Librarianship Philosophy

Statement of Librarianship Philosophy

         “One of the problems that we face when it comes to finding a philosophy of librarianship, and likewise articulating our impact to communities, is that the umbrella of librarianship is gigantic. Librarian. When you begin to think about it, the word doesn’t mean anything, because it means too many things. Librarians are teachers and collectors and advocates and searchers and researchers and…” (Ford, 2012). This statement serves as a good reminder of the nebulous understanding of just what is expected from an academic librarian. Our work entails education and support of students, training and support for faculty, cooperation and thorough communication with administration, potential management of the library facility and staff, community advocacy and outreach, continued personal and professional growth, and myriad other roles that can change daily. The truth is that the very nature of the academic library is rapidly changing to meet the needs of an increasingly online user base, and the contemporary academic librarian must adapt their own practice to match these advances. 

         The prospect of embracing change to better serve new generations of users, while still maintaining the service- and learning-based tenets of the library is exhilarating. When deciding to become a librarian (even before landing that first professional library job), I knew that libraries are one of the only American institutions where all people are treated like equals and where access to learning and information is not only welcomed but encouraged. Equitable access to information, no matter the user, still guides my work and many of the professional decisions that I make.

         Equally important to providing access to information, the academic librarian must also deliver instruction and high-touch support in building lifelong critical thinking and information literacy skills for students. This is no easy feat, and it’s important to start small, but think big. Implementing “simple incremental steps go[es] a long way toward effecting change . . . it requires a major mindset shift in which we embrace uncertainty, look at situations with a beginner’s mind, accept a constant state of incompletion, and allow ourselves (and others) to fail” (Bignoli & Stara, 2021, p. 47). Allowing students to fully learn requires remembering just how difficult those first few research sessions can be. Making the learning environment as hands-on as possible, with much room for practice is the best approach in teaching lifelong research and critical thinking skills.

         The academic librarian must also be highly versed in helping faculty by offering curricular resources and support for professor-led instruction. This may include being familiar with curriculum spanning many disciplines and departments and anticipating potential gaps in instruction and working to help fill them. Collaboration and co-teaching in the areas of critical thinking, good research practices, information literacy, and library skills is crucial in order to better enrich the student and faculty user experience.

         Another central function of the academic librarian is maintaining technological relevance. Continual training in database application, device use, online research and information gathering, and a host of other competencies is essential to the success of any academic librarian. Technological utilization and preparation is also absolutely necessary, as “failing to familiarize oneself with the changes that most likely will have a direct effect on our profession is a grave oversight. It is difficult to take a mind-leap into the future, but certain trends are clearly discernible” (Kruger, 2001, p. 124). It is embedded in my own technological practice that ideas that seem “impossible” very rarely are.

         Finally, the academic librarian must recognize that her duties go far beyond those listed in the job description. Whether it is partnering with administration to improve the functionality of the library or working with various internal committees to advocate for the betterment of library services, the librarian must be acutely aware of the ongoing needs of the greater organization. Ray Bradbury once said “Without libraries what have we? We have no past and no future.” Moving libraries into the future rests squarely on the professional shoulders of the academic librarian. I fully understand my responsibility as a member of a contemporary, thriving organization and acknowledge that I must continually strive to better my practice. The successful librarian is analytical and reflective, competent and kind. If the library is the heart of any community, then the effective librarian is the heart of the library.

References

 Bigoli, C., & Stara, L. (2020). Users at the Center of Everything. American Libraries, 52(3), 44-47.

 Ford, E. (2012, August 8). What Do We Do and Why Do We Do It? In The Library with The Lead Pipe.  

https://www.inthelibrarywiththeleadpipe.org/2012/what-do-we-do-and-why-do-we-do-it/

Kruger, H. (2005). I, Librarian. Information Technology & Libraries, 24(3), 123-129.