The Training Imperative for the Virtual Library: C hallenges and Opportunities in the Skill Development of Librarians Eeva K. Munoz & Ian B. Whyte University of Western Ontario London, Ontario, Canada

Overview n Environment n Library service redesign n Librarians’ changing role n Strategies for professional development n Challenges n Conclusion

Environment n Library: u Medicine & Dentistry, Engineering, Health Sciences, Science n Users: u 13,000 users u Distributed teaching and research n Collections u electronic only policy

Library service redesign n User centered service u services at the point of need n Single service desk as a concept u change in user behaviour u library as a place of study u fewer reference questions F analysis of questions at desks

Proposed service model n In-library service: u single service desk u staffed by library assistants u service guidelines/ referral u training program

n Virtual library service: u subject based liaison librarians: collections management, teaching support, web development u Crowley 2001 (Tacit knowledge, tacit ignorance, and the future of academic librarianship. College&Research Libraries, 62, 565) : “The threat of being seen as peripheral, invisible…should be a strong incentive to ensure that the librarian, in any academic environment, is seen as central, visible and consequential” ….“Moving the librarian from the reference desk to brick and and electronic classrooms, combined with context-relevant alliance with researchers grounded in shared credentials and interests, may well be the answer to the academic version of the question, If your customers know as much as you do, why do they need you?”

Librarians’ changing role: an educator n Teaching, outreach, liaison n Skills development: u technology u educational design u teaching techniques u “soft” skills: communication, marketing

Strategies for professional development n Workshops n Team based skills development n Performance management n Individual skills building

Workshops n ACRL information literacy standards and simple instructional design: u what the student will be able to do u what the student needs to know u what activity facilitates learning u how the student demonstrates learning u evaluation criteria

n Teaching for librarians u design a good lecture u instructional objectives u active learning u group discussion u microteaching: feedback from the group and facilitator regarding presentation techniques, logical presentation, use of teaching aids etc.

Team-based skill development n Avoid isolation, rely on peer development n Share practices, strategies n Share technical knowledge n Effective when group dynamics are optimal

Performance management n Outcomes based job descriptions n Goal setting - linked to information literacy outcomes n Objectives include incremental skill building n Supervisor’s role as a coach and leader

Individual skill building n Tied to performance management n Encourage to seek outside development opportunities n Effective in building communication skills, technical skills

Challenges n Realization of the implications of the changing profession u challenges the manager u effective facilitation, leadership skills n Effective change management

Effective leadership practices (Kouzes and Posner, 2002) n Challenge the process n Inspire shared vision n Enable others to act n Model the way n Encourage the heart

n group meetings n task groups involved in identifying solutions n staff involvement in planning n communication n celebration

Conclusions n We have moved forward: single service desk, innovative programs n We are not there yet: challenging perceptions of reality still pervade n Manager’s role as coach and leader is crucial n The key is to maintain momentum with effective teamwork and outcomes based performance management