Barnette MLS Final Exam Portfolio Spring 2012 1 Master of...

Barnette – MLS Final Exam Portfolio – Spring 2012 1

Master of Library Science Final Exam Portfolio

Spring 2012

Linda Couser Barnette

Texas Woman’s University

11 March 2012


Contents

Work Product Competencies

Introduction................................................................................................................................... 3

Work Product Number One…………………………………………………….……………….. 4

Work Product Number Two……………………………………………………………………....6

Work Product Number Three……………………………………………………………………..8

Professional Development Plan

Professional Goals……………………………………………………………………………….10

Professional Goal Attainment Schedule………………………………………………………....14

Competencies Acquired From MLS Coursework……………………………………………….15

Continuing Education Sources…………………………………………………………………..16

Networking and Professional Organization Involvement……………………………………….19

Appendix One: Continuing Education Experiences………………………………………….... 20

Appendix Two: Special Library Association Professional Competencies……………....……... 23

References………………………………………………………………………………………28


Work Product Competencies

Introduction

Prior to submitting my application to Texas Woman’s University (TWU) for admission

into the Master of Library Science (MLS) program in the Spring semester of 2010, I possessed

little knowledge of special libraries, and in particular, health science librarianship. I am a native

of Nashville, Tennessee with a long history of volunteering in Tennessee public libraries. After

marrying a 5th generation Texan in 2007, my husband and I spent three years traveling in an RV

to determine where we wanted to purchase a home. During this period of time, we visited many

libraries and museums in pursuit of information about my husband’s Cherokee lineage. Along

the way, a long buried dream surfaced and I made a decision to return to school to become a

librarian. During the 2010 TWU Fall Forum, it became clear that my previous business

experience would align well with the competencies required for a special librarian. Next, as I

have progressed through my MLS coursework and served as the TWU liaison to HealthLINE (a

consortium of North Texas medical librarians), my academic focus narrowed to health science

librarianship.

Work examples that accompany this essay serve three purposes. First, they will

demonstrate the transferable competencies from my previous careers in sales, as a sales trainer,

and as a human resource manager. Second, they will also serve as illustrations of the

competency criteria outlined in the SLA document Competencies for Information Professionals

of the 21st Century (SLA, 2008). Third, they will relate to my future goals and objectives as a

potential consumer health or public outreach librarian, an embedded research librarian, or a

health science institution reference librarian.


Assessing my personal competencies and building upon my transferable skills will allow

me to enter the field of librarianship with a realistic vision for future employment. One of my

favorite business writers, Peter Drucker, was paraphrased by Bruce Rosenstein in the Special

Library Association (SLA) Jan/Feb issue of Information Outlook, concerning Drucker’s views on

competencies. Citing from Drucker’s address to the SLA 2002 Annual Conference, Rosenstein

stated:

Drucker implores people to know their strengths and to build upon them. What do you do

that is consistently excellent, something you can be paid for, now and in the future? To be

a true core competency, an activity must be a central part of your being, one that makes

you the kind of person others trust and with (or for) whom they are willing to work. You

have to be willing to take action to strengthen your existing competencies and to develop

new ones for an uncertain future (Rosenstein, 2012).

Work Product Number One

For the course LS5003-20 Collection Development, instructed by Dr. Lynn Akin in the

spring 2011 semester, I was asked to create a collection development policy relevant to the type

of library where I was employed. As I was not employed at a library during that semester, I

chose to create a policy related to a special library, as I had recently changed my academic focus

to special libraries after attending the 2010 TWU Fall Forum. This work example was preceded

by assignments consisting of the choice of a topic, a library type, a user group and design of a

user needs study, and the creation of a project collection within a specified budget amount.

The end result for my assignment was a collection development policy for a proposed

Guest Library in the Hard Rock Hotel, which is adjacent to the Hard Rock Casino in Tulsa, OK.

The Hard Rock Casino and Hotel are owned by the Cherokee Nation and operated by Cherokee

Nation Entertainment. My choice of topic demonstrated a competency from my previous career

in industrial sales: recognizing a need and offering a product or service to meet that need. Having

married a tournament blackjack player and not being a gambler myself, I have spent countless


hours in casino hotels wishing I had access to a library. By developing the library proposal and

the related collection development policy under the guise of it being a dream of the then

Principal Chief of the Cherokee Nation, Chadwick “Corntassel” Smith, I demonstrated the

following SLA A.2 Managing Information Organizations Professional Competency: “Aligns the

information organization with, and is supportive of, the strategic directions of the parent

organization or of key client groups through partnerships with key stakeholders and suppliers

(SLA, 2003, 5).”

The mission statement created for the Hard Rock Hotel library which appears in the

collection development policy supported Chief Smith’s purported goals for the library: (1) to

increase guest awareness of the rich cultural heritage of the Cherokee Nation, (2) to clarify some

misconceptions about Native Americans, and (3) for provision of resources to hotel guests

related to the current trend of ancestral or genealogical tourism. Here is the library mission

statement, created to form a partnership with the key stakeholders of Chief Smith, the Cherokee

Council, and hotel guests:

To support the mission of the Hard Rock Hotel in Tulsa, OK of being an important,

contributing member of the community by providing access to materials concerning

Cherokee Nation history and culture, as well as resources for guests pursuing

genealogical research on their Cherokee lineage (Barnette, 2011).

This assignment fits well into one of the SLA competency scenarios, with its detailed

description of a program that “inspires a shared vision and creates a compelling mission for the

organization that energizes people to work towards achieving its strategies and delighting its

clients and key stakeholders (SLA, 2003, 6).” One of my career objectives, as part of the goal of

obtaining a library position in the health science community, is to provide excellence in customer

service, measured by increased usage of library services, to meet the expectations and needs of


all stakeholders. I believe, at least in theory, this objective was affirmed when I discussed this

project at a North Texas Cherokee Community meeting. The project topic was met with hearty

approval, and it was suggested that I submit it to the Cherokee Nation for consideration. In a

more general sense, should I find myself in a position of actually developing a collection

development policy, I have demonstrated that I can adhere to project deadlines and

specifications, and can tailor such a policy to the unique needs of an organization.

Work Product Number Two

My second work product, Homebound Senior Citizen Library by Mail Program, met an

assignment requirement and received an “excellent” grade comment for the course LS5303-20

Public Library during the fall 2010 semester. Dr. Janine Golden was the instructor for this

course, and her assignment instructions requested the development of a plan to create “a viable

public library program, service, or collection to promote or enhance quality customer service in a

specified segment of the community. …the resulting documentation should be constructed in a

way that might lend itself to future presentations to organizational, community, or funding

resources (Golden, 2010).”

One of the traits that I share with other adult learners is the preference for being allowed

to relate new knowledge to prior experience. In one of my trusted sales trainer resources, The

ASTD Training & Development Handbook: A Guide to Human Resource Development, an expert

on adult learning theory, Malcolm Knowles, wrote Chapter 12 on Adult Learning. Knowles

explains why a discussion I had with a senior citizen while volunteering at my local library led

me to choose home bound senior citizens as my focus group:

Adults bring into a learning situation a background of experience that is itself a rich

resource for many kinds of learning, for themselves and for others…adults have a broader

base of experience to which to attach new ideas and skills and give them richer meaning

(Knowles, 1996, 256)


The premise for my paper demonstrates two more competencies that are transferable from my

previous careers: a high level of attention to detail, and the ability to apply what I have learned in

the past to future situations for making informed decisions.

Relating this assignment to the SLA competencies, it demonstrates both C.2 and C.3

under Managing Information Services, described as follows:

C.2: Conducts market research of the information behaviors and problems of current and

potential client groups to identify concepts for new or enhanced information solutions for

these groups. Transforms these concepts into customized information products and

services

C.3: Researches, analyzes and synthesizes information into accurate answers or

actionable information for clients, and ensures that clients have the tools or capabilities to

immediately apply these (SLA, 2003, 9)

This assignment also lends itself well as an example of the SLA applied competency scenario of

“customizes information services to better meet the specific needs and usage patterns of clients

(SLA, 2003, 9).

Through the development of a program mission statement, program goals and

methodology, a user needs analysis, a listing of personnel requirements, budget requirements and

funding sources, five library focus points for program implementation, and evaluation criteria for

program success, I combined previous organizational competencies with knowledge from my

MLS coursework. This met the ultimate assignment goal of creating a program plan that could

actually be proposed to an organization. Although the plan was designed for a public library

setting, the program components would adapt to any type of library that has identified an


underserved population, and would be a second way to meet my the objective of providing

excellence in customer service to all organizational stakeholders that is part of my goal of

obtaining my first health science library position.

Work Product Number Three

Third in my series of work products was the final term paper for the course LS5323-20

Special Library in the summer 2011 semester, with Dr. Evelyn Curry as instructor. Titled Health

Science Knowledge Management: Embedded Librarians in Hospital and Medical Libraries, the

term paper met the following instruction criteria:

Students must prepare a term paper on one of the following topics (oriented to the small

library): cataloging, reference, personnel staffing, volunteers, acquisitions, administration

or knowledge management, public relations, marketing, competitive intelligence, or

another mutually acceptable topic. The student will demonstrate through the literature,

how thought and practice related to that topic has changed or developed over the past few

years (Curry, 2011).

Having moved my academic focus to health science librarianship just prior to taking this course,

and after learning about embedded librarians at the first HealthLINE meeting that I attended

(mentioned in my Introduction), I chose this topic with a goal of acquiring information for a

future employment role.

Using a literature review process, I created a paper that provided evidence of how the

presence of an embedded librarian can positively affect Knowledge Management, and which

provided answers to three questions:

1) Who do embedded librarians serve?

2) What are the responsibilities and roles of embedded librarians?

3) What competencies and training are needed for successful employment in this role?


The three questions I sought to answer via my literature review are related to a competency I

possess from my human resources career: experience with conducting job analyses for the

creation of job descriptions, and for appropriate placement of individuals within an organization.

Using this approach to the term paper also supported one of my future career objectives: to

transfer previous employee relations career competencies, in combination with MLS coursework,

into future employment situations. In addition, it began an important thought process concerning

my own strengths, how I can best promote those strengths during future interviews, and what

areas of continuing education I may need to acquire to overcome identified weaknesses.

In the SLA competency article, Section B Managing Information Resources offers a

competency description and an applied scenario that are exhibited in this term paper:

B.3 Demonstrates expert knowledge of the content and format of information resources,

including the ability to critically evaluate, select and filter them.

Applied Scenario 2: Information Professionals (IPs) select and secure information

resources that are appropriate in terms of format, language, content, coverage, and that

provide special features that tailor the content and retrieval capabilities to specific needs

of the user group (SLA, 2003, 7).

In the article evaluation and filtering process, I obtained an original list of 113 articles that fit

within my parameters of currency (all but one were written in the last five years), full text, and

wherever possible, peer-reviewed. After scanning the original article list, I reduced my resources

to twenty-six for citation within the term paper. The format, language, and content of the final

twenty-six resources provided excellent answers to the three questions, and provided me data for

assessing future employment opportunities.


Professional Development Plan

Professional Goals

Looking towards my future in health science librarianship, I have seven major goals that I

hope to accomplish in the next five years. First, I will complete the necessary work assignments

for my Practicum, scheduled for the summer 2012 semester at the Tarrant County District

College, Trinity River Campus library reference desk. Plans are for me to work on the Nursing

and Allied Health reference desk, and to assist with research skills instruction. Second, I will

complete the requirements for my MLS degree, with a scheduled graduation in the summer 2012

semester. Third, lacking actual work experience in a library, I plan to identify and transfer

competencies from previous sales and human resources roles to the field of librarianship, for the

creation of a library science oriented resume and interview portfolio. The objective of this goal is

to compile an interview package to overcome the lack of library experience, and to allow me to

quickly move into a role where knowledge of working with diverse populations and treatment of

sensitive health and personnel data will be an asset. Examples of competencies which I have

already identified as being transferable to future roles include: budget administration, employee

development and training, meeting facilitation and team building experience, mentoring, both as

mentor and mentee, and project management. From my long history as a library volunteer, I have

experience with the full range of circulation processes and with an RFID implementation, and

have served as a historical storyteller and as a library advisory board member.

My fourth professional goal, after completion of my MLS coursework for a summer 2012

graduation, is to acquire the Graduate Certificate of Evidence-based Health Science


Librarianship which is offered by TWU. The work I complete during my summer 2012

Practicum, five of the courses completed for my MLS degree, and one additional course

completed in the fall 2012 semester, will satisfy the requirements for receiving this certification.

Here is an excerpt from the TWU course description for this certificate:

The post-master’s Graduate Certificate in Evidence-Based Health Science Librarianship

provides the knowledge and skills to be competent in practicing evidence-based

librarianship in the health profession. The curriculum consists of the fundamental

knowledge of library science and focuses on resources and services in health science

librarianship, with a capstone practicum in a health science library or information center

(TWU, 2012).

Provision of evidence-based information is a necessity for librarians who serve busy

health care professionals, men and women who are often on “information overload” as far as

staying current on medical updates. These professionals need to have the most recent findings at

their disposal to make informed decisions about patient care, or when comparing research

findings with other studies. My objective for acquiring this certification is based upon the

probability of enhancing my opportunities for a placement within the health care library

community.

Following receipt of the Graduate Certificate of Evidence-based Health Science

Librarianship, a fifth goal will be to obtain a position in one of the following areas of a health

science library or information center, or within an academic library that supports a health science

environment: consumer health librarian, public services outreach librarian, or embedded

reference or research team librarian. Informational interviews conducted with librarians who are

currently serving in these roles, and completion of MLS coursework related to health science

librarianship, have assisted me with identifying these roles as targets for future employment. All

of my previously discussed transferable competencies, augmented by the expert research skills I

have acquired during my MLS coursework and a consistent 4.0 GPA, will make entry into one of


these positions a reality. My objective for this goal is to again become gainfully employed,

which will allow my spouse, who came out of retirement to allow me to pursue my MLS, to

again retire and become active in his many avocations.

After I have settled into my first health science librarianship position, my sixth goal is to

pursue adjunct instructor opportunities at one of the many colleges and universities within

driving distance of my home. Acquiring my MLS and transferring my training competencies and

knowledge of adult learning will equip me for part-time instructor contracts in business and/or

library science academic areas. This objective of this goal is to hone my skills as an instructor,

particularly in today’s online teaching environment, in anticipation of acquiring a library science

related PhD for a future teaching career.

As I mentioned in my sixth goal description, the seventh goal that I am charting for my

career future will be acquisition of a PhD in a library science related field. It may be somewhat

aggressive to imagine completion of this goal in five years, but I am targeting choosing a

university, submitting an application, completing my first course, and registering my thesis

research topic by 2016. As my spouse and I are both willing to remain in Texas or move to my

native state of Tennessee, I will be investigating, in addition to TWU, the doctoral degrees listed

below:

University of North Texas Health Science Center, College of Information,

Denton, TX: Interdisciplinary Information Science PhD

University of Tennessee – Knoxville: PhD in Communication and Information

University of Texas – Austin, TX: Doctor of Philosophy

Vanderbilt Peabody College – Nashville, TN: PhD in Learning, Teaching and

Diversity


The objective for this goal is twofold: engage in advanced studies related to library science and

prepare myself to instruct library students enrolled in undergraduate or graduate online library

science programs.

On the following page, I have provided a schedule of actions to meet these goals.


Goal Attainment Schedule Goals 2012 Actions 2013

Actions

2014 Actions 2015 Actions 2016 Actions

Completion of

Practicum at

Tarrant County

District College,

Trinity River

Campus Library

Practicum application

submitted 2-12-12;

Awaiting final

approval by MaryAnn

Kitchens after

application deadline

closes 4-1-12

Complete MLS

requirements

with anticipated

graduation in

summer 2012

semester

Scheduled for

Summer 2012 after

completion of

Practicum and final

course, Health

Reference Information

Sources (LS5473-20)

Creation of e-

portfolio,

resume, and

interview

package based

on transferable

skills and

experience and

MLS

coursework

competencies

Begin work on this

goal August 2012,

after graduation with

MLS –Spend Sept

2012 in TN renewing

relationships with

family and friends,

and begin launching

resumes in Oct 2012

Acquire

Graduate

Certificate of

Evidence-based

Health Science

Librarianship at

TWU

Enroll in Information

and Communication

Technology (LS5043)

at TWU in fall 2012

semester, which will

complete

requirements for

certification

Obtain first

position in

health science

librarianship

Target

date for

first job:

3-1-2013

Continue working in health science role,

with plans to advance from reference

desk to Consumer Health, Public

Outreach, or Embedded Librarian Role

Obtain part-time

instructor

contract in

business or

academic

department of a

local college or

university

Jan 2014:

Submit

applications and

credentials for

part-time

instructor

June 2014:

Begin as

contract

instructor

Sept 2014:

Research PhD

Programs

2015: Continue as

adjunct professor on

a contract basis for

the three semesters

June 2015: Submit

application, chosen

PhD program for

admission January

2016 and begin

process of packing

and selling home if

moving to Tennessee

Obtain library

science oriented

PhD

By July 2016,

complete first PhD

course and register

dissertation topic:

anticipate subject

being related to

caregiving


Competencies Acquired From MLS Coursework

Completion of my MLS coursework not only enhanced competencies that I possessed

prior to entering the program at TWU, but provided me with new ones that I will take into the

field of health science librarianship. Undoubtedly, the primary competency I gained was the

ability to learn in an online environment. The courses for my undergraduate degrees, B. A. in

Business Administration and Marketing, and a B.S. in Industrial/Organizational Psychology,

were all conducted in classroom environments. Learning to navigate the Blackboard platform,

engage in discussion board communications, and interact with students from all over the world

without meeting them face-to-face has at times been a challenge, but will reap rewards when I

achieve my goals of securing an adjunct instructor position and later, a PhD instructor placement.

A second important competency that I gained during pursuit of my MLS was the

acquisition of expert searching skills. When I entered the MLS program, I had some experience

with Lexis Nexus as a resource for legal precedents while writing human resource policies.

However, as I look towards graduation, I am now comfortable and proficient with not only

navigating an array of databases, but in filtering and selecting resources appropriate for given

information need.

Considered both a challenge and a competency, at least from my own perspective, was

the learning experience of online team projects. My sales and human resource careers placed me

into many team environments, and I have designed and presented training on effective team

management. However, being part of a team in an online environment was a challenge at those

moments when team members procrastinated on assignments or had differing opinions about the

level of quality that an end result should possess. I learned two major concepts, the first being to

take extra care in the wording of my discussion posts to prevent misunderstandings about their


intent. A second concept that I learned was to cease enabling other team members who were not

meeting assignment expectations, as being an engaged and supportive team member does not

equate to doing more than my share of a project. Approaching graduation, I am proud to say I

have survived the online team experience, and have gained valuable insight into the process for

the eventuality of being in an instructor role in a similar setting.

Continuing Education Sources

As demonstrated by the list of seminars, webinars and workshops that I have attended

during my time at TWU, I take continuing education very seriously (please see Appendix One

for a complete list). These activities were specifically chosen to either enhance my future

offerings to the field of librarianship, or to augment MLS coursework.

For future continuing education, I have identified six activities that I plan to pursue to

continue to develop myself personally and professionally. First, I will continue to participate in

human resource conferences and workshops to maintain my SPHR (Senior Professional of

Human Resources) certification. Having this certification allows me to provide HR consulting

services, both for profit and in volunteer situations, and will be another asset for future employee

relation interactions in the library world.

Second, I plan to utilize the SLA Virtual Advisor website

(http://www.sla.org/content/jobs/advisor/index.cfm), which is an email service that allows an

SLA member to receive access to career advice and guidance specifically related to the field of

librarianship. These emails are answered by career professionals who volunteer their time to

answer career questions (SLA, 2012).

Third, I have identified a weakness in my knowledge of webpage design and html, so I

plan to attend a course to boost my proficiency level in designing website presentations. Our

http://www.sla.org/content/jobs/advisor/index.cfm


local community college offers this course each semester, so I plan to enroll for the spring 2013

class.

Fourth, while conferring with Dr. Carol Perryman on her application for grant funding for

the project Care for Caregivers: Supporting the Information Needs of Family Caregiver, I have

gained a basic understanding of the grant application writing process. However, I have a

weakness in my lack of knowledge to actually write a grant. I have scheduled attendance at a

National Library of Medicine grant writing workshop on April 23, 2012, to develop skills in this

area.

Fifth, I have a goal of continuing to attend at least one online event or Webinar each

quarter (preferably more frequently), to stay current on trends and to boost my knowledge level

on library issues. My favorite sources are the offerings by the SLA Click University

(http://www.sla.org/content/learn/aboutclicku/index.cfm) and the Texas Library Association

(http://www.txla.org/ce), both of which have offer many free or low fee webinars on topics such

as copyright, knowledge management, and library employment tips.

Sixth, I plan to apply for the Medical Library Association’s (MLA) Academy of Health

Information Professionals. This is MLA's peer-reviewed professional development and career

recognition program, which recognizes professional performance and contributions to the

association and to the profession. The academy provides a structure for individualized

professional development for all health information professionals, no matter how long they've

been in the field. Admission to the academy is based upon academic preparation, professional

experience, and professional accomplishments. I will qualify for the Provisional Member Level

based upon the following criteria, as listed on the Academy’s website:

http://www.sla.org/content/learn/aboutclicku/index.cfm

http://www.txla.org/ce


American Library Association-accredited M.L.S. or a non-ALA-accredited

master's degree with documented course work in all the Professional

Competencies

Evidence of current employment in the health information field, with less than

five years of professional experience in the health information field following the

master's degree

OR

Currently seeking employment in the field, with less than five years

experience. (Please note: Upon renewal one year later, Provisional Member is

required to show evidence of employment in the field via employer letter).

Because they are new to the field of health information sciences, Provisional

Members are assigned a mentor and are required to document 8 points of

continuing education each year following the first year of academy membership.

(MLA, 2012).

In addition to the formal continuing education resources that I plan to pursue, I also

subscribe to a number of blogs, discussion groups and listservs for which I will continue

subscriptions after graduation. Some of my favorites include:

BHIC Web Log. National Library of Medicine Bringing Health Information to the

Community Health Blog. Website: http://nnlm.gov/bhic/

D-Lib Magazine. Website: http://www.dlib.org/about.html

Health Literacy. National Library of Medicine Health Literacy Discussion List. Website:

http://lincs.ed.gov/mailman/listinfo/Healthliteracy

Learning Times Library Online Community. Website:

http://www.learningtimes.com/who-we-are/

Provider of online conferences and learning activities to engage learners – I receive a

weekly update of events

OPAL: Online Programs for All. Website: http://www.opal-online.org/

OPAL is an international collaborative effort by libraries and other organizations of all

types to provide web-based programs and training for library users and library staff

members. These live events are held in online rooms where participants can interact via

voice-over-IP, text chatting, synchronized browsing, and more. Everyone is welcome to

participate in OPAL programs. Usually there is no need to register. Nearly all OPAL

programs are offered free of charge. Examples of OPAL public online programs include

book discussion programs, interviews, special events, library training, memoir writing

workshops, and virtual tours of special digital library collections (OPAL, 2012). I receive

a weekly update of events.

The Krafty Librarian. Website: http://kraftylibrarian.com/

http://mlanet.org/academy/competency.html

http://mlanet.org/academy/competency.html

http://nnlm.gov/bhic/

http://www.dlib.org/about.html



http://www.opal-online.org/

http://kraftylibrarian.com/


Networking and Professional Organization Involvement

I learned early in my professional life how important networking is for success in

attaining career goals. Upon graduation, I will convert my membership in these professional

organizations from student to regular member status: American Library Association (ALA),

HealthLINE (North Texas Medical Librarian Consortium), Medical Library Association (MLA),

South Central Chapter of Medical Library Association (SCC/MLA), Special Library Association

(SLA), and the Texas Library Association (TLA).

Having served as the TWU liaison to HealthLINE for the past year, I will continue to be

involved with that group, and offer myself as a mentor in the student mentoring program. With

SLA, I have an interest in becoming involved with the Student and Academic Affairs Advisory

Council. And, with all the professional organizations in which I hold membership, I shall avail

myself of their employment resources and job boards.

In the social media realm, I am a member of LinkedIn, and plan to use it as both a

networking and an employment contact resource.


Appendix One:

Continuing Education Experiences

11/2/2010 Baby Boomers: Serving the Next Generation of

"Seniors" Texas State Library and

Archives Webinar

11/9/2010 Volunteers: Recruitment, Development and

Supervision University of North Texas

LE@D Program Online Course

11/12/2010 Online Research Strategies for Librarians University of North Texas


11/15/2010 Capturing History: Digitization Projects University of North Texas


11/16/2010 Senior Spaces: Creating Your Library as a Place for

Older Adults Texas State Library and

Archives Webinar

11/18/2010 Job Hunting for the Recent or Future MLS Graduate LLAMA (Library Leadership

and Management Association)

Webinar

11/20/2010 Gifts for Libraries: Be Careful What You Wish For University of North Texas


12/2/2010 Serving the 21st Century Patron WebJunction Webinar

12/2/2010 Library Privacy and Confidentiality: Law and Policy University of North Texas


12/2/2010 Basic Budgeting University of North Texas


12/5/2010 Become an Effective Trustee University of North Texas


12/7/2010 Managing Copyright for the Digital Age Special Library Association Webinar

12/10/2010 The Road to CIVILITY: Implementing a Choose

Civility Initiative

Texas State Library and Archives

Webinar

2/9/2011 Ten Tips to Effectively Serve the Genealogy Searcher

with Willie Braudaway

University of North Texas LE@D Program

Webinar

3/2/2011 Volunteer Screening and Placement University of North Texas


3/3/2011 Seven Steps to a Successful Volunteer Recruitment

Program University of North Texas


3/4/2011 Volunteer Orientation, Training, Evaluation: Creating

an Engaging Environment University of North Texas


3/4/2011 Volunteers: Policy and Procedure Development University of North Texas



3/5/2011 Volunteer-Staff Good Relations: Navigating the Divide University of North Texas


3/8/2011 Are You Really Ready for Volunteers University of North Texas


3/24/2011 Ethics in the Library and Beyond NTRLS (North Texas Library

Partners)

Onsite - Southlake

Public Library

4/8/2011 Legal Reference Skills for Non-Law Librarians Texas Weslyan School of

Law Onsite

Workshop

4/26/2011 Help, I'm a Librarian, Not a Social Worker NTRLS (North Texas Library

Partners)

Audio Conference

Call with Handouts

5/3/2011 Life of A Book: From Idea to Distribution—Collect,

Discover, Assess Library Journal and Bowker Webinar

5/4/2011 The 8th Habit: New Paradigm for Leadership AMA (American

Management Association) Webinar

5/13/2011 Libraries Partnering to Support Small Business and

Entrepreneurs WebJunction Webinar

5/17/2011 Achieving ROI from Self Services Library Journal and Tech

Logic Webinar

6/8/2011 New Lessons In Leadership PLA (Public Library

Association) Webinar

7/12/2011 Ten Tips For Basic Cataloging with Melissa Powell University of North Texas

LE@D Program Webinar

7/13/2011 Connecting with Your Community via Facebook: They

Already Like You

Texas State Library and Archives & Seattle Public

Library Webinar

7/14/2011 Decisions, Decisions, Decisions: Educational Standards

for Virtual Adult Education MLA Online Clinic Webinar

9/16/2011 Tell A Great Story - Get a Job

Texas Library Association) - Kerry McGeath and Cynthia

Pfledderer of Southlake Public Library

Webinar

10/17/2011 e-Book Acquisition: Planning and Forecasting Rittenhouse Book

Distributors Webinar

10/19/2011 Job Hunting for Today's Libraries in Today's Job Market LLAMA (Library Leadership

and Management Association)

Webinar


10/24/2012 Know & go - What's New with the Pew Internet &

American Life Project - Christine Peterson, Presenter AMIGOS Library Services Webinar

11/7/2011 Know & Go: RDA Update AMIGOS Library Services -

Instructor: Bill Walker Webinar

12/6/2011 From Beyond Our Borders: Providing Health

Information to Refugee Populations

Medical Library Assoc & National Library of

Medicine (Houston) - Presenter: Cheryl Rowan

Seminar - UNT Health Science Ctr

Library - Fort Worth

1/17/2012 Maintaining Collections While Maximizing Budgets Rittenhouse Books Webinar

1/19/2012 Now Is The Time to Mobilize Your Board to Raise

Funds - Part 1

North Texas Library Partners (Trainer: Judi

Margdin with Grant Station)

Webinar

1/20/2012 "Genealogy is Bigger In Texas"

RUSA (Reference & User Services Assoc) at ALA

MidWinter 2012 in Dallas, TX

All Day Seminar

2/14/2012 Beginners Guide To Weebly

Weebly.com - Richard Huffaker, Customer

Satisfaction Manager (for Class Project Website

Presentations)

Webinar

2/15/2012 The Changing Hospital Environment: New Roles for

Hospital Librarians

SEA NN/LM (Southeast

Atlantic Region of National

Medical Library)

Webinar

3/1/2012 to 4/6/2012

“Super Searcher: Enhancing Your Online Super Searching Powers” – Five Week Course

NN/LM (National Medical Library – Emily Hurst,

Instructor) Webinar


Appendix Two:

SLA Professional Competencies

(Excerpted from SLA Competencies for Information Professionals in the 21st Century)

A. Managing Information Organizations Information professionals manage information organizations ranging in size from one employee

to several hundred employees. These organizations may be in any environment from corporate,

education, public, government, to non-profit. Information professionals excel at managing these

organizations whose offerings are intangible, whose markets are constantly changing and in

which both high-tech and high-touch are vitally important in achieving organizational success.

A.1- Aligns the information organization with, and is supportive of, the strategic directions of

the parent organization or of key client groups through partnerships with key stakeholders

and suppliers.

A.2 Assesses and communicates the value of the information organization, including

information services, products and policies to senior management, key stakeholders and

client groups.

A.3 Establishes effective management, operational and financial management processes and

exercises sound business and financial judgments in making decisions that balance

operational and strategic considerations.

A.4 Contributes effectively to senior management strategies and decisions regarding information

applications, tools and technologies, and policies for the organization.

A.5 Builds and leads an effective information services team and champions the professional and

personal development of people working within the information organization.

A.6 Markets information services and products, both formally and informally, through web and

physical communication collateral, presentations, publications and conversations.

A.7 Gathers the best available evidence to support decisions about the development of new

service and products, the modification of current services or the elimination of services to

continually improve the array of information services offered.

A.8 Advises the organization on copyright and intellectual property issues and compliance.


Applied Scenarios Develops strategic and business plans that support the host organization's

goals and that establish long-term stretch targets and near-term priorities for

the information organization.

Inspires a shared vision and creates a compelling mission for the organization

that energizes people to work towards achieving its strategies and delighting

its clients and key stakeholders.

Conducts market research of the information behaviors and problems of

current and potential client groups to identify concepts for new or enhanced

information solutions for these groups. Transforms these concepts into

specialized information products and services.

Sets clear performance expectations linked to organizational strategies and

priorities.

Provides professional development opportunities for staff members.

Calculates a return on investment for information services and products or

develops other measurable contributions of the information organization.

Clearly demonstrates the value-add of the information organization to clients

and key stakeholders through communications with top management.

B. Managing Information Resources

Information professionals have expertise in total management of information resources, including

identifying, selecting, evaluating, securing and providing access to pertinent information resources.

These resources may be in any media or format. Information professionals recognize the importance

of people as a key information resource.

B.1 Manages the full life cycle of information from its creation or acquisition through its

destruction. This includes organizing, categorizing, cataloguing, classifying, disseminating;

creating and managing taxonomies, intranet and extranet content, thesauri etc.

B.2 Builds a dynamic collection of information resources based on a deep understanding of

clients' information needs and their learning, work and/or business processes.

B.3 Demonstrates expert knowledge of the content and format of information resources,

including the ability to critically evaluate, select and filter them.

B.4 Provides access to the best available externally published and internally created information

resources and deploys content throughout the organization using a suite of information

access tools.

B.5 Negotiates the purchase and licensing of needed information products and services.


B.6 Develops information policies for the organization regarding externally published and

internally created information resources and advises on the implementation of these policies.

Applied Scenarios

IPs are experts in identifying the best information resources, comparing free

versus fee resources to determine if value-added features warrant the cost,

examining features of resources available from multiple vendors, and

providing access to those resources for the organization by negotiating cost-

effective contracts with vendors.

IPs select and secure information resources that are appropriate in terms of

format, language, content, coverage and that provide special features that

tailor the content and retrieval capabilities to specific needs of the user group;

IPs may work together to provide group pricing or other cooperative

arrangements both inside and outside the organization that provide the

maximum value for the investment made.

IPs integrate externally published and internally created information

resources as well as knowledge resources to create new client-specific

information collections and sources.

IPs may use off-the-shelf information products recognizing that these

products could require modifications to meet the needs of specific user

groups; IPs then select or design and implement the required modifications.

IPs select, preserve and make accessible technical reports, standards, best

practices guidelines and other internal documents for ongoing use.

IPs establish document retention schedules and access procedures to meet

regulatory requirements.

C. Managing Information Services Information professionals manage the entire life cycle of information services, from the concept

stage through the design, development, testing, marketing, packaging, delivery and divestment of

these offerings. Information professionals may oversee this entire process or may concentrate on

specific stages, but their expertise is unquestionable in providing offerings that enable clients to

immediately integrate and apply information in their work or learning processes.

C.1 Develops and maintains a portfolio of cost-effective, client-valued information services that

are aligned with the strategic directions of the organization and client groups.

C.2 Conducts market research of the information behaviors and problems of current and

potential client groups to identify concepts for new or enhanced information solutions for

these groups. Transforms these concepts into customized information products and services.

C.3 Researches, analyzes and synthesizes information into accurate answers or actionable

information for clients; ensures clients have tools or capabilities to immediately apply these.


C.4 Develops and applies appropriate metrics to continually measure the quality and value of

information offerings, and to take appropriate action to ensure each offering's relevancy

within the portfolio.

C.5 Employs evidence-based management to demonstrate the value of and continually improve

information sources and services.

Applied Scenarios

Seeks opportunities to work with clients on projects or within their

environments or operations to fully understand their processes, information

behaviors and how information services can most effectively be utilized.

Analyzes and synthesizes information into accurate answers or actionable

information for clients, and ensures that clients have the tools or capabilities

to immediately apply these.

Customizes information services to better meet the specific needs and usage

patterns of clients.

Develops and delivers specific information packages or alerting services for

clients such as competitive intelligence, business intelligence, industry

monitors, topic or issue indicators.

Develops, delivers and manages curricula educating clients in information

literacy, Internet usage, and locating and interpreting information sources.

Uses evidence-based management to present reasoned evidence of a service's

value and an organization's abilities. Develops and applies measures of

service/product usage, client satisfaction and the organizational or client

impact of services and products. Regularly assesses clients' information wants

and gaps using market research tools including questionnaires, surveys,

interviews, focus groups and observation.

D. Applying Information Tools & Technologies

Information professionals harness the current and appropriate technology tools to deliver the best

services provide the most relevant and accessible resources, develop and deliver teaching tools to

maximize clients' use of information, and capitalize on the library and information environment

of the 21st century.

D.1 Assesses, selects and applies current and emerging information tools and creates

information access and delivery solutions

D.2 Applies expertise in databases, indexing, metadata, and information analysis and synthesis

to improve information retrieval and use in the organization

D.3 Protects information privacy of clients and maintains awareness of new challenges to privacy


D.4 Maintains current awareness of emerging technologies that may not be currently relevant

but may become relevant tools of future information resources, services or applications.

Applied Scenarios

IPs are active partners with technology vendors, providing feedback,

suggesting improvements, and keeping the needs of the clients in the

forefront

IPs maintain awareness of emerging technologies through reading

professional and popular documents, participating in peer dialogs, and

attending courses, workshops, and conferences.

IPs is prepared to advise all levels of the organization on how technology

trends will affect the organization and the clients.

IPs lead technology initiatives in their organizations by forming partnerships,

obtaining buy-in of upper management, overseeing the project management

life-cycle, and communicating to all critical levels of the organization.

IPs test, select and use new technology tools as they are developed.

IPs maintains awareness of the latest policy and legislative initiatives that will

impact privacy, accessibility, and openness of information use and transfer,

and of technology deployment.

IPs educate others in the use of information tools and technologies in a

variety of ways, from training people in finding the information they want on

the Internet or in proprietary databases to integrating information tools into

their clients' workflow or curriculum (SLA, 2003)


References

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