18/09/2013 § 2 Comments
When evaluating which courses to take, students often start with the list of undeniably library-specific courses: reference, cataloging, archives, etc. But as the profession continues to evolve it has become more and more interdisciplinary. Library students today take end up taking everything from web programming to marketing, from database design to educational/instructional theory.
The question I’ve been trying to tease out lately is: is it more effective to take library-ified versions of these courses within our library schools or to take them in their true departments? For instance: will you learn more from a marketing class that is taught by a library school faculty member and focuses specifically on library issues? Or would it be more broadening and beneficial to take a marketing class in the business college?
29/08/2013 § Leave a comment
Well, this is it, kids: my time in library school is over, and so too ends my time writing for Hack Library School. This is so long, this is farewell, this is auf wiedersehen and adieu. This is also when I’m supposed to write a nice post summing up my time here, or my time as a library student, or something like that. But I’m finding that a bit difficult, because at least for me the end of library school has segued straight into professional librarianship. So while on the one hand it feels as though everything has changed, it also feels like the road I’m on is the same one I’ve been on since my grad school orientation.
Back in the summer ending my first year in library school, I made a plan to transition to Boston. I had no leads there; I knew precisely one person, who was not a librarian. I was giving up a decent amount of library cred back in Portland in exchange for what I hoped would be a wider array of opportunities, but there was no question it was a gamble. I figured I would find a nice practicum somewhere in Boston, head back east, and somehow that would lead to a job. To my own immense surprise, that’s exactly what happened… I found and landed the practicum, moved back east, and at the very end my practicum– just as things were starting to look a bit dire, as though perhaps I’d made a mistake — I got a job. The day I flew back to Portland for my final capstone presentation, not an hour after my plane had landed, I received the email offering me the position. I can’t begin to express the relief and gratitude I felt that day.
Here’s the thing, though: the job I’m doing is not a job I’d ever have guessed I would do. I’ve always hedged my bets by following the digital librarianship track, but in my heart of hearts I was most interested in how people use technology in the library, and in teaching them how to master all these amazing new tools that technology has given us. Actually getting to do that seemed like a distant dream, though, to be won only through years of part-time and contract gigs, fighting for my chance to teach, or being turned aside and into some other track entirely. Then one day I found a job posting for a Digital Literacy Librarian at a boarding school of all outlandish places, and figured I might as well give it a shot. A week later, I went to interview. A week after that, I got the job offer. This week — only a month after first spotting that ad — I’m on campus for faculty orientation. It has all been startling and thrilling and exhausting, but I have no doubt that this is the next right step on my road.
So here’s my advice to you, as a old hand at library school and a total rookie as a professional librarian:
26/08/2013 § 4 Comments
I’m a joiner. There, I said it. Being a part of one organization or another has been as natural as breathing for me since I was a kid. So it was only fitting that I joined the Student Archivists at Maryland (our chapter of the Society of American Archivists) when I arrived at the University of Maryland iSchool. It’s a quick way to meet like-minded people and dive quickly into a field that you’re going to spend a relatively short amount of time studying. I was a little surprised at the low attendance at the meetings though- why should that be? « Read the rest of this entry »
23/08/2013 § 2 Comments
As I finish up my MLIS (August graduation!) and start my certificate program, I find myself wanting to share a little library school wisdom. So things might get a little feelings-heavy, but bear with me; also, this advice goes to both new and returning library students:
Library school is a journey. You will encounter numerous experiences, guides, and opportunities along the way. But you will also almost certainly encounter a number of challenges, hurdles, and roadblocks. As Joanna wrote in her fabulous post, Apply Yourself, so many lovely opportunities are just waiting for you to take the initiative and grasp them! We’ve also featured numerous posts about how to do proactive things like changing your curriculum or doing an independent study. As you navigate numerous challenges and opportunities on your library school journey, here are some obstacles you may encounter and some productive ways to overcome them:
05/07/2013 § 1 Comment
In my program (UNC SILS), all master’s students are required to complete a capstone paper or project prior to graduation. Both options require students to approach a “problem” in information or library science in a “substantial and scholarly way.” No small feat, right? I bet a bunch of you out there are facing similar tasks within the next year and I’m hoping that we can begin to face them together. First up: how to get started? I’ve called on my friend and classmate, Robbin Zirkle, to add her insights. Robbin is working on her project this fall and is (hopefully!) graduating in December.
Robbin: I went into the planning stages of INLS 992 with the intention of writing a master’s paper, likely involving content analysis of collection development policies. When I was considering how to go about completing my paper, though, I realized that I wanted it to be a true deliverable that could help an institution. Thus, my simple master’s paper has morphed into a master’s project; I will have a concrete, practical deliverable at the end of my experience that will impact an institution.
Julia: As Robbin points out, a project has the potential benefit of yielding an institution-specific deliverable (for example, an evaluation of existing programs or policy). On the other hand, a paper or thesis is an opportunity to delve into research of a more traditionally academic nature. I agree with many of Rebecca Halpern’s points about the benefits of writing a master’s paper; among other things, this kind of writing provides a leg up for those hoping to publish or hoping to enter positions that require publishing. I plan to write a master’s paper, but I’ll have to see where my ideas lead. For those of you in programs with a portfolio capstone option, see also Madeleine’s advice.