Dunn and Wilson scholarship project 1999 Changing roles, changing goals: transferring library technician skills beyond the library

Skills transfer for library technicians

Whilst there has been limited writing in relation to the skills transfer opportunities for library technicians in the last 5 years, it is interesting to note the increasing focus that this area is receiving.

At the 2000 ALIA Fringe Conference sessions focused on this issue, with presentations from librarians and library technicians who had redirected their careers. Unfortunately, obtaining copies of the papers proved difficult although I was able to gain access to Carolyn Cherrett's unpublished paper. Cherrett also presented an original paper at the 6^th National Library Technician Conference (Cherrett 1991) titled Library Technician Skills Transfer.

In 1991 she stated, 'That the concepts of skills held by those who work in libraries was stereotypical with no real perception of the type of work undertaken, nor of the skills developed through training and on- the-job exposure. The main emphasis was on the need for library technicians to communicate their skills in a way that could be understood by any interested external employer.

The paper also incorporated reports of a workshop held at the 1988 3^rd Annual NSAIG Conference in Atlanta, Georgia with key speakers highlighting the following ideas in relation to skills transfer:

Eleanor Cook emphasised the need to define skills using 'action verbs' rather than prescriptive library-termed functions and Helen Wiltse claimed that skills acquired in library work, particularly in Serials-based roles transferred very well into administrative sectors positions. Cherrett's own experience transferring from library technician roles to that of Office Manager for the Co-op Library Services provided her with insight to the key skills and knowledge that supported her successful transfer. These were:

1. Reader education;
2. Reference/research skills;
3. Budget monitoring;
4. Supplier liaison;
5. Marketing and client relations;
6. Problem Solving;

In 2000 Cherrett (2000) revisited the concept of 'spring-boarding' into corporate or 'beyond library' positions using the skills gained through library education and work experience.

'Firstly don't let yourself be told that because you hold a certain qualification, have experience in only one area that you can't do a job or take a challenge that seems both exciting and daunting and succeed, If I had believed that I would still be a SLT in a special library in Sydney. You see, my base qualification (and my only library qualification) is as a library technician. I was actively discouraged from taking my first leap out of libraries ten years ago, for me it was the best thing I could have done.'

The 2000 paper concurred with the 1993 findings, with reference and research skills still providing underlying support for the transfer process. The ability to find out what people require from you, and your role, is a valuable skill. Others included:

1. Listening and observing - identify needs, key players and the organisation structure;
2. Financial Information - budget and funding;
3. Writing - for reports and presentations, communicate concepts effectively;
4. Talking and presentation skills.

In a survey of former library technicians who had qualified as librarians or moved into non-library positions, Evans (1993) aimed to identify the skills that supported the library technicians in the transfer process. In summary these were identified and grouped as follows:

Technical skills

1. Organisational skills including data management
2. Familiarity with computers, filing and keyboards skills
3. Information retrieval - knowing how and where to find required information
4. Information organisation and management - acquisitions, budgeting and serials control

Personal skills

1. Client service skills including dealing with difficult people and conflict management

In a move by library staff into strategic roles within a 'Learning Centre', Aylott (1999) claims the following skills proved essential:

Working with Clients

1. Communication with stakeholders
2. Communication with students
3. Promotion/marketing

Working with others

1. Team work/team building
2. Continuous improvement
3. Working with Information
4. Information management/Information technology
5. Training/one-on-one instruction

Denny (1993) Staff Training Coordinator for Wollongong University Library lists key positions within her university environment that have been filled by library staff, including technicians: Faculty officer - Education; Research assistant; Personnel officer; and Training officer for Information Technology Services.

Library and generic skills that provide support included:

1. Knowledge of information retrieval systems.
2. Clear verbal and written communication.
3. Development and implementation of policies.
4. Meeting deadlines and commitments.
5. Experience in automated systems and with information technology.
6. Customer/client relations.
7. Problem solving.
8. An ability to effectively teach concepts.

Library technicians were also encouraged to 'make their skills and abilities known by applying for positions in the knowledge management system and intranet design, development, and maintenance. These positions may be advertised under titles as diverse as information analyst, administrative officer, business process consultant, and media technician (Klobas 1997 p139).

From the literature discussing the transfer of librarian skills comes the following insights of relevance to library technicians:

Dolan and Schumacher (1997) claim that the internet and cutting-edge information technology have opened up many new paths for librarians and that there is a re-definement or a creation of new roles within the existing library environment that highlights expanding skills requirements: webmaster, systems librarian.

O'Brien (2000) credits a successful transfer into the competitive environment of bookselling being due to skills gained from libraries. In particular an ability to carry out a 'reference' interview, well developed marketing skills and high-level customer focused service skills proving to be the key elements.

Koenig (1991) breaks the 'salient transferable skills' into the following categories:

1. Knowledge of information sources.
2. Information and data organisation - organising data and information to make it accessible, print and electronically.
3. Interpersonal skills and need elicitation - customer service, value-added services, training, systems analysis.

In a report on barriers to career development within libraries Dalton (2000) reported on interviews held with library and information science graduates. Whilst Dalton had a focus on career development within the Library and Information sector there were some key points of relevance to this report. Skills cited as being instrumental in any transfer situation included:

1. Communication and interpersonal skills.
2. Information and communications technology skills.
3. Self-management skills.
4. Information seeking and information handling skills.
5. Communication and interpersonal skills.
6. Writing and oral skills.
7. Ability to deal with colleagues at all levels.
8. Teamwork skills.
9. Aptitude to relate to customers or users.
10. Self-management skills including planning, organisation and prioritisation.
11. Resource management.
12. Leadership.
13. Training and marketing skills.

What's in a Name

The difficulty in marketing our skills to the wider community lies in the perception of skills and knowledge that is indicated by the title Library Technician. This implies a knowledge restricted to the physical library, rather than a diverse array of complex skills including information management, client services, information architecture, networking and IT support, web page creation and maintenance, information analysis.

As an example if we were to translate the above functional components back into library terminology it would equate to - cataloguing, lending and information services, organisation and management of library systems, Library website development, reference and research! Simply a matter of seeing the standard in new ways.

For library technicians the challenge will lie in convincing non-library employers that they have the ability, the skills, the knowledge and the attitude to successfully undertake a career shift. Moving beyond the known is a challenge. Peter Murdoch best represents a positive approach to the shift in his paper at the ALIA 'Pathways to Knowledge' conference (1998 p469)

'...I consider my change in career, as I said at the beginning, has not really been a change but a process of transition through phases of learning, application and development in the course of daily experience.'