to empower themselves and others, fostering collaboration, driving innovation and advocating for positive change within the information landscape. Harris (2024) reports that in order to maintain currency with trends, becoming involved through conferences, volunteering and professional memberships are advantageous actions. Griffith (2024) also noted that networking, attending meetings and conferences, and becoming active in associations, supports your professional development and curiosity.
Collaboration, transferable outcomes and the active commitment to professional learning and networks are endorsed through the statement of standards of professional excellence for teacher librarians (ALIA, 2004), specifically:
- 2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes;
- 3.1 Model and promote lifelong learning;
- 3.3 Demonstrate leadership within school and professional communities; and
- 3.4 Actively participate in education and library professional networks (ALIA, 2004).
Additionally, a multitude of elements relating to collaboration, partnerships, aligning values and goals with other sectors and organisations, expanding professional knowledge, and building transferable skills are contained in the Foundation knowledge, skills and attributes document (ALIA, 2020).
Reflection of the study visit
The virtual presentations were informative and inspiring, extending my knowledge on a range of topics related to the specialised LIS contexts. Particularly beneficial was linking the theoretical knowledge gained throughout our studies to the technical aspects of libraries. The presentations produced clarity, where I was able to place learning content into a practical context. Examples included the explanation of the vital and expanding role of metadata services (De Chesne, 2024), reinforcing the concepts learned throughout ETL505: Describing and Analysing Education Resources; or the discussion on the impact of digital technologies programs at Bundaberg Regional Libraries (Harris, 2024), showcasing some of the formats explored during ETL533: Literature in Digital Environments.
Following the presentations, I have highlighted and noted various specific ideas for my future directions. Part of future proofing the library and the teacher librarian role includes building the library’s profile and impact within the setting and wider community. The positive community outreach programs at Bundaberg Regional Libraries were presented, providing inspiration and encouragement for an area I wish to develop in my role (Harris, 2024). Advocacy is integral for cultivating the perception of libraries, which influences the culture, environment, staffing and budgeting. Several presenters highlighted the need to demonstrate the return on investments through advocacy initiatives. This included aligning the library strategy to the organisation’s strategic plan, marketing the library through sites, articles and newsletters, and documenting the library’s impact. All LIS agencies outlined various evidence-based decisions and how they used impact data in their contexts, such as circulation data, hold reports, client driven acquisitions, door counters or research metrics. These tools can be transferred to my context to gain statistical data for library user and resource reports, to improve services and evaluate reach and effectiveness. Formulating a library plan to reflect the school’s strategic directions will also be a future task.
Finally, articulation of the solo practitioner role at Albury Wodonga Health Library and the effect this has had on decision making (Griffith, 2024) particularly resonated with me as the solo librarian at my school without a team, including future goals of being proactive and building library networks.
References
Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0
Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf
City of Hobart. (2023, November 1). Hobart successfully nominated as a city of literature. https://www.hobartcity.com.au/Council/News-publications-and-announcements/Media-centre/Hobart-successfully-nominated-as-a-City-of-Literature
De Chesne, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au
Ghosn, Z. (2024, May 7). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au
Griffith, A. (2024, May 6). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au
Harris, S. (2024, May 3). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au
Huysmans, F., & Oomes, M. (2013). Measuring the public library’s societal value: A methodological research program. IFLA Journal. 39(2), 168-177. https://doi.org/10.1177/0340035213486412
Kerrigan, C. E., Velasquez, D., & Evans, N. (2015). Collaboration in libraries. University of South Australia. https://doi.org/10.13140/RG.2.2.31463.29602
Roberts, E. (2024, May 1). ETL512: Professional experience and portfolio: Virtual study visit [Zoom]. Interact2. https://interact2.csu.edu.au
State Library of Victoria. (2005). Libraries building communities. Report one: Setting the scene. https://www.slv.vic.gov.au/sites/default/files/Libraries-building-communities-report-1.pdf
Tasmanian Government. (n.d.). About 26TEN. 26TEN. https://26ten.tas.gov.au/about-26ten/