Statement of Competency
Introduction
It is a common misconception that all information professionals are “librarians”. For many, the public library stands as a proxy for all information domains and library-adjacent institutions. This misconception provides a limiting perspective on the roles and responsibilities of the information professional. At the core of these various organizations is the provision of information and services that bring value to the organization’s community and constituents. This competency examines the similarities and differences within these information organizations in effort to provide insight into the different settings in which information professionals practice.
Public Libraries
Public libraries play an important role in communities the world over. Once seen as public spaces one went to to research or request information, libraries are now spaces that unite community through programs, services, and targeted social engagement (Freudenberger, 2022). Public libraries are spaces open to all and so patronage in these spaces is diverse and varied, largely based on the community which they serve. For this reason, libraries must offer programming and resources that support their respective communities. According to Freudenberger (2022), public libraries offer services to support lifelong learning through civic engagement, youth services, health and wellness programs, and professional development support. These are all services which aim to strengthen community through the equitable provision of resources and technological offerings.
Academic Libraries
Academic libraries operate within the context of higher academic and research institutions. Mavrinac (2022) separates the user groups of academic libraries into two groups: primary users, which consist of students and faculty; and secondary users, which is the community at large. Unlike public libraries, who serve as access points for the larger community, the academic library supports its patrons mainly through research and instruction. Academic librarians can play a more general role, concentrating on planning, programming, and administrative tasks, but a hallmark of academic libraries is the role of a subject librarian. Subject librarians assist with more targeted research and subject requests, and serve faculty and students alike. These librarians often hold an additional graduate degree in addition to an MLIS in the subject they represent. Because of this, many such librarians hold a faculty designation. Academic libraries play an important role in community engagement (Mavrinac, 2022) by partnering with organizations and community groups, but they also work in the opposite direction by interfacing inward with the institution to which they belong. They often house specialized learning centers and IT departments that can work in concert with library staff.
Special Libraries
Unlike public or academic libraries that are accessible by the broader public, Special libraries “exist to provide services to a well-defined constituency” (Bedford, 2018, p.71). Special libraries are well-defined in their scope, and are not usually associated with a public or academic library. Special libraries take the form of:
Medical Libraries
Law Libraries
Corporate Libraries
Government Libraries
These libraries are highly specialized and are not always composed of physical collections (Megaridis et al., 2022). Many special libraries are digital repositories requiring high levels of IT and specialized support, while cultural heritage institutions, archives, and museums have important physical storage needs such as humidity and temperature control (Megaridis et al., 2022). A special library is most likely funded differently than public and/or academic libraries. Since a special library is narrow in scope, so are its resources, materials, programming, and user base. Guiding the library in all its efforts is the parent organization of the library, and much of the funding, collection development, and staffing fall under their purview.
Evidence
This item of evidence supports my knowledge of the public library space. This is a strategic plan completed as a group project for INFO 204: Information Professions with Dr. Sean Gaffney. As a group of six, we were tasked with producing a strategic plan for a library or information organization. Our group selected the San Francisco Public Library (SFPL) to analyze. I was responsible for conducting historical research on SFPL, as well as providing guidance and feedback, both synchronously and asynchronously to other group members on their respective sections (Environmental Scan, SWOT Analysis, Goals, and Plans). We met weekly through the entire semester, and while I did not personally draft the sections on goals and plans, my historical research and group contributions illustrate my in-depth and multi-faceted knowledge of a public library.
This item of evidence supports this competence by evaluating, in depth, the whole organization of a public library, which is a foundational information setting. This work shows that I understand the history of the library, the community it serves, and the provision of services within that organization. Moreover, it illustrates how I am able to think critically about that space through evaluation and future recommendations. I will carry the experience of executing a strategic plan for the SFPL as I move through my professional life and will try to approach evaluations in a similarly critical and deep manner.
INFO 204: Professional Development Essay
This artifact demonstrates my knowledge of a type of Special Library and, more specifically, the professional role of an art archivist in that particular space. It speaks to some of the inherently specific role of the archival type of special libraries, where the clientele (the museum or archivist) and subject matter show a particular focus. This essay discusses some of the physical necessities of this specialized environment as well as the roles and ethical considerations found within the organization.
I believe that the justification for this item of evidence lies in the first-hand knowledge of the special library (here, archives) institution by relating my internship experience at The Museum of Northern California Art where I am using technology and museum practices to organize the permanent collection and develop a database for the visual resources library. Specifically, the creation of this document helped me to chart my coursework at SJSU and develop the skills to also obtain a certificate in Digital Assets in addition to my MLIS. This was a seminal assignment, underscoring the reason for INFO 204 to be a foundational course.
INFO 210: RUSA Reference Interview
This item of evidence comes from INFO 210: Reference Services with Dr. Johanna Tunon. The assignment required us to conduct a reference interview with a librarian. I chose to conduct my reference interview at (the Academic) Meriam Library at California State University, Chico. My interview reflections drew upon my understanding of the physical academic library space, and the services that the reference subject librarian was able to provide. I came equipped with a research topic and went through a proper reference/research interview where I learned about how an academic librarian would approach research with a student. I was introduced to databases, boolean search strategies, and annotation options. The end of the assignment asked us to evaluate the experience with RUSA guidelines in mind. This helped cement my understanding about the role of a reference librarian within the setting of the academic library.
This assignment supports my understanding of the specificities of the academic library within the larger umbrella of information organizations. By interviewing an academic librarian in person, I was able to not only see the physical space in which they work, but also hear directly from them regarding their professional role, limitations, and interaction with both faculty and students.
Conclusion
Uniting information organizations is a shared mission to provide equitable access to information, safeguard knowledge, and uphold intellectual freedom within their communities. These institutions serve as conduits, connecting people of all backgrounds with information, research, and education. The democratization of information across these varied settings stands as the ethical cornerstone of both information institutions and practitioners. The Master of Library and Information Science at San José State University is a broad, terminal degree. While students often specialize within particular areas of practice, developing a strong understanding of the diverse spaces in which information professionals work fosters a holistic view of the field and highlights how different career paths intersect and complement one another. Keeping up with advancements across information and library science in both theoretical and practical domains will make me a stronger practitioner, as intersectional understandings always bring depth and purpose to one’s work.
References
Bedford, J. (2018). Where can you work with an MLIS? Extending your career reach. In K. Haycock & M. Romaniuk (Eds.), The Portable MLIS: Insights from the Experts (2nd ed., pp. 69-82). Santa Barbara, CA: Libraries Unlimited.
Freudenberger, E. (2022). Community anchors for lifelong learning: Public libraries. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 113-126). Rowman & Littlefield.
Mavrinac, M. A. (2022). Learning and research institutions: Academic libraries. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 102-112). Rowman & Littlefield Publishers.
Megaridis, C. S., Marcus, C., King, B., Drabik, M., & Lynn, D. (2022). Different information environments: Special libraries and information centers. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 127-139). Rowman & Littlefield Publishers.