Describe and compare organizational settings in which information professionals practice.
“Libraries are where it all begins.”
-Rita Dove
EXPLICATION
As we have learned through our time in San Jose State University’s School of Information’s Masters of Library and Information Science Program (MLIS), while we will all receive the same degree—the MLIS—there are a wide variety of concentrations available for study within the confines of the degree. These concentrations vary depending on the career pathway chosen by students. While many of the classes are relevant to most or all concentrations, there are some classes that teach specific skillsets needed for specific types of libraries. This is necessary because all libraries are not created equally. While all libraries provide access to information for patrons, there are differences inherent in the various types of libraries that require specific knowledge and skillsets.
Public Libraries
Public libraries generally correspond with local (city) or county delineations and are “supported in whole or in part with public funds” (ALA, 2008). Public libraries serve specific geographic areas: a single library located in a more remote area may serve several small towns while a city may have several libraries within its boundaries, each serving a pre-designated neighborhood or area. Smaller public libraries may operate with a small staff covering all aspects of librarianship while larger libraries will generally be divided into departments that cover acquisition, circulation, cataloging, reference, programming, children’s services, etc. There are no restrictions imposed as to whom may utilize library services, although to borrow materials, patrons must have a library card. Mission and vision statements prescribe public libraries to strive to provide a wide and varied range of organized materials, services, and programming that best meet the needs and interests of their diverse patron population. Understanding the information needs and interests of the patron population is vital to the continued importance of the library to the community and requires regular and continuous monitoring and analysis. Librarians can keep a finger on the pulse of community by attending public meetings, meeting with organizations and clubs, written surveys, and one-on-one communication with individual patrons.
As public libraries essentially serve the citizenry at large, the patron population may include people that span the spectrum of age, economic means, culture, religion, education, language, and ethnicity. The materials meeting the needs of this broad spectrum of patrons should include not only print materials—books, newspapers, periodicals, reference volumes—but also audio and video selections as well as online resources such as subscription databases and e-books. Furthermore, most public libraries now provide computers and Internet services, an important service because in some areas public libraries may be the only place patrons have access to this type of technology. As hubs of the community, most public libraries provide rooms that may be used by members of the community for meetings, education sessions, or entertainment. In addition to public funding, many public libraries rely on donations as well as supplemental funds accrued through the efforts of groups such as “Friends of the Library.” While funding may not allow all libraries to meet all the needs of their patron communities, each public library will continually strive to provide materials, services, and programming that best reflect the needs of their patrons. Hours of service vary from library to library but most public libraries provide service hours matching the needs of the diverse patron community, meaning daytime, evening, and weekend hours in some combination.
School Libraries
School libraries are those located in schools serving students from pre-K through twelfth grade. The mission of school libraries will reflect those set forth by the parent institution or school district. While school library collections are limited by the age range of students served, within those limitations there must be a wide range of materials to meet various levels of educational abilities and maturity. For example, an elementary school must provide materials that meet the abilities of those students who are just starting to recognize words as well as those students whose reading abilities exceed those within the normal spectrum (i.e., a fifth grader who can read at a ninth grade level). Similarly, high school libraries should provide materials reflecting a wide range of reading abilities as well as interests and maturity levels. Materials will not only be academic in nature but will also include materials for pleasure reading. Acquisition decisions may be made by the librarian in conjunction with teachers in order to ensure that funds are used to procure materials reflecting the educational and information needs and interests of students. Funding for these libraries is through the school district’s or parent institution’s budget. School libraries in private institutions may receive direct donations. Most school libraries employ one professional librarian. Some will also have library assistants or media technicians. Hours of operation are generally limited to those during which classes are in session, allowing one person to fulfill most aspects of librarianship in all but the largest schools.
Academic Libraries
Academic libraries serve the students and faculty of colleges and universities. Smaller colleges may have only one academic library to serve the entire college population while larger universities, such as UCLA, may have multiple libraries which serve various disciplines. Funding for academic libraries comes directly from the parent institution’s budget. As with public libraries, academic libraries are generally divided into various departments that fulfill operational needs (acquisition, circulation, cataloging, reference, etc.) Larger universities may also employ departmental “experts” who oversee the information needs of specific academic departments such as English and Literature or Engineering. These specialists “work closely with students, faculty, and staff, … [and] are typically expected to have more, or more specialized, formal education than other information professionals” (Gilman, 2015, p. 62. For example, an engineering department specialist may have an undergraduate, graduate, or Ph.D. level degree in engineering as well as an MLIS.
The mission of academic libraries reflects the mission and goals of the parent institution. In general, the materials and services offered by academic libraries are meant to support the learning and research needs of its students and faculty. As such, the offerings will generally be less broad than those in a public library but will be more in-depth pertaining to the various academic disciplines, with heavier concentrations of non-fiction and reference materials. Acquisition and weeding policies will likely be more stringent than those in public libraries because currency, accuracy, and relevance of information is critical to the education of students. In some cases, academic libraries may allow community members not otherwise affiliated with the college to utilize the materials and services offered. Hours of operation vary from college to college. Generally, academic libraries are open six or more days per week, particularly during hours when classes are in session, as well as most evenings. Many academic libraries are open 24 hours at least once per week.
Special Libraries
The term “special libraries” refers to information organizations providing materials and services in specific areas or to specific types of patrons. Examples of special libraries include those found in jails and prisons, private-sector businesses, non-profit organizations, museums, hospitals, as well as law libraries (both public and private), presidential libraries, and theological libraries affiliated with a specific church or religion. Funding is generally from the parent organization, although some special libraries receive endowments in the form of monies and materials. Materials in special libraries will not cover as broad a spectrum as those in other types of libraries but the materials will usually be much more relevant and in-depth. While all of these types of libraries provide unique and specialized materials, they “‘have specific unifying characteristics, particularly the philosophy of service tailored to the specific information needs of each customer’” (Dee, Abram, and Hunt, 2015, p. 82). Missions and goals reflect those of the parent organization with the intent of ensuring services that meet that organization’s goals. The number of librarians working in a special library will vary depending on the size of the library and the amount of funding available.
Librarians working in special libraries are most often subject specialists with a degree related to the organization’s specialization—for example, a degree in fine arts for those working in art museums—as well as an MLIS degree. In addition to many of the duties common to most kind of librarianship (reference, cataloging, etc.), librarians working in special libraries may also acquire and archive information resources aligned with the institution’s specialization. Patrons of special libraries may include employees of the parent organization or business as well as scholars engaged in research, and many of these patrons possess more than basic research skills. Dee et al. (2015) note “the value of information professionals comes through the programs and services that they provide—above and beyond standard professional reference and research support activities” (p. 86). Because they work with specialized information in one particular topic area (i.e., law, art, manuscripts, etc.), information professionals working in special libraries tend to become more familiar with, and attuned to, the information needs of their patrons.
Dee et.al. (2015) note that marketing is “especially critical” for special libraries (p.87). The value of the special library in terms of services, information resources, and programs, must be articulated to those within the organization as a whole as well as potential patrons such as scholars engaged in research for which the special library may provide relevant and/or unique information. Marketing the special library is not only important in maintaining its viability in its subject area but also in building relationships that may result in procurement of materials or monies through endowments and donations. Furthermore, special librarians must build relationships based on trust, awareness, and understanding. Patrons must feel they can trust these librarians to keep confidential any information requests made and to understand the importance of receiving the best, most accurate and relevant information to meet their needs. For example, in a prison law library, where inmate research is pertinent to their own case, the information provided by a law librarian may mean the difference between incarceration or freedom, one year or five years of incarceration, or even life or death.
Use of special libraries may be limited to hours of operation of the parent business or organization or may be by appointment only.
COMPETENCY DEVELOPMENT
Prior to entering SJSU’s MLIS program, my familiarity with library environments primarily was of public and academic libraries. In addition to the countless hours of leisure time I have spent in public libraries, I have also worked as a volunteer in a local public library. This is when I first really thought about what jobs were available in a library. The library in my small hometown in northern New York had one librarian and my perception of librarianship was based on that, i.e., a librarian checked books into and out of the library and shelved books. My time as a volunteer brought the realization that there are many tasks required to keep a library functioning smoothly: librarians, library clerks, volunteers who do everything from repairing and shelving books to assisting patrons in using the various forms of technology available in a library.
During my time as a student, I have spent countless hours in academic libraries. Academic libraries are where I sought information to complete assignments and enhance learning, where I relaxed between classes and read the latest magazines, and where I occasionally took a nap so that I could stay awake in classes. In addition to making good use of academic libraries as a student, I also used them for my work as a tutor. Specifically, I frequently took tutees to the library to show them how to use the resources available to them. While all of the students had been through a library orientation session upon entering the school, many forgot (or did not fully understand) what they had been shown and therefore failed to utilize the library and its resources. I would show them everything from how to purchase a print card and where to find copiers to how to use various online resources for research and how and where to locate print materials in the library.
During my time in the program, I have taken the opportunity to learn about other types of library environments by taking classes such as INFO-220, Resources and Information Services in Professions and Disciplines–Legal Research and INFO-282, Seminar in Library Management–Correctional Library Management. In order to complete assignments for INFO-220, I frequently visited the local public law library, becoming familiar with its resources as well as talking with many of the librarians employed there. I was not able to visit a correctional library for INFO-282, however, I did speak at length with the instructor of the class, himself a corrections librarian, as well as several classmates who worked in correctional libraries. I also interviewed several correctional librarians working for the California Department of Corrections and Rehabilitation. Another rotation of INFO-220, this one on the topic of Geographic Information Services (GIS), allowed me to become acquainted with map libraries. In order to learn more about map librarianship, I interviewed the GIS librarian at a large local university. I am grateful that the range of classes available in this program afforded me the opportunity to explore the opportunities for librarians in environments other than those of public and academic libraries.
EVIDENCE
1. Comparison of Public and Academic Library Collection Development Policies
The first piece of evidence offered here is a comparison of the collection development policies for a public library and an academic library, completed for INFO-266—Collection Development, in order to gain a better understanding of how the elements making up collection development policies may differ for various types of libraries and patron communities. This assignment drove home the idea that libraries are not places that contain books but rather are places that provide information. The type of information provided and the format in which it is provided depends in large part on the needs of the patron community and the mission and goals of the institution which, in turn, is reflected in the collection development policy. Public libraries, by the very nature of being public, must have a collection development policy driven largely by the wants and needs of its patron community. Thus, demographics of the patron community are a key component in developing collection policies. Furthermore, because of the wide variation in the ages and values of public library patrons, a more comprehensive policy for reconsideration of materials is necessary. Author Scott Douglas believes “A library [is] nothing without its people.” This is especially true for public libraries which are not guaranteed institutions. Without the support (through patronage) of the community, public libraries are likely to see cuts in funding. In order to remain a vital part of the community, the materials and information resources offered must reflect the needs and interest of that community. In other words, it is the patrons who play a large part in deciding what is contained in the library.
In contrast, because all accredited colleges and universities are required to have an academic library, academic libraries are guaranteed institutions. The patronage by students is guaranteed. The mission and goals of academic libraries will, necessarily, reflect the goals of the parent institution, thus requiring that materials collected in academic libraries assist in and further the education of its patrons by supplementing and complementing classroom materials. This requires consideration of faculty requests pertaining to curriculum as well as standards enforced by the accrediting commission. In other words, rather than being largely patron driven as in public libraries, collection development in academic libraries must consider the wants, needs, and demands of all those who have an interest in upholding the mission and goals of the parent institution.
2. Interviews with Correctional Librarians
Some of the most interesting and informative assignments have been those that entailed interviewing librarians. While working towards my MLIS, I have interviewed reference librarians, library directors, academic librarians, map librarians, and correctional librarians. I was particularly interested in interviewing the correctional librarians as I have strongly considered working as one when I receive my degree. As with the public library service model, services and programs are developed to meet the needs of the patrons; however, the nature of those services and programs differ greatly, as do the patrons themselves. In LIBR-282—Correctional Library Management—I conducted interviews with Brandy Buenefe, Principal Librarian for the California Department of Corrections and Rehabilitation, as well as correctional librarians Laurie McConnell and Thomas Herrera of the California Institution for Women. These interviews, compiled in one paper, comprise the next piece of evidence. These interviews allowed me to gain an understanding of the nature of working in a correctional library: what the job entails, interaction with inmate patrons, and the unique position of balancing the core values of librarianship with the priorities and goals of correctional institutions. These interviews also served to inform my opinion regarding the application of the public library service model in correctional libraries which is the subject of the next piece of evidence.
3. Application of the Public Library Model in Correctional Libraries: A Discussion
Ethical librarianship requires upholding the principles set forth in the Code of Ethics of the American Library Association (2008) and the Core Values of Librarianship (2004) that guide all aspects of librarianship. Adherence to these ethics and values means librarians must provide unfettered and equitable access to information materials for all people in an effort to uphold the right of intellectual freedom guaranteed in the First Amendment. It is assumed that this means the incarcerated as well. The American Library Association (ALA) provides a document specifically addressing the topic of intellectual freedom as it pertains to inmates, the Prisoners’ Right to Read statement (2014). This document declares “even those individuals that a lawful society chooses to imprison permanently deserve access to information, to literature, and to a window on the world. Censorship is a process of exclusion by which authority rejects specific points of view.” This assertion rides on the assumption that the patrons of prison libraries are the same as patrons visiting public libraries. This is a skewed view because, by the very nature of being in prison, the incarcerated have proven that they do not necessarily exercise critical judgment.
There are two prevailing service models for correctional libraries: the public library model and the therapeutic model. While some aspects of the public library service model are applicable in the correctional library setting, there are aspects which are completely unsuited for correctional libraries and are antithetical to the mission and priorities of correctional libraries, chiefly those that allow “unfettered access” to all materials and consider the careful screening and choosing materials that support efforts to become rehabilitated and to successfully reintegrate into society to be a form of censorship. The next piece of evidence, a group paper presented in LIBR-282—Correctional Library Management, discusses the pros and cons of the public library model applied in a correctional library setting. Weighing the public library model against the 14 Principles of Correctional Library Management—set forth by William Mongelli, course instructor and long-time correctional librarian for the Massachusetts Department of Corrections—the group concludes that the ideal service model for correctional libraries is a hybridization, utilizing aspects of the both the public library model and the therapeutic model.
4. Interview with a Geospatial Resources Librarian
One of the projects assigned in the INFO-220—GIS class was to interview a map librarian to learn about the similarities and differences inherent in working with a specialized collection. While prior to this assignment I was aware that there were map librarians, I had no knowledge about what map librarianship entailed. I was able to interview AR (initials are used in the interest of privacy), the Geospatial Resources Librarian for UCLA’s Young Research Library. In the interview, AR discusses his duties as a map librarian as well as the types of items contained in the Young Research Library’s collection. While many of his duties are similar to those of other librarians, AR also needs to understand how to read maps and the uses of various types of maps as well as provide students with assistance in using specialized software such as Social Explorer and ArcGIS and with spatial thinking and approaches. While this interview highlights the unique realm of map librarianship, it also reinforces the importance inherent in all types of librarianship: knowing and understanding the library’s collection and knowing and understanding the library’s patrons.
CONCLUSION
Within the confines of librarianship, there are numerous career pathways available that lead to employment in a wide variety of settings. Different types of libraries may require different or unique skillsets. Some may require intimate knowledge of a specialized area in addition to a library degree. However, there is one constant that is true of all libraries and librarians: they help users fulfill their information needs. Or, as Rita Dove asserts, “Libraries are where it all begins.”
The evidence provided supports my exploration and understanding of a variety of information jobs and settings. It also demonstrates my understanding of the similarities and differences inherent in working in different types of information settings, including patrons, policies, resources, as well as how the ethics and values of librarianship set forth by the ALA effect certain types of librarianship.
References
American Library Association. (2004). Core values of librarianship. Retrieved fromhttp://www.ala.org/advocacy/intfreedom/statementspols/corevalues
American Library Association. (2008). Code of ethics of the American Library Association. Retrieved from http://www.ala.org/advocacy/ proethics/codeofethics/codeethics
American Library Association. (2014). Prisoners’ Right to Read. Retrieved from http://www.ala.org/advocacy/prisoners-right-read
Douglas, S. (2016). Quiet please: Dispatches from a public librarian. Kregel.
Dee, C.R., S. Abram, D. Hunt. (2015). Information centers. In S. Hirsch (Ed.), Information services today (pp. 281-288). Rowman & Littlefield.
Kristin Lehigh 