{"id":70,"date":"2023-09-19T19:28:34","date_gmt":"2023-09-19T19:28:34","guid":{"rendered":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/?post_type=chapter&#038;p=70"},"modified":"2023-11-29T23:13:45","modified_gmt":"2023-11-29T23:13:45","slug":"becoming-a-librarian-at-different-types-of-organizations","status":"publish","type":"chapter","link":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/chapter\/becoming-a-librarian-at-different-types-of-organizations\/","title":{"raw":"Becoming a Librarian at Different Types of Orgnizations","rendered":"Becoming a Librarian at Different Types of Orgnizations"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Objectives<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nUpon completion of this chapter, learners should be able to:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Be familiar with different types of librarianship including academic librarianship, public librarianship, school librarianship, and special librarianship<\/li>\r\n \t<li style=\"font-weight: 400\">Understand specific roles of librarians in different kinds of organizations including a typical workday, pros and cons, and how to secure a similar job<\/li>\r\n \t<li style=\"font-weight: 400\">Be able to evaluate own career plans related to Library and Information Science<\/li>\r\n \t<li style=\"font-weight: 400\">Learn about observations of trends and hot topics in the field<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h1>Content Overview<\/h1>\r\nYou will check your knowledge about libraries and librarians through 10 True or False questions. In each following session, you will learn from a real librarian representing a different type of librarianship. You will go through an introduction, a day in the life career, and observations of trends and hot topics of four kinds of librarianships. In the end, you will reflect on what you have learned and discuss relevant issues to solidify your knowledge and enhance learning.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>True or False<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li style=\"font-weight: 400\">The library is all about books, books, and books: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">All Librarians work in Libraries: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">All Librarians are older women that wear glasses, cardigans, and buns in their hair: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">Librarians read or shelve books all day: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">Libraries are for nerds: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">Libraries are quiet spaces, no exceptions: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">EBooks are forever (or at least for as long as the internet exists): <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">I own my eBook so I can donate it to the library: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">An author holds the copyright to his or her work: <strong>T F<\/strong><\/li>\r\n \t<li style=\"font-weight: 400\">The Internet is the digital library: <strong>T F<\/strong><\/li>\r\n<\/ol>\r\n<em>Answers and explanations are located at the end of the chapter.<\/em>\r\n\r\n<\/div>\r\n<\/div>\r\n<h1>Academic Librarians<\/h1>\r\n<h2><strong>Introduction<\/strong><\/h2>\r\n\u201cAcademic libraries serve colleges and universities, their students, staff and faculty.\u201d Becoming an academic librarian, you are able to apply subject expertise because many large institutions have libraries for different schools, and many academic librarians gain faculty status including tenure.[footnote]American Library Association. (n.d.). Academic Libraries. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/academic[\/footnote] There are a wide range of academic librarians such as reference librarians, distance education librarians, social sciences and outreach librarians, collection development librarians, curriculum specialists, ordering librarians, GIS\/Data librarians, metadata specialists, and electronic periodicals managers.[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-174). Libraries Unlimited.[\/footnote]\r\n<h2><strong>A Day in the Life Career: Reference Librarian<\/strong><\/h2>\r\n<h2 style=\"text-align: left\">A Typical Workday<\/h2>\r\nA typical workday for reference librarians include staffing the research help desk, answering in-personam virtual, and instant messaging (IM) reference questions, giving library instruction including drop-in sessions and course-specific classes, and dealing with collections such as selecting library materials. Considerable time is also given to committee, project work, and professional development.\r\n<h2 style=\"text-align: left\">Pros and Cons<\/h2>\r\n<p style=\"text-align: left\"><em>Pros<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Working with a group of professional librarians<\/li>\r\n \t<li style=\"font-weight: 400\">Opportunity to utilize subject expertise<\/li>\r\n \t<li style=\"font-weight: 400\">Opportunity to learn from professional development such as attending conferences, researching, delivering and publishing papers<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><em>Cons<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Wear many hats in a small institution<\/li>\r\n \t<li style=\"font-weight: 400\">Inability of libraries to react to change promptly<\/li>\r\n<\/ul>\r\n<h2 style=\"text-align: left\">How to Get a Job Like That<\/h2>\r\n<p style=\"text-align: left\"><em>Education<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\">A MLS\/MLIS from an ALA-accredited school<\/li>\r\n \t<li style=\"font-weight: 400\">Many academic libraries require a second master\u2019s degree<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><em>Experience<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Paraprofessional experience: graduate assistantship at libraries<\/li>\r\n \t<li style=\"font-weight: 400\">Volunteer experience at academic libraries<\/li>\r\n \t<li style=\"font-weight: 400\">Any types of public or customer service experience<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><em>Coursework<\/em><\/p>\r\n\r\n<ul>\r\n \t<li>Seek a balance between breadth and depth with the help of advisors if possible<\/li>\r\n \t<li style=\"font-weight: 400\">Few expectation of high specialty in an entry-level position<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><em>Skills and abilities<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Verbal and written communication skills<\/li>\r\n \t<li style=\"font-weight: 400\">Interpersonal and public service skills<\/li>\r\n<\/ul>\r\n<p style=\"text-align: left\"><em>Public speaking\/presenting<\/em><\/p>\r\n<p style=\"text-align: left\"><em>Project management: a combination of<\/em><\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: left\">Multitasking<\/li>\r\n \t<li style=\"font-weight: 400\">Time management<\/li>\r\n \t<li style=\"font-weight: 400\">Organizational and facilitative skills<\/li>\r\n \t<li style=\"font-weight: 400\">Timely and efficient communication<\/li>\r\n \t<li style=\"font-weight: 400\">Ability to delegate responsibility[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-58). Libraries Unlimited.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2><strong>Observations of Trends and Hot Topics in the Field <\/strong><\/h2>\r\n<h2>Observations of Trends and Hot Topics in the Field From Books<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Media<\/li>\r\n \t<li style=\"font-weight: 400\">Distance\/online education<\/li>\r\n \t<li style=\"font-weight: 400\">Scholarship and information literacy<\/li>\r\n \t<li style=\"font-weight: 400\">Copyright<\/li>\r\n \t<li style=\"font-weight: 400\">Scholarly communication,<\/li>\r\n \t<li style=\"font-weight: 400\">Academic library services[footnote]John, M. B. (2018). The Changing academic Library: Operations, Culture, Environments. (pp. 389-418). ACRL Publications in Librarianship.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2>Top Trends from ACRL<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Covid-related trends: library staffing challenges; space utilization<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Collaborative collections and growth of shared print<\/li>\r\n \t<li style=\"font-weight: 400\">Open everything<\/li>\r\n \t<li style=\"font-weight: 400\">Artificial intelligence<\/li>\r\n \t<li style=\"font-weight: 400\">Data<\/li>\r\n \t<li style=\"font-weight: 400\">Critical librarianship[footnote]Research Planning and Review Committee, 2. (2022). Top trends in academic libraries: A review of the trends and issues. College &amp; Research Libraries News, 83(6), 243. doi:https:\/\/doi.org\/10.5860\/crln.83.6.243[\/footnote]<\/li>\r\n<\/ul>\r\n<h2>Observations of Trends and Hot Topics in the Field From Research<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Training and competency skills, library access, advanced technology, funds and information resources[footnote]Otike, F., &amp; Bar\u00e1t, \u00c1. H. (2021). Roles and emerging trends of academic libraries in Kenya. Library Hi Tech News, 38(7), 19-23\u201323. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-09-2021-0058[\/footnote]<\/li>\r\n \t<li>Use collaborative softwares such as Borrow Direct to meet students\u2019 academic research needs[footnote]Collins, P. D. (2015). User analysis in the Borrow Direct marketplace. Inter-lending and Document Supply, 43(4), 179-181\u2013181. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILDS-08-2015-0025[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Apply five principles: alignment, accountability, agility, accessibility, and assessment to manage change such as a new consumer mentality in higher education[footnote]Knight, J. A. (2017). Academic librarians as change champions: a framework for managing change. Library Management, 38(6\u20137), 294-301\u2013301. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-03-2017-0031[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Become a community resource partner for entrepreneurs[footnote]Griffis, P. (2015). Academic libraries as community resource partners for entrepreneurs. Reference Services Review, 43(3), 461-467\u2013467. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-06-2015-0028[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Internationalization such as building an international collection, building collaboration internationally, and international benchmarking and quality assurance[footnote]Ramos-Eclevia, M. (2023). Becoming a global library at the local: internationalization activities and practices of Philippine academic libraries. Library Management, 44(1\u20132), 133-151\u2013151. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-01-2022-0008[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Library outreach assessment[footnote]Santiago, A., Vinson, E., Warren, M., &amp; Lierman, A. (2019). Evaluating Academic Library Outreach to Determine Return on Investment for Student Success. Journal of Library Administration, 59(4), 359\u2013372. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1080\/01930826.2019.1593709[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Social media usage and necessary support in academic libraries[footnote]Chiparausha, B., Onyancha, O.B. and Ezema, I.J. (2022), \"Factors influencing the use of social media by academic librarians in Zimbabwe: a UTAUT model analysis\", Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/GKMC-09-2021-0151[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Fundraising; grant proposal[footnote]Rader, H. B. (2000). Fundraising in academic libraries: the United States experience. The Bottom Line, 13(2), 93-99\u201399. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450010694052[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Human-mediated reference services are still a must in the digital environment, and new reference services types include roving reference services, tiered reference services, and virtual reference services; embedded librarianship; individual consultation service[footnote]Bandyopadhyay, A., &amp; Boyd-Byrnes, M. K. (2016). Is the need for mediated reference service in academic libraries fading away in the digital environment? REFERENCE SERVICES REVIEW, 44(4), 596\u2013626. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-02-2016-0012[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Facilitate post-covid-19 food security and serve as information disseminators in times of emergency[footnote]Alade, A. V., Adekoya, C. O., &amp; Ureki, A. I. (2023). Reflection on possible role of academic libraries in facilitating post-COVID-19 food security. Information Discovery and Delivery. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/IDD-06-2021-0065[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Develop structured policies to support the achievement of the sustainable development goal[footnote]Dei, D.-G. J., &amp; Asante, F. Y. (2022). Role of academic libraries in the achievement of quality education as a sustainable development goal. Library Management, 43(6\u20137), 439-459\u2013459. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-02-2022-0013[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Library cooperation and resource sharing: open access; interlibrary loan[footnote]null[\/footnote] [footnote]Collins, P. D. (2015). User analysis in the Borrow Direct marketplace. Inter-lending and Document Supply, 43(4), 179-181\u2013181. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILDS-08-2015-0025[\/footnote] [footnote]Boakye, G. (1994). The Academic Libraries of Developing Countries: Towards Effective Book Provision in the Face of Austerity. New Library World, 95(6), 7-11\u201311. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074809410065490[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Management and automation rather than resource provision; information explosion[footnote]Boakye, G. (1994). The Academic Libraries of Developing Countries: Towards Effective Book Provision in the Face of Austerity. New Library World, 95(6), 7-11\u201311. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074809410065490[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Marketing[footnote]Spalding, H. H., &amp; Wang, J. (2006). The challenges and opportunities of marketing academic libraries in the USA: Experiences of US academic libraries with global application. Library Management, 27(6\u20137), 494-504\u2013504. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435120610702477[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Library-oriented AI applications to take over the repetitive day-to-day activities[footnote]Duncan, A. S. P. (2022). The intelligent academic library: review of AI projects &amp; potential for Caribbean libraries. Library Hi Tech News, 39(5), 12-15\u201315. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-01-2022-0014[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Librarian and faculty collaboration: liaison programmes[footnote]Suresh, R. S., Ryans, C. C., &amp; Zhang, W.-P. (1995). The library-faculty connection: Starting a liaison programme in an academic setting. Library Review, 44(1), 7-13\u201313. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539510076952[\/footnote]<\/li>\r\n<\/ul>\r\n<h1>Public Librarians<\/h1>\r\n<h2><strong>Introduction<\/strong><\/h2>\r\nPublic librarians wear many hats and \u201chave a diverse and exciting range of responsibilities, projects, and opportunities.\u201d[footnote]American Library Association. (n.d.). Public Libraries. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/public[\/footnote] There are a wide range of public librarians such as adult services librarians, teen librarians, children\u2019s librarians, client services librarians, multimedia librarians, territorial librarians, and technical services managers.[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 1-51). Libraries Unlimited.[\/footnote]\r\n<h2><strong>A Day in the Life Career: Adult Services Librarian<\/strong><\/h2>\r\n<h2>A Typical Workday<\/h2>\r\nWhile every day is unique for an adult services librarian, a typical workday includes duties such as staffing the reference desk, working on projects such as developing bibliographic instruction materials, giving library instruction, collection management, reader\u2019s advisory, interlibrary loan management, serials management, website management, taking educational courses, and attending staff meetings.\r\n<h2>Pros and Cons<\/h2>\r\n<em>Pros<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Opportunity to serve and learn from patrons<\/li>\r\n \t<li style=\"font-weight: 400\">Opportunity to learn how the library is running<\/li>\r\n \t<li style=\"font-weight: 400\">Giving reader's advisory<\/li>\r\n \t<li style=\"font-weight: 400\">Working with adults as opposed to children<\/li>\r\n<\/ul>\r\n<em>Cons<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Staffing the reference desk for a prolonged time period and getting burned out<\/li>\r\n<\/ul>\r\n<h2>How to Get a Job Like That<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Get customer service experience<\/li>\r\n \t<li style=\"font-weight: 400\">Shadow an experienced librarian<\/li>\r\n \t<li style=\"font-weight: 400\">Get an internship or practicum in the local public library and know people who will be your references and offer job opportunities<\/li>\r\n \t<li style=\"font-weight: 400\">Networking; join email lists; attend informational interviews and conferences; visit placement centers<\/li>\r\n \t<li style=\"font-weight: 400\">Be brave to apply for jobs that might seem a little over your head<\/li>\r\n \t<li style=\"font-weight: 400\">Dress for success, be yourself, and relax in an interview[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 2-5). Libraries Unlimited.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Relevancy; balance between book providers, community anchors, and trusted centers for social resources[footnote]Kociubuk, J., &amp; Willett, R. (2023). \u201cYouth service librarians\u2026are not just providers of books\u201d: Caregivers\u2019 perceptions of the value of public library services during the COVID-19 pandemic. Library and Information Science Research, 45(3). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2023.101256[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Interdisciplinary partnerships with social work; core competencies[footnote]Johnson, S. C., &amp; Wahler, E. A. (2023). Anticipating and Overcoming Common Challenges for Library and Social Work Collaborations. Journal of the Australian Library and Information Association. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1080\/24750158.2023.2261598[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Marketing via electronic media[footnote]Vrana, R., &amp; Barbaric, A. (2007). Improving visibility of public libraries in the local community: A study of five public libraries in Zagreb, Croatia. New Library World, 108(9\u201310), 435-444\u2013444. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800710823962[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Role as a supplement for higher education institution (HEI) libraries[footnote]Pors, N. O. (2006). The public library and students\u2019 information needs. New Library World, 107(7\/8), 275\u2013285. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800610677263[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Customer-centered marketing[footnote]Lee, S. (2007). Vroom\u2019s expectancy theory and the public library customer motivation model. Library Review, 56(9), 788-796\u2013796. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530710831239[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Value demonstration to society[footnote]Aab\u00f8, S. (2005). Are public libraries worth their price?: A contingent valuation study of Norwegian public libraries. New Library World, 106, 487-495\u2013495. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800510634973[\/footnote] [footnote]Liu, L. G. (2004). The contribution of public libraries to countries\u2019 economic productivity: A path analysis. Library Review, 53(9), 435-441\u2013441. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530410565210[\/footnote] [footnote]Paberza, K. (2010). Towards an Assessment of Public Library Value:: Statistics on the Policy Makers\u2019 Agenda. International Journal of Decision Support System Technology, 2(2), 42-51\u201351. https:\/\/doi-org.proxy2.library.illinois.edu\/10.4018\/jdsst.2010040105[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Friendly competition with schools for education market[footnote]Scheppke, J. (1994). Kids First: How Public Libraries Can Survive and Thrive in the 21st Century. The Bottom Line: Managing Library Finances, 7(3), 35\u201340. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb025424[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Self-service libraries[footnote]Zhang, Y., Chiu, D. K. W., Jiang, T., &amp; Ho, K. K. W. (2022). Patrons\u2019 Satisfaction with Self-Service Public Libraries: A Demographic Study. Library Quarterly, 92(2), 188\u2013206. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1086\/718604[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Decreased importance of collection and increased importance of physical space and facilities; tailor services to meet the needs of patrons from different demographic backgrounds[footnote]Mushtaq, A., &amp; Arshad, A. (2022). Public library use, demographic differences in library use and users\u2019 perceptions of library resources, services and place. Library Management, 43(8\u20139), 563-576\u2013576. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-10-2021-0093[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Business information[footnote]SMYTH, A. L., &amp; Smyth, A. L. (1973). Information services provided by public libraries to industry and commerce. Aslib Proceedings, 25, 468\u2013476.[\/footnote]<\/li>\r\n<\/ul>\r\n<h1>School Librarians<\/h1>\r\n<h2><strong>Introduction<\/strong><\/h2>\r\nSchool librarians work with both students and teachers to facilitate access to information, improve information literacy, and introduce students to literature and other sources to broaden horizons.[footnote]American Library Association. (n.d.). Learning about the Job: What does a school librarian do?. https:\/\/www.ala.org\/aasl\/about\/ed\/recruit\/learn[\/footnote] Two special types of school librarians are private school librarians and international school librarians.[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 175-183). Libraries Unlimited.[\/footnote]\r\n<h2><strong>A Day in the Life Career: International School Librarian<\/strong><\/h2>\r\n<h2>A Typical Workday<\/h2>\r\nA typical workday for international school librarians is a face against time. Tasks include helping students with assignments in the last minute, helping parents choosing age-appropriate books for children, teaching library classes by telling stories, creating interactive activities, and teaching library skills, having a book talk, finishing administrative tasks such as maintaining a book collection, designing a display, and researching trendy teaching methods or curriculum development.\r\n<h2>Pros and Cons<\/h2>\r\n<em>Pros<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Busy, creative, and never dull<\/li>\r\n \t<li style=\"font-weight: 400\">Opportunity to utilize creativity to develop a dynamic and innovative workplace<\/li>\r\n \t<li style=\"font-weight: 400\">Easy to get acquaintance with a small student population<\/li>\r\n \t<li style=\"font-weight: 400\">Work with students and teachers from all around the world<\/li>\r\n \t<li style=\"font-weight: 400\">Opportunity to learn and second language and travel<\/li>\r\n<\/ul>\r\n<em>Cons<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Abandon all trainings and experience and get back to basics if working in a developing country<\/li>\r\n \t<li style=\"font-weight: 400\">Have a very busy schedule working in pre-K 12 schools<\/li>\r\n \t<li style=\"font-weight: 400\">Ability to be bilingual to conduct duties<\/li>\r\n<\/ul>\r\n<h2>How to Get a Job Like That<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Have at least two years of experiences of school librarianship<\/li>\r\n \t<li style=\"font-weight: 400\">Be willing to travel and work abroad<\/li>\r\n \t<li style=\"font-weight: 400\">Subscribe to newsletters and hunter for jobs in the Internet[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 181-183). Libraries Unlimited.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Recognitions that rewards school librarians in terms of status and salary[footnote]HERRING, J. E. (1986). Future Trends in the Education and Training of School Librarians. Library Review, 35(3), 176\u2013183. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb012819[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Business and entrepreneurial skills; liaise with business and industry; specialization[footnote]Feltham, V. (1994). An Opportunity Not to Be Missed: School Libraries Need Support. Library Management, 15(3), 24-27\u201327. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435129410055488[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Collaboration with public libraries[footnote]Smith, D. (2014). Collaboration between rural school and public youth services librarians. New Library World, 115(3), 160-174\u2013174. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-01-2014-0014[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Collaboration with academic libraries[footnote]Jackson, L., &amp; Hansen, J. (2006). Creating collaborative partnerships: building the framework. Reference Services Review, 34(4), 575\u2013588. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00907320610716468[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Information literacy; teaching collaboration; enquiry-based learning; comparable studies[footnote]Lo, P., &amp; Chiu, D. K. W. (2015). Enhanced and changing roles of school librarians under the digital age. New Library World, 116(11\u201312), 696-710\u2013710. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-05-2015-0037[\/footnote] [footnote]Lo, P., Hirakue, Y., Chen, J. C.-C., Dukic, Z., Youn, Y. R., Nakahima, M., &amp; Yang, G. (2014). The roles of the school librarians as information literacy specialists a comparative study between hong kong, shanghai, south korea, taipei and japan. New Library World, 115(7\u20138), 314-339\u2013339. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-01-2014-0012[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Use of graphically-recorded information and foreign complementary reading resources in Africa[footnote]Ocholla, D. N. (1992). Essentials for School Library Development: Some Worthwhile Considerations For An African Nation. New Library World, 93(5). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EUM0000000002429[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Integration of library self-evaluation into the wider school self-evaluation in England[footnote]Gildersleeves, L. (2006). Evaluating evaluation: Introducing a research project on the impact of improve your library: A self-evaluation process for school libraries. Aslib Proceedings: New Information Perspectives, 58(1\u20132), 73-88\u201388. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00012530610648680[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Value demonstration to society; student success; more variety in school library research[footnote]Wine, L. D., Pribesh, S., Kimmel, S. C., Dickinson, G., &amp; Church, A. P. (2023). Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis. Library and Information Science Research, 45(3). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2023.101252[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Delegate school library services in England[footnote](1996), \"Library power for children\", Library Review, Vol. 45 No. 3, pp. 31-43. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539610693370[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Technology integration leadership training[footnote]Smith, D. (2010). Making the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28(4), 617-631\u2013631. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/07378831011096277[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Online pedagogy[footnote]Burns, E. (2020). School librarians online: integrated learning beyond the school walls. Information and Learning Science, 121(7\u20138), 631-644\u2013644. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILS-04-2020-0107[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Advocacy education[footnote]Ewbank, A. D., &amp; Kwon, J. Y. (2015). School library advocacy literature in the United States: An exploratory content analysis. Library and Information Science Research, 37(3), 236\u2013243. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2015.04.005[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">User education in secondary school level[footnote]Adeoti-Adekeye, W. B. (1997). The need for user education in secondary school libraries. Library Review, 46(8), 586-592\u2013592. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539710187911[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">College information education[footnote]Zhou, E., &amp; Adkins, D. (2016). The role of the school library in college access and choice. Library and Information Science Research, 38(4), 336\u2013343. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2016.11.009[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Collaboration with teachers [footnote]Mokhtar, I. A., &amp; Majid, S. (2005). Use of school libraries by teachers in Singapore schools. Library Review, 54(2), 108\u2013118. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530510583057[\/footnote]<\/li>\r\n<\/ul>\r\n<h1>Special Librarians<\/h1>\r\n<h2><strong>Introduction<\/strong><\/h2>\r\nMany special librarians work in places outside libraries such as \u201ccorporations, hospitals, the military, museums, law firms, advertising agencies, professional associations, private businesses, and the government.\u201d Many of them have non-library job titles and serve unique populations or unique collections.[footnote]American Library Association. (n.d.). Special Libraries.. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/special[\/footnote] There are a wide range of special librarians such as medical librarians, golf librarians, law librarians, armed forces librarians, librarians for the blind and disabled, and coordinators of correctional librarians.[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 185-271). Libraries Unlimited.[\/footnote]\r\n<h2><strong>A Day in the Life Career: medial Librarian, Pediatric Hospital Library<\/strong><\/h2>\r\n<h2>A Typical Workday<\/h2>\r\nA typical workday for medical librarians who work at a pediatric library include doing literature searches, getting articles, assisting patrons with their own researches, helping with copying issues, serving committee, and \u201cmaintaining the collection, shelving, teaching statistics, budgeting, ordering supplies, paying invoices\u201d.\r\n<h2>Pros and Cons<\/h2>\r\n<em>Pros<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Get instant feedback that your job has make a difference<\/li>\r\n<\/ul>\r\n<em>Cons<\/em>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Managing reorganization or extreme changes in budgeting<\/li>\r\n \t<li style=\"font-weight: 400\">Difficulty in controlling the inventory of the collection because of 24 hour access<\/li>\r\n \t<li style=\"font-weight: 400\">Difficulty in replacing medical books<\/li>\r\n \t<li style=\"font-weight: 400\">Difficulty in keeping the collection up to date<\/li>\r\n<\/ul>\r\n<h2>How to Get a Job Like That<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Search jobs in local newspapers and a state job line or by contacting your library school for opportunities<\/li>\r\n \t<li style=\"font-weight: 400\">Stress experience of children\u2019s services or medial services<\/li>\r\n \t<li style=\"font-weight: 400\">Ability to be flexible, be a team player, be willing to learn<\/li>\r\n \t<li style=\"font-weight: 400\">Take courses related to children\u2019s literature and storytelling<\/li>\r\n \t<li style=\"font-weight: 400\">Market your services and train your patrons to think of you as a resource<\/li>\r\n \t<li style=\"font-weight: 400\">Be visible outside libraries[footnote]Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 190-193). Libraries Unlimited.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">LIS education[footnote]Ahmed, W., &amp; Soroya, M. S. (2016). Library and information science education as ignition source for services in non-academic special libraries. Library Review, 65(4\u20135), 350-368\u2013368. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LR-08-2015-0083[\/footnote] [footnote]Crumpton, B. E., &amp; Porter-Fyke, E. (2016). The special library: applicability and usefulness of the MLIS in non-traditional library settings. Bottom Line, 29(3), 151\u2013165. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/BL-04-2016-0017[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Value demonstration to society[footnote]Chung, H. (2007). Measuring the economic value of special libraries. Bottom Line, 20(1), 30-44\u201344. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450710747434[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Support for continuing professional development[footnote]Robinson, M.-G. (2019). Continuing professional development and special librarians in Jamaica. Library Management, 40(6\u20137), 416-427\u2013427. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-12-2018-0093[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Professional competencies training[footnote]Khan, S. A., &amp; Parveen, A. (2020). Professional competencies for librarians working in special libraries: the case of Pakistan. Electronic Library, 38(5\u20136), 1135-1148\u20131148. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EL-02-2020-0030[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Networks and consortia; subject gateways; digital technology as a preservation tool; marketing; information consolidation and repackaging; outsourcing; flexi-workforce; knowledge management; participative management[footnote]Singh, S. P. (2006). Special libraries in India: some current trends. Library Review, 55(8), 520\u2013530. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530610689365[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\">Special library education[footnote]MORLEY, L. H. (1947). Special Library Education in the United States and Canada. Journal of Documentation, 3(1), 24\u201342. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb026106[\/footnote]<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Reflection and Discussion<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li style=\"font-weight: 400\">What kinds of librarians are you most familiar with? How has this chapter altered your understanding of librarianship if any?<\/li>\r\n \t<li style=\"font-weight: 400\">After reading this chapter, do you have a rough idea of your future career? If so, what is it? How might your identities and experiences affect your career choice? It is helpful to talk about the kinds of working environments you enjoy, compare the pros and cons of each type of librarian, and set a goal according to the career advice.<\/li>\r\n \t<li style=\"font-weight: 400\">After reading the observed trends and hot topics of each type of librarian, do you have an interesting trend or find out potential future directions? Do any trends surprise you and make you want to learn more about it? What according to your observations should be included in these trends and hot topics?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Answers for True or False<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: the library is about so much more than books. Connecting folks with social services, resume and job application assistance, learning a new language\u2026there\u2019s so much more the Library does.[footnote]Library Staff. (2019, July 16). Six Common Library Myths and How We\u2019re Busting Them. Cincinnati &amp; Hamilton County Public Library. https:\/\/chpl.org\/blogs\/post\/six-common-library-myths\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: People with a Masters in Library Science work anywhere where information is needed, although their job title may not include the word librarian. They can be found in such diverse industries as biotechnology, software development, data management, advertising and marketing, publishing, museums, archives, government, or nonprofit companies such as the American Red Cross.[footnote]The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: Librarians can be any nationality, race, age or gender. You can\u2019t always tell who is a librarian by what they look like.[footnote]The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: Librarians work with finding, reviewing, evaluating and applying information to solve particular problems; this includes activities that focus on organizing it or working with people to find and use it.[footnote]The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: There are two problems here. Problem one, why is being a \"nerd\" a bad thing? Problem two, libraries are for EVERYONE. Libraries are meant to be a welcome space for everyone, regardless of how smart you are, how much money you have in the bank or even whether or not you live in our district. The library is a place where people can expect to be treated with respect and find the information they are looking for. Libraries put you in contact with information and media you might not be able to access elsewhere. Public libraries are built for the community and that means we are built for you![footnote]ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: \u201cWhile there are many libraries that still offer quiet areas for their patrons to study, read and contemplate, the era of strict shushing by librarians is becoming a memory.\"[footnote]ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: Unlike print books, an eBook you purchase may or may not be available to you perpetually (more on that next!). Right now, the five major publishers offer books to libraries via \u201cmetered access,\u201d which means that after a certain number of checkouts or a set amount of time the book must be repurchased by the library for the title to remain in its digital collection.[footnote]Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: Not only do you not own a digital eBook or eAudiobook the same way you own the print books on your bookshelf, but you also cannot donate them. What you purchased is not an eBook, but a license to use a copy of that eBook. That license prevents you from reselling it or donating it as you could with a physical book. With physical books, you hold what\u2019s known as the right of first resale, which does not exist with licenses. Go read the license agreement on your favorite eBook for the specifics.[footnote]Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>IT'S COMPLICATED<\/strong>: Publishers usually license the rights to a book. In years past, print, digital and audio were negotiated under separate licenses. With a handful of larger publishers, terms for author contracts \u2014 excepting the very famous authors' \u2014 have become fairly standardized over time and now include both digital and audio rights. Some authors may have had previous digital publication rights revert back to them while their print books are still under contract with a publisher. The important takeaway is that eBooks and eAudiobooks legally are treated differently than print books at every step of the publishing process, which impacts both creators and consumers.[footnote]Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks[\/footnote]<\/li>\r\n \t<li style=\"font-weight: 400\"><strong>False<\/strong>: the Internet and the World Wide Web are to libraries what a fleamarket is to the Library of Congress. For many common library requests, locating information on the Internet remains highly inefficient compared to traditional library sources, especially for unfamiliar users. Finding information is difficult, the quality of the information is quite variable, and reliable, professional assistance for the confused and lost is lacking.[footnote]Kuny, T., &amp; Cleveland, G. (1998). The digital library: Myths and challenges. IFLA Journal, 24(2), 107-113\u2013113. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1177\/034003529802400205[\/footnote]<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Objectives<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Upon completion of this chapter, learners should be able to:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Be familiar with different types of librarianship including academic librarianship, public librarianship, school librarianship, and special librarianship<\/li>\n<li style=\"font-weight: 400\">Understand specific roles of librarians in different kinds of organizations including a typical workday, pros and cons, and how to secure a similar job<\/li>\n<li style=\"font-weight: 400\">Be able to evaluate own career plans related to Library and Information Science<\/li>\n<li style=\"font-weight: 400\">Learn about observations of trends and hot topics in the field<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h1>Content Overview<\/h1>\n<p>You will check your knowledge about libraries and librarians through 10 True or False questions. In each following session, you will learn from a real librarian representing a different type of librarianship. You will go through an introduction, a day in the life career, and observations of trends and hot topics of four kinds of librarianships. In the end, you will reflect on what you have learned and discuss relevant issues to solidify your knowledge and enhance learning.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>True or False<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li style=\"font-weight: 400\">The library is all about books, books, and books: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">All Librarians work in Libraries: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">All Librarians are older women that wear glasses, cardigans, and buns in their hair: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">Librarians read or shelve books all day: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">Libraries are for nerds: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">Libraries are quiet spaces, no exceptions: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">EBooks are forever (or at least for as long as the internet exists): <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">I own my eBook so I can donate it to the library: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">An author holds the copyright to his or her work: <strong>T F<\/strong><\/li>\n<li style=\"font-weight: 400\">The Internet is the digital library: <strong>T F<\/strong><\/li>\n<\/ol>\n<p><em>Answers and explanations are located at the end of the chapter.<\/em><\/p>\n<\/div>\n<\/div>\n<h1>Academic Librarians<\/h1>\n<h2><strong>Introduction<\/strong><\/h2>\n<p>\u201cAcademic libraries serve colleges and universities, their students, staff and faculty.\u201d Becoming an academic librarian, you are able to apply subject expertise because many large institutions have libraries for different schools, and many academic librarians gain faculty status including tenure.<a class=\"footnote\" title=\"American Library Association. (n.d.). Academic Libraries. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/academic\" id=\"return-footnote-70-1\" href=\"#footnote-70-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> There are a wide range of academic librarians such as reference librarians, distance education librarians, social sciences and outreach librarians, collection development librarians, curriculum specialists, ordering librarians, GIS\/Data librarians, metadata specialists, and electronic periodicals managers.<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-174). Libraries Unlimited.\" id=\"return-footnote-70-2\" href=\"#footnote-70-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/p>\n<h2><strong>A Day in the Life Career: Reference Librarian<\/strong><\/h2>\n<h2 style=\"text-align: left\">A Typical Workday<\/h2>\n<p>A typical workday for reference librarians include staffing the research help desk, answering in-personam virtual, and instant messaging (IM) reference questions, giving library instruction including drop-in sessions and course-specific classes, and dealing with collections such as selecting library materials. Considerable time is also given to committee, project work, and professional development.<\/p>\n<h2 style=\"text-align: left\">Pros and Cons<\/h2>\n<p style=\"text-align: left\"><em>Pros<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Working with a group of professional librarians<\/li>\n<li style=\"font-weight: 400\">Opportunity to utilize subject expertise<\/li>\n<li style=\"font-weight: 400\">Opportunity to learn from professional development such as attending conferences, researching, delivering and publishing papers<\/li>\n<\/ul>\n<p style=\"text-align: left\"><em>Cons<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Wear many hats in a small institution<\/li>\n<li style=\"font-weight: 400\">Inability of libraries to react to change promptly<\/li>\n<\/ul>\n<h2 style=\"text-align: left\">How to Get a Job Like That<\/h2>\n<p style=\"text-align: left\"><em>Education<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">A MLS\/MLIS from an ALA-accredited school<\/li>\n<li style=\"font-weight: 400\">Many academic libraries require a second master\u2019s degree<\/li>\n<\/ul>\n<p style=\"text-align: left\"><em>Experience<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Paraprofessional experience: graduate assistantship at libraries<\/li>\n<li style=\"font-weight: 400\">Volunteer experience at academic libraries<\/li>\n<li style=\"font-weight: 400\">Any types of public or customer service experience<\/li>\n<\/ul>\n<p style=\"text-align: left\"><em>Coursework<\/em><\/p>\n<ul>\n<li>Seek a balance between breadth and depth with the help of advisors if possible<\/li>\n<li style=\"font-weight: 400\">Few expectation of high specialty in an entry-level position<\/li>\n<\/ul>\n<p style=\"text-align: left\"><em>Skills and abilities<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Verbal and written communication skills<\/li>\n<li style=\"font-weight: 400\">Interpersonal and public service skills<\/li>\n<\/ul>\n<p style=\"text-align: left\"><em>Public speaking\/presenting<\/em><\/p>\n<p style=\"text-align: left\"><em>Project management: a combination of<\/em><\/p>\n<ul>\n<li style=\"text-align: left\">Multitasking<\/li>\n<li style=\"font-weight: 400\">Time management<\/li>\n<li style=\"font-weight: 400\">Organizational and facilitative skills<\/li>\n<li style=\"font-weight: 400\">Timely and efficient communication<\/li>\n<li style=\"font-weight: 400\">Ability to delegate responsibility<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-58). Libraries Unlimited.\" id=\"return-footnote-70-3\" href=\"#footnote-70-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/li>\n<\/ul>\n<h2><strong>Observations of Trends and Hot Topics in the Field <\/strong><\/h2>\n<h2>Observations of Trends and Hot Topics in the Field From Books<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Media<\/li>\n<li style=\"font-weight: 400\">Distance\/online education<\/li>\n<li style=\"font-weight: 400\">Scholarship and information literacy<\/li>\n<li style=\"font-weight: 400\">Copyright<\/li>\n<li style=\"font-weight: 400\">Scholarly communication,<\/li>\n<li style=\"font-weight: 400\">Academic library services<a class=\"footnote\" title=\"John, M. B. (2018). The Changing academic Library: Operations, Culture, Environments. (pp. 389-418). ACRL Publications in Librarianship.\" id=\"return-footnote-70-4\" href=\"#footnote-70-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/li>\n<\/ul>\n<h2>Top Trends from ACRL<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Covid-related trends: library staffing challenges; space utilization<\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400\">Collaborative collections and growth of shared print<\/li>\n<li style=\"font-weight: 400\">Open everything<\/li>\n<li style=\"font-weight: 400\">Artificial intelligence<\/li>\n<li style=\"font-weight: 400\">Data<\/li>\n<li style=\"font-weight: 400\">Critical librarianship<a class=\"footnote\" title=\"Research Planning and Review Committee, 2. (2022). Top trends in academic libraries: A review of the trends and issues. College &amp; Research Libraries News, 83(6), 243. doi:https:\/\/doi.org\/10.5860\/crln.83.6.243\" id=\"return-footnote-70-5\" href=\"#footnote-70-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/li>\n<\/ul>\n<h2>Observations of Trends and Hot Topics in the Field From Research<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Training and competency skills, library access, advanced technology, funds and information resources<a class=\"footnote\" title=\"Otike, F., &amp; Bar\u00e1t, \u00c1. H. (2021). Roles and emerging trends of academic libraries in Kenya. Library Hi Tech News, 38(7), 19-23\u201323. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-09-2021-0058\" id=\"return-footnote-70-6\" href=\"#footnote-70-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a><\/li>\n<li>Use collaborative softwares such as Borrow Direct to meet students\u2019 academic research needs<a class=\"footnote\" title=\"Collins, P. D. (2015). User analysis in the Borrow Direct marketplace. Inter-lending and Document Supply, 43(4), 179-181\u2013181. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILDS-08-2015-0025\" id=\"return-footnote-70-7\" href=\"#footnote-70-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Apply five principles: alignment, accountability, agility, accessibility, and assessment to manage change such as a new consumer mentality in higher education<a class=\"footnote\" title=\"Knight, J. A. (2017). Academic librarians as change champions: a framework for managing change. Library Management, 38(6\u20137), 294-301\u2013301. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-03-2017-0031\" id=\"return-footnote-70-8\" href=\"#footnote-70-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Become a community resource partner for entrepreneurs<a class=\"footnote\" title=\"Griffis, P. (2015). Academic libraries as community resource partners for entrepreneurs. Reference Services Review, 43(3), 461-467\u2013467. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-06-2015-0028\" id=\"return-footnote-70-9\" href=\"#footnote-70-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Internationalization such as building an international collection, building collaboration internationally, and international benchmarking and quality assurance<a class=\"footnote\" title=\"Ramos-Eclevia, M. (2023). Becoming a global library at the local: internationalization activities and practices of Philippine academic libraries. Library Management, 44(1\u20132), 133-151\u2013151. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-01-2022-0008\" id=\"return-footnote-70-10\" href=\"#footnote-70-10\" aria-label=\"Footnote 10\"><sup class=\"footnote\">[10]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Library outreach assessment<a class=\"footnote\" title=\"Santiago, A., Vinson, E., Warren, M., &amp; Lierman, A. (2019). Evaluating Academic Library Outreach to Determine Return on Investment for Student Success. Journal of Library Administration, 59(4), 359\u2013372. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1080\/01930826.2019.1593709\" id=\"return-footnote-70-11\" href=\"#footnote-70-11\" aria-label=\"Footnote 11\"><sup class=\"footnote\">[11]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Social media usage and necessary support in academic libraries<a class=\"footnote\" title=\"Chiparausha, B., Onyancha, O.B. and Ezema, I.J. (2022), \u201cFactors influencing the use of social media by academic librarians in Zimbabwe: a UTAUT model analysis\u201d, Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/GKMC-09-2021-0151\" id=\"return-footnote-70-12\" href=\"#footnote-70-12\" aria-label=\"Footnote 12\"><sup class=\"footnote\">[12]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Fundraising; grant proposal<a class=\"footnote\" title=\"Rader, H. B. (2000). Fundraising in academic libraries: the United States experience. The Bottom Line, 13(2), 93-99\u201399. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450010694052\" id=\"return-footnote-70-13\" href=\"#footnote-70-13\" aria-label=\"Footnote 13\"><sup class=\"footnote\">[13]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Human-mediated reference services are still a must in the digital environment, and new reference services types include roving reference services, tiered reference services, and virtual reference services; embedded librarianship; individual consultation service<a class=\"footnote\" title=\"Bandyopadhyay, A., &amp; Boyd-Byrnes, M. K. (2016). Is the need for mediated reference service in academic libraries fading away in the digital environment? REFERENCE SERVICES REVIEW, 44(4), 596\u2013626. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-02-2016-0012\" id=\"return-footnote-70-14\" href=\"#footnote-70-14\" aria-label=\"Footnote 14\"><sup class=\"footnote\">[14]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Facilitate post-covid-19 food security and serve as information disseminators in times of emergency<a class=\"footnote\" title=\"Alade, A. V., Adekoya, C. O., &amp; Ureki, A. I. (2023). Reflection on possible role of academic libraries in facilitating post-COVID-19 food security. Information Discovery and Delivery. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/IDD-06-2021-0065\" id=\"return-footnote-70-15\" href=\"#footnote-70-15\" aria-label=\"Footnote 15\"><sup class=\"footnote\">[15]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Develop structured policies to support the achievement of the sustainable development goal<a class=\"footnote\" title=\"Dei, D.-G. J., &amp; Asante, F. Y. (2022). Role of academic libraries in the achievement of quality education as a sustainable development goal. Library Management, 43(6\u20137), 439-459\u2013459. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-02-2022-0013\" id=\"return-footnote-70-16\" href=\"#footnote-70-16\" aria-label=\"Footnote 16\"><sup class=\"footnote\">[16]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Library cooperation and resource sharing: open access; interlibrary loan<a class=\"footnote\" title=\"null\" id=\"return-footnote-70-17\" href=\"#footnote-70-17\" aria-label=\"Footnote 17\"><sup class=\"footnote\">[17]<\/sup><\/a> <a class=\"footnote\" title=\"Collins, P. D. (2015). User analysis in the Borrow Direct marketplace. Inter-lending and Document Supply, 43(4), 179-181\u2013181. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILDS-08-2015-0025\" id=\"return-footnote-70-18\" href=\"#footnote-70-18\" aria-label=\"Footnote 18\"><sup class=\"footnote\">[18]<\/sup><\/a> <a class=\"footnote\" title=\"Boakye, G. (1994). The Academic Libraries of Developing Countries: Towards Effective Book Provision in the Face of Austerity. New Library World, 95(6), 7-11\u201311. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074809410065490\" id=\"return-footnote-70-19\" href=\"#footnote-70-19\" aria-label=\"Footnote 19\"><sup class=\"footnote\">[19]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Management and automation rather than resource provision; information explosion<a class=\"footnote\" title=\"Boakye, G. (1994). The Academic Libraries of Developing Countries: Towards Effective Book Provision in the Face of Austerity. New Library World, 95(6), 7-11\u201311. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074809410065490\" id=\"return-footnote-70-20\" href=\"#footnote-70-20\" aria-label=\"Footnote 20\"><sup class=\"footnote\">[20]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Marketing<a class=\"footnote\" title=\"Spalding, H. H., &amp; Wang, J. (2006). The challenges and opportunities of marketing academic libraries in the USA: Experiences of US academic libraries with global application. Library Management, 27(6\u20137), 494-504\u2013504. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435120610702477\" id=\"return-footnote-70-21\" href=\"#footnote-70-21\" aria-label=\"Footnote 21\"><sup class=\"footnote\">[21]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Library-oriented AI applications to take over the repetitive day-to-day activities<a class=\"footnote\" title=\"Duncan, A. S. P. (2022). The intelligent academic library: review of AI projects &amp; potential for Caribbean libraries. Library Hi Tech News, 39(5), 12-15\u201315. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-01-2022-0014\" id=\"return-footnote-70-22\" href=\"#footnote-70-22\" aria-label=\"Footnote 22\"><sup class=\"footnote\">[22]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Librarian and faculty collaboration: liaison programmes<a class=\"footnote\" title=\"Suresh, R. S., Ryans, C. C., &amp; Zhang, W.-P. (1995). The library-faculty connection: Starting a liaison programme in an academic setting. Library Review, 44(1), 7-13\u201313. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539510076952\" id=\"return-footnote-70-23\" href=\"#footnote-70-23\" aria-label=\"Footnote 23\"><sup class=\"footnote\">[23]<\/sup><\/a><\/li>\n<\/ul>\n<h1>Public Librarians<\/h1>\n<h2><strong>Introduction<\/strong><\/h2>\n<p>Public librarians wear many hats and \u201chave a diverse and exciting range of responsibilities, projects, and opportunities.\u201d<a class=\"footnote\" title=\"American Library Association. (n.d.). Public Libraries. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/public\" id=\"return-footnote-70-24\" href=\"#footnote-70-24\" aria-label=\"Footnote 24\"><sup class=\"footnote\">[24]<\/sup><\/a> There are a wide range of public librarians such as adult services librarians, teen librarians, children\u2019s librarians, client services librarians, multimedia librarians, territorial librarians, and technical services managers.<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 1-51). Libraries Unlimited.\" id=\"return-footnote-70-25\" href=\"#footnote-70-25\" aria-label=\"Footnote 25\"><sup class=\"footnote\">[25]<\/sup><\/a><\/p>\n<h2><strong>A Day in the Life Career: Adult Services Librarian<\/strong><\/h2>\n<h2>A Typical Workday<\/h2>\n<p>While every day is unique for an adult services librarian, a typical workday includes duties such as staffing the reference desk, working on projects such as developing bibliographic instruction materials, giving library instruction, collection management, reader\u2019s advisory, interlibrary loan management, serials management, website management, taking educational courses, and attending staff meetings.<\/p>\n<h2>Pros and Cons<\/h2>\n<p><em>Pros<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Opportunity to serve and learn from patrons<\/li>\n<li style=\"font-weight: 400\">Opportunity to learn how the library is running<\/li>\n<li style=\"font-weight: 400\">Giving reader&#8217;s advisory<\/li>\n<li style=\"font-weight: 400\">Working with adults as opposed to children<\/li>\n<\/ul>\n<p><em>Cons<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Staffing the reference desk for a prolonged time period and getting burned out<\/li>\n<\/ul>\n<h2>How to Get a Job Like That<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Get customer service experience<\/li>\n<li style=\"font-weight: 400\">Shadow an experienced librarian<\/li>\n<li style=\"font-weight: 400\">Get an internship or practicum in the local public library and know people who will be your references and offer job opportunities<\/li>\n<li style=\"font-weight: 400\">Networking; join email lists; attend informational interviews and conferences; visit placement centers<\/li>\n<li style=\"font-weight: 400\">Be brave to apply for jobs that might seem a little over your head<\/li>\n<li style=\"font-weight: 400\">Dress for success, be yourself, and relax in an interview<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 2-5). Libraries Unlimited.\" id=\"return-footnote-70-26\" href=\"#footnote-70-26\" aria-label=\"Footnote 26\"><sup class=\"footnote\">[26]<\/sup><\/a><\/li>\n<\/ul>\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\n<ul>\n<li style=\"font-weight: 400\">Relevancy; balance between book providers, community anchors, and trusted centers for social resources<a class=\"footnote\" title=\"Kociubuk, J., &amp; Willett, R. (2023). \u201cYouth service librarians\u2026are not just providers of books\u201d: Caregivers\u2019 perceptions of the value of public library services during the COVID-19 pandemic. Library and Information Science Research, 45(3). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2023.101256\" id=\"return-footnote-70-27\" href=\"#footnote-70-27\" aria-label=\"Footnote 27\"><sup class=\"footnote\">[27]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Interdisciplinary partnerships with social work; core competencies<a class=\"footnote\" title=\"Johnson, S. C., &amp; Wahler, E. A. (2023). Anticipating and Overcoming Common Challenges for Library and Social Work Collaborations. Journal of the Australian Library and Information Association. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1080\/24750158.2023.2261598\" id=\"return-footnote-70-28\" href=\"#footnote-70-28\" aria-label=\"Footnote 28\"><sup class=\"footnote\">[28]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Marketing via electronic media<a class=\"footnote\" title=\"Vrana, R., &amp; Barbaric, A. (2007). Improving visibility of public libraries in the local community: A study of five public libraries in Zagreb, Croatia. New Library World, 108(9\u201310), 435-444\u2013444. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800710823962\" id=\"return-footnote-70-29\" href=\"#footnote-70-29\" aria-label=\"Footnote 29\"><sup class=\"footnote\">[29]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Role as a supplement for higher education institution (HEI) libraries<a class=\"footnote\" title=\"Pors, N. O. (2006). The public library and students\u2019 information needs. New Library World, 107(7\/8), 275\u2013285. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800610677263\" id=\"return-footnote-70-30\" href=\"#footnote-70-30\" aria-label=\"Footnote 30\"><sup class=\"footnote\">[30]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Customer-centered marketing<a class=\"footnote\" title=\"Lee, S. (2007). Vroom\u2019s expectancy theory and the public library customer motivation model. Library Review, 56(9), 788-796\u2013796. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530710831239\" id=\"return-footnote-70-31\" href=\"#footnote-70-31\" aria-label=\"Footnote 31\"><sup class=\"footnote\">[31]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Value demonstration to society<a class=\"footnote\" title=\"Aab\u00f8, S. (2005). Are public libraries worth their price?: A contingent valuation study of Norwegian public libraries. New Library World, 106, 487-495\u2013495. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800510634973\" id=\"return-footnote-70-32\" href=\"#footnote-70-32\" aria-label=\"Footnote 32\"><sup class=\"footnote\">[32]<\/sup><\/a> <a class=\"footnote\" title=\"Liu, L. G. (2004). The contribution of public libraries to countries\u2019 economic productivity: A path analysis. Library Review, 53(9), 435-441\u2013441. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530410565210\" id=\"return-footnote-70-33\" href=\"#footnote-70-33\" aria-label=\"Footnote 33\"><sup class=\"footnote\">[33]<\/sup><\/a> <a class=\"footnote\" title=\"Paberza, K. (2010). Towards an Assessment of Public Library Value:: Statistics on the Policy Makers\u2019 Agenda. International Journal of Decision Support System Technology, 2(2), 42-51\u201351. https:\/\/doi-org.proxy2.library.illinois.edu\/10.4018\/jdsst.2010040105\" id=\"return-footnote-70-34\" href=\"#footnote-70-34\" aria-label=\"Footnote 34\"><sup class=\"footnote\">[34]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Friendly competition with schools for education market<a class=\"footnote\" title=\"Scheppke, J. (1994). Kids First: How Public Libraries Can Survive and Thrive in the 21st Century. The Bottom Line: Managing Library Finances, 7(3), 35\u201340. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb025424\" id=\"return-footnote-70-35\" href=\"#footnote-70-35\" aria-label=\"Footnote 35\"><sup class=\"footnote\">[35]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Self-service libraries<a class=\"footnote\" title=\"Zhang, Y., Chiu, D. K. W., Jiang, T., &amp; Ho, K. K. W. (2022). Patrons\u2019 Satisfaction with Self-Service Public Libraries: A Demographic Study. Library Quarterly, 92(2), 188\u2013206. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1086\/718604\" id=\"return-footnote-70-36\" href=\"#footnote-70-36\" aria-label=\"Footnote 36\"><sup class=\"footnote\">[36]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Decreased importance of collection and increased importance of physical space and facilities; tailor services to meet the needs of patrons from different demographic backgrounds<a class=\"footnote\" title=\"Mushtaq, A., &amp; Arshad, A. (2022). Public library use, demographic differences in library use and users\u2019 perceptions of library resources, services and place. Library Management, 43(8\u20139), 563-576\u2013576. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-10-2021-0093\" id=\"return-footnote-70-37\" href=\"#footnote-70-37\" aria-label=\"Footnote 37\"><sup class=\"footnote\">[37]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Business information<a class=\"footnote\" title=\"SMYTH, A. L., &amp; Smyth, A. L. (1973). Information services provided by public libraries to industry and commerce. Aslib Proceedings, 25, 468\u2013476.\" id=\"return-footnote-70-38\" href=\"#footnote-70-38\" aria-label=\"Footnote 38\"><sup class=\"footnote\">[38]<\/sup><\/a><\/li>\n<\/ul>\n<h1>School Librarians<\/h1>\n<h2><strong>Introduction<\/strong><\/h2>\n<p>School librarians work with both students and teachers to facilitate access to information, improve information literacy, and introduce students to literature and other sources to broaden horizons.<a class=\"footnote\" title=\"American Library Association. (n.d.). Learning about the Job: What does a school librarian do?. https:\/\/www.ala.org\/aasl\/about\/ed\/recruit\/learn\" id=\"return-footnote-70-39\" href=\"#footnote-70-39\" aria-label=\"Footnote 39\"><sup class=\"footnote\">[39]<\/sup><\/a> Two special types of school librarians are private school librarians and international school librarians.<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 175-183). Libraries Unlimited.\" id=\"return-footnote-70-40\" href=\"#footnote-70-40\" aria-label=\"Footnote 40\"><sup class=\"footnote\">[40]<\/sup><\/a><\/p>\n<h2><strong>A Day in the Life Career: International School Librarian<\/strong><\/h2>\n<h2>A Typical Workday<\/h2>\n<p>A typical workday for international school librarians is a face against time. Tasks include helping students with assignments in the last minute, helping parents choosing age-appropriate books for children, teaching library classes by telling stories, creating interactive activities, and teaching library skills, having a book talk, finishing administrative tasks such as maintaining a book collection, designing a display, and researching trendy teaching methods or curriculum development.<\/p>\n<h2>Pros and Cons<\/h2>\n<p><em>Pros<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Busy, creative, and never dull<\/li>\n<li style=\"font-weight: 400\">Opportunity to utilize creativity to develop a dynamic and innovative workplace<\/li>\n<li style=\"font-weight: 400\">Easy to get acquaintance with a small student population<\/li>\n<li style=\"font-weight: 400\">Work with students and teachers from all around the world<\/li>\n<li style=\"font-weight: 400\">Opportunity to learn and second language and travel<\/li>\n<\/ul>\n<p><em>Cons<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Abandon all trainings and experience and get back to basics if working in a developing country<\/li>\n<li style=\"font-weight: 400\">Have a very busy schedule working in pre-K 12 schools<\/li>\n<li style=\"font-weight: 400\">Ability to be bilingual to conduct duties<\/li>\n<\/ul>\n<h2>How to Get a Job Like That<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Have at least two years of experiences of school librarianship<\/li>\n<li style=\"font-weight: 400\">Be willing to travel and work abroad<\/li>\n<li style=\"font-weight: 400\">Subscribe to newsletters and hunter for jobs in the Internet<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 181-183). Libraries Unlimited.\" id=\"return-footnote-70-41\" href=\"#footnote-70-41\" aria-label=\"Footnote 41\"><sup class=\"footnote\">[41]<\/sup><\/a><\/li>\n<\/ul>\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\n<ul>\n<li style=\"font-weight: 400\">Recognitions that rewards school librarians in terms of status and salary<a class=\"footnote\" title=\"HERRING, J. E. (1986). Future Trends in the Education and Training of School Librarians. Library Review, 35(3), 176\u2013183. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb012819\" id=\"return-footnote-70-42\" href=\"#footnote-70-42\" aria-label=\"Footnote 42\"><sup class=\"footnote\">[42]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Business and entrepreneurial skills; liaise with business and industry; specialization<a class=\"footnote\" title=\"Feltham, V. (1994). An Opportunity Not to Be Missed: School Libraries Need Support. Library Management, 15(3), 24-27\u201327. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435129410055488\" id=\"return-footnote-70-43\" href=\"#footnote-70-43\" aria-label=\"Footnote 43\"><sup class=\"footnote\">[43]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Collaboration with public libraries<a class=\"footnote\" title=\"Smith, D. (2014). Collaboration between rural school and public youth services librarians. New Library World, 115(3), 160-174\u2013174. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-01-2014-0014\" id=\"return-footnote-70-44\" href=\"#footnote-70-44\" aria-label=\"Footnote 44\"><sup class=\"footnote\">[44]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Collaboration with academic libraries<a class=\"footnote\" title=\"Jackson, L., &amp; Hansen, J. (2006). Creating collaborative partnerships: building the framework. Reference Services Review, 34(4), 575\u2013588. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00907320610716468\" id=\"return-footnote-70-45\" href=\"#footnote-70-45\" aria-label=\"Footnote 45\"><sup class=\"footnote\">[45]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Information literacy; teaching collaboration; enquiry-based learning; comparable studies<a class=\"footnote\" title=\"Lo, P., &amp; Chiu, D. K. W. (2015). Enhanced and changing roles of school librarians under the digital age. New Library World, 116(11\u201312), 696-710\u2013710. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-05-2015-0037\" id=\"return-footnote-70-46\" href=\"#footnote-70-46\" aria-label=\"Footnote 46\"><sup class=\"footnote\">[46]<\/sup><\/a> <a class=\"footnote\" title=\"Lo, P., Hirakue, Y., Chen, J. C.-C., Dukic, Z., Youn, Y. R., Nakahima, M., &amp; Yang, G. (2014). The roles of the school librarians as information literacy specialists a comparative study between hong kong, shanghai, south korea, taipei and japan. New Library World, 115(7\u20138), 314-339\u2013339. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-01-2014-0012\" id=\"return-footnote-70-47\" href=\"#footnote-70-47\" aria-label=\"Footnote 47\"><sup class=\"footnote\">[47]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Use of graphically-recorded information and foreign complementary reading resources in Africa<a class=\"footnote\" title=\"Ocholla, D. N. (1992). Essentials for School Library Development: Some Worthwhile Considerations For An African Nation. New Library World, 93(5). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EUM0000000002429\" id=\"return-footnote-70-48\" href=\"#footnote-70-48\" aria-label=\"Footnote 48\"><sup class=\"footnote\">[48]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Integration of library self-evaluation into the wider school self-evaluation in England<a class=\"footnote\" title=\"Gildersleeves, L. (2006). Evaluating evaluation: Introducing a research project on the impact of improve your library: A self-evaluation process for school libraries. Aslib Proceedings: New Information Perspectives, 58(1\u20132), 73-88\u201388. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00012530610648680\" id=\"return-footnote-70-49\" href=\"#footnote-70-49\" aria-label=\"Footnote 49\"><sup class=\"footnote\">[49]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Value demonstration to society; student success; more variety in school library research<a class=\"footnote\" title=\"Wine, L. D., Pribesh, S., Kimmel, S. C., Dickinson, G., &amp; Church, A. P. (2023). Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis. Library and Information Science Research, 45(3). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2023.101252\" id=\"return-footnote-70-50\" href=\"#footnote-70-50\" aria-label=\"Footnote 50\"><sup class=\"footnote\">[50]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Delegate school library services in England<a class=\"footnote\" title=\"(1996), \u201cLibrary power for children\u201d, Library Review, Vol. 45 No. 3, pp. 31-43. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539610693370\" id=\"return-footnote-70-51\" href=\"#footnote-70-51\" aria-label=\"Footnote 51\"><sup class=\"footnote\">[51]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Technology integration leadership training<a class=\"footnote\" title=\"Smith, D. (2010). Making the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28(4), 617-631\u2013631. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/07378831011096277\" id=\"return-footnote-70-52\" href=\"#footnote-70-52\" aria-label=\"Footnote 52\"><sup class=\"footnote\">[52]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Online pedagogy<a class=\"footnote\" title=\"Burns, E. (2020). School librarians online: integrated learning beyond the school walls. Information and Learning Science, 121(7\u20138), 631-644\u2013644. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILS-04-2020-0107\" id=\"return-footnote-70-53\" href=\"#footnote-70-53\" aria-label=\"Footnote 53\"><sup class=\"footnote\">[53]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Advocacy education<a class=\"footnote\" title=\"Ewbank, A. D., &amp; Kwon, J. Y. (2015). School library advocacy literature in the United States: An exploratory content analysis. Library and Information Science Research, 37(3), 236\u2013243. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2015.04.005\" id=\"return-footnote-70-54\" href=\"#footnote-70-54\" aria-label=\"Footnote 54\"><sup class=\"footnote\">[54]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">User education in secondary school level<a class=\"footnote\" title=\"Adeoti-Adekeye, W. B. (1997). The need for user education in secondary school libraries. Library Review, 46(8), 586-592\u2013592. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242539710187911\" id=\"return-footnote-70-55\" href=\"#footnote-70-55\" aria-label=\"Footnote 55\"><sup class=\"footnote\">[55]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">College information education<a class=\"footnote\" title=\"Zhou, E., &amp; Adkins, D. (2016). The role of the school library in college access and choice. Library and Information Science Research, 38(4), 336\u2013343. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2016.11.009\" id=\"return-footnote-70-56\" href=\"#footnote-70-56\" aria-label=\"Footnote 56\"><sup class=\"footnote\">[56]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Collaboration with teachers <a class=\"footnote\" title=\"Mokhtar, I. A., &amp; Majid, S. (2005). Use of school libraries by teachers in Singapore schools. Library Review, 54(2), 108\u2013118. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530510583057\" id=\"return-footnote-70-57\" href=\"#footnote-70-57\" aria-label=\"Footnote 57\"><sup class=\"footnote\">[57]<\/sup><\/a><\/li>\n<\/ul>\n<h1>Special Librarians<\/h1>\n<h2><strong>Introduction<\/strong><\/h2>\n<p>Many special librarians work in places outside libraries such as \u201ccorporations, hospitals, the military, museums, law firms, advertising agencies, professional associations, private businesses, and the government.\u201d Many of them have non-library job titles and serve unique populations or unique collections.<a class=\"footnote\" title=\"American Library Association. (n.d.). Special Libraries.. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/special\" id=\"return-footnote-70-58\" href=\"#footnote-70-58\" aria-label=\"Footnote 58\"><sup class=\"footnote\">[58]<\/sup><\/a> There are a wide range of special librarians such as medical librarians, golf librarians, law librarians, armed forces librarians, librarians for the blind and disabled, and coordinators of correctional librarians.<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 185-271). Libraries Unlimited.\" id=\"return-footnote-70-59\" href=\"#footnote-70-59\" aria-label=\"Footnote 59\"><sup class=\"footnote\">[59]<\/sup><\/a><\/p>\n<h2><strong>A Day in the Life Career: medial Librarian, Pediatric Hospital Library<\/strong><\/h2>\n<h2>A Typical Workday<\/h2>\n<p>A typical workday for medical librarians who work at a pediatric library include doing literature searches, getting articles, assisting patrons with their own researches, helping with copying issues, serving committee, and \u201cmaintaining the collection, shelving, teaching statistics, budgeting, ordering supplies, paying invoices\u201d.<\/p>\n<h2>Pros and Cons<\/h2>\n<p><em>Pros<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Get instant feedback that your job has make a difference<\/li>\n<\/ul>\n<p><em>Cons<\/em><\/p>\n<ul>\n<li style=\"font-weight: 400\">Managing reorganization or extreme changes in budgeting<\/li>\n<li style=\"font-weight: 400\">Difficulty in controlling the inventory of the collection because of 24 hour access<\/li>\n<li style=\"font-weight: 400\">Difficulty in replacing medical books<\/li>\n<li style=\"font-weight: 400\">Difficulty in keeping the collection up to date<\/li>\n<\/ul>\n<h2>How to Get a Job Like That<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Search jobs in local newspapers and a state job line or by contacting your library school for opportunities<\/li>\n<li style=\"font-weight: 400\">Stress experience of children\u2019s services or medial services<\/li>\n<li style=\"font-weight: 400\">Ability to be flexible, be a team player, be willing to learn<\/li>\n<li style=\"font-weight: 400\">Take courses related to children\u2019s literature and storytelling<\/li>\n<li style=\"font-weight: 400\">Market your services and train your patrons to think of you as a resource<\/li>\n<li style=\"font-weight: 400\">Be visible outside libraries<a class=\"footnote\" title=\"Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 190-193). Libraries Unlimited.\" id=\"return-footnote-70-60\" href=\"#footnote-70-60\" aria-label=\"Footnote 60\"><sup class=\"footnote\">[60]<\/sup><\/a><\/li>\n<\/ul>\n<h2><strong>Observations of Trends and Hot Topics in the Field From Research<\/strong><\/h2>\n<ul>\n<li style=\"font-weight: 400\">LIS education<a class=\"footnote\" title=\"Ahmed, W., &amp; Soroya, M. S. (2016). Library and information science education as ignition source for services in non-academic special libraries. Library Review, 65(4\u20135), 350-368\u2013368. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LR-08-2015-0083\" id=\"return-footnote-70-61\" href=\"#footnote-70-61\" aria-label=\"Footnote 61\"><sup class=\"footnote\">[61]<\/sup><\/a> <a class=\"footnote\" title=\"Crumpton, B. E., &amp; Porter-Fyke, E. (2016). The special library: applicability and usefulness of the MLIS in non-traditional library settings. Bottom Line, 29(3), 151\u2013165. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/BL-04-2016-0017\" id=\"return-footnote-70-62\" href=\"#footnote-70-62\" aria-label=\"Footnote 62\"><sup class=\"footnote\">[62]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Value demonstration to society<a class=\"footnote\" title=\"Chung, H. (2007). Measuring the economic value of special libraries. Bottom Line, 20(1), 30-44\u201344. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450710747434\" id=\"return-footnote-70-63\" href=\"#footnote-70-63\" aria-label=\"Footnote 63\"><sup class=\"footnote\">[63]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Support for continuing professional development<a class=\"footnote\" title=\"Robinson, M.-G. (2019). Continuing professional development and special librarians in Jamaica. Library Management, 40(6\u20137), 416-427\u2013427. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-12-2018-0093\" id=\"return-footnote-70-64\" href=\"#footnote-70-64\" aria-label=\"Footnote 64\"><sup class=\"footnote\">[64]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Professional competencies training<a class=\"footnote\" title=\"Khan, S. A., &amp; Parveen, A. (2020). Professional competencies for librarians working in special libraries: the case of Pakistan. Electronic Library, 38(5\u20136), 1135-1148\u20131148. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EL-02-2020-0030\" id=\"return-footnote-70-65\" href=\"#footnote-70-65\" aria-label=\"Footnote 65\"><sup class=\"footnote\">[65]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Networks and consortia; subject gateways; digital technology as a preservation tool; marketing; information consolidation and repackaging; outsourcing; flexi-workforce; knowledge management; participative management<a class=\"footnote\" title=\"Singh, S. P. (2006). Special libraries in India: some current trends. Library Review, 55(8), 520\u2013530. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530610689365\" id=\"return-footnote-70-66\" href=\"#footnote-70-66\" aria-label=\"Footnote 66\"><sup class=\"footnote\">[66]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\">Special library education<a class=\"footnote\" title=\"MORLEY, L. H. (1947). Special Library Education in the United States and Canada. Journal of Documentation, 3(1), 24\u201342. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb026106\" id=\"return-footnote-70-67\" href=\"#footnote-70-67\" aria-label=\"Footnote 67\"><sup class=\"footnote\">[67]<\/sup><\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Reflection and Discussion<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li style=\"font-weight: 400\">What kinds of librarians are you most familiar with? How has this chapter altered your understanding of librarianship if any?<\/li>\n<li style=\"font-weight: 400\">After reading this chapter, do you have a rough idea of your future career? If so, what is it? How might your identities and experiences affect your career choice? It is helpful to talk about the kinds of working environments you enjoy, compare the pros and cons of each type of librarian, and set a goal according to the career advice.<\/li>\n<li style=\"font-weight: 400\">After reading the observed trends and hot topics of each type of librarian, do you have an interesting trend or find out potential future directions? Do any trends surprise you and make you want to learn more about it? What according to your observations should be included in these trends and hot topics?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Answers for True or False<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: the library is about so much more than books. Connecting folks with social services, resume and job application assistance, learning a new language\u2026there\u2019s so much more the Library does.<a class=\"footnote\" title=\"Library Staff. (2019, July 16). Six Common Library Myths and How We\u2019re Busting Them. Cincinnati &amp; Hamilton County Public Library. https:\/\/chpl.org\/blogs\/post\/six-common-library-myths\/\" id=\"return-footnote-70-68\" href=\"#footnote-70-68\" aria-label=\"Footnote 68\"><sup class=\"footnote\">[68]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: People with a Masters in Library Science work anywhere where information is needed, although their job title may not include the word librarian. They can be found in such diverse industries as biotechnology, software development, data management, advertising and marketing, publishing, museums, archives, government, or nonprofit companies such as the American Red Cross.<a class=\"footnote\" title=\"The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/\" id=\"return-footnote-70-69\" href=\"#footnote-70-69\" aria-label=\"Footnote 69\"><sup class=\"footnote\">[69]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: Librarians can be any nationality, race, age or gender. You can\u2019t always tell who is a librarian by what they look like.<a class=\"footnote\" title=\"The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/\" id=\"return-footnote-70-70\" href=\"#footnote-70-70\" aria-label=\"Footnote 70\"><sup class=\"footnote\">[70]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: Librarians work with finding, reviewing, evaluating and applying information to solve particular problems; this includes activities that focus on organizing it or working with people to find and use it.<a class=\"footnote\" title=\"The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/\" id=\"return-footnote-70-71\" href=\"#footnote-70-71\" aria-label=\"Footnote 71\"><sup class=\"footnote\">[71]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: There are two problems here. Problem one, why is being a &#8220;nerd&#8221; a bad thing? Problem two, libraries are for EVERYONE. Libraries are meant to be a welcome space for everyone, regardless of how smart you are, how much money you have in the bank or even whether or not you live in our district. The library is a place where people can expect to be treated with respect and find the information they are looking for. Libraries put you in contact with information and media you might not be able to access elsewhere. Public libraries are built for the community and that means we are built for you!<a class=\"footnote\" title=\"ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/\" id=\"return-footnote-70-72\" href=\"#footnote-70-72\" aria-label=\"Footnote 72\"><sup class=\"footnote\">[72]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: \u201cWhile there are many libraries that still offer quiet areas for their patrons to study, read and contemplate, the era of strict shushing by librarians is becoming a memory.&#8221;<a class=\"footnote\" title=\"ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/\" id=\"return-footnote-70-73\" href=\"#footnote-70-73\" aria-label=\"Footnote 73\"><sup class=\"footnote\">[73]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: Unlike print books, an eBook you purchase may or may not be available to you perpetually (more on that next!). Right now, the five major publishers offer books to libraries via \u201cmetered access,\u201d which means that after a certain number of checkouts or a set amount of time the book must be repurchased by the library for the title to remain in its digital collection.<a class=\"footnote\" title=\"Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks\" id=\"return-footnote-70-74\" href=\"#footnote-70-74\" aria-label=\"Footnote 74\"><sup class=\"footnote\">[74]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: Not only do you not own a digital eBook or eAudiobook the same way you own the print books on your bookshelf, but you also cannot donate them. What you purchased is not an eBook, but a license to use a copy of that eBook. That license prevents you from reselling it or donating it as you could with a physical book. With physical books, you hold what\u2019s known as the right of first resale, which does not exist with licenses. Go read the license agreement on your favorite eBook for the specifics.<a class=\"footnote\" title=\"Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks\" id=\"return-footnote-70-75\" href=\"#footnote-70-75\" aria-label=\"Footnote 75\"><sup class=\"footnote\">[75]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>IT&#8217;S COMPLICATED<\/strong>: Publishers usually license the rights to a book. In years past, print, digital and audio were negotiated under separate licenses. With a handful of larger publishers, terms for author contracts \u2014 excepting the very famous authors&#8217; \u2014 have become fairly standardized over time and now include both digital and audio rights. Some authors may have had previous digital publication rights revert back to them while their print books are still under contract with a publisher. The important takeaway is that eBooks and eAudiobooks legally are treated differently than print books at every step of the publishing process, which impacts both creators and consumers.<a class=\"footnote\" title=\"Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks\" id=\"return-footnote-70-76\" href=\"#footnote-70-76\" aria-label=\"Footnote 76\"><sup class=\"footnote\">[76]<\/sup><\/a><\/li>\n<li style=\"font-weight: 400\"><strong>False<\/strong>: the Internet and the World Wide Web are to libraries what a fleamarket is to the Library of Congress. For many common library requests, locating information on the Internet remains highly inefficient compared to traditional library sources, especially for unfamiliar users. Finding information is difficult, the quality of the information is quite variable, and reliable, professional assistance for the confused and lost is lacking.<a class=\"footnote\" title=\"Kuny, T., &amp; Cleveland, G. (1998). The digital library: Myths and challenges. IFLA Journal, 24(2), 107-113\u2013113. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1177\/034003529802400205\" id=\"return-footnote-70-77\" href=\"#footnote-70-77\" aria-label=\"Footnote 77\"><sup class=\"footnote\">[77]<\/sup><\/a><\/li>\n<\/ol>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-70-1\">American Library Association. (n.d.). Academic Libraries. https:\/\/www.ala.org\/educationcareers\/libcareers\/type\/academic <a href=\"#return-footnote-70-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-70-2\">Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-174). Libraries Unlimited. <a href=\"#return-footnote-70-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-70-3\">Priscilla, K. S., &amp; Richard A. M. (Eds.). (2007). A Day in the life: Career Options in Library and Information Science. (pp. 54-58). Libraries Unlimited. <a href=\"#return-footnote-70-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-70-4\">John, M. B. (2018). The Changing academic Library: Operations, Culture, Environments. (pp. 389-418). ACRL Publications in Librarianship. <a href=\"#return-footnote-70-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-70-5\">Research Planning and Review Committee, 2. (2022). Top trends in academic libraries: A review of the trends and issues. College &amp; Research Libraries News, 83(6), 243. doi:https:\/\/doi.org\/10.5860\/crln.83.6.243 <a href=\"#return-footnote-70-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-70-6\">Otike, F., &amp; Bar\u00e1t, \u00c1. H. (2021). Roles and emerging trends of academic libraries in Kenya. Library Hi Tech News, 38(7), 19-23\u201323. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-09-2021-0058 <a href=\"#return-footnote-70-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-70-7\">Collins, P. D. (2015). User analysis in the Borrow Direct marketplace. Inter-lending and Document Supply, 43(4), 179-181\u2013181. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILDS-08-2015-0025 <a href=\"#return-footnote-70-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-70-8\">Knight, J. A. (2017). Academic librarians as change champions: a framework for managing change. Library Management, 38(6\u20137), 294-301\u2013301. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-03-2017-0031 <a href=\"#return-footnote-70-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-70-9\">Griffis, P. (2015). Academic libraries as community resource partners for entrepreneurs. Reference Services Review, 43(3), 461-467\u2013467. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-06-2015-0028 <a href=\"#return-footnote-70-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><li id=\"footnote-70-10\">Ramos-Eclevia, M. (2023). Becoming a global library at the local: internationalization activities and practices of Philippine academic libraries. Library Management, 44(1\u20132), 133-151\u2013151. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-01-2022-0008 <a href=\"#return-footnote-70-10\" class=\"return-footnote\" aria-label=\"Return to footnote 10\">&crarr;<\/a><\/li><li id=\"footnote-70-11\">Santiago, A., Vinson, E., Warren, M., &amp; Lierman, A. (2019). Evaluating Academic Library Outreach to Determine Return on Investment for Student Success. Journal of Library Administration, 59(4), 359\u2013372. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1080\/01930826.2019.1593709 <a href=\"#return-footnote-70-11\" class=\"return-footnote\" aria-label=\"Return to footnote 11\">&crarr;<\/a><\/li><li id=\"footnote-70-12\">Chiparausha, B., Onyancha, O.B. and Ezema, I.J. (2022), &#8220;Factors influencing the use of social media by academic librarians in Zimbabwe: a UTAUT model analysis&#8221;, Global Knowledge, Memory and Communication, Vol. ahead-of-print No. ahead-of-print. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/GKMC-09-2021-0151 <a href=\"#return-footnote-70-12\" class=\"return-footnote\" aria-label=\"Return to footnote 12\">&crarr;<\/a><\/li><li id=\"footnote-70-13\">Rader, H. B. (2000). Fundraising in academic libraries: the United States experience. The Bottom Line, 13(2), 93-99\u201399. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450010694052 <a href=\"#return-footnote-70-13\" class=\"return-footnote\" aria-label=\"Return to footnote 13\">&crarr;<\/a><\/li><li id=\"footnote-70-14\">Bandyopadhyay, A., &amp; Boyd-Byrnes, M. K. (2016). Is the need for mediated reference service in academic libraries fading away in the digital environment? REFERENCE SERVICES REVIEW, 44(4), 596\u2013626. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/RSR-02-2016-0012 <a href=\"#return-footnote-70-14\" class=\"return-footnote\" aria-label=\"Return to footnote 14\">&crarr;<\/a><\/li><li id=\"footnote-70-15\">Alade, A. V., Adekoya, C. O., &amp; Ureki, A. I. (2023). Reflection on possible role of academic libraries in facilitating post-COVID-19 food security. Information Discovery and Delivery. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/IDD-06-2021-0065 <a href=\"#return-footnote-70-15\" class=\"return-footnote\" aria-label=\"Return to footnote 15\">&crarr;<\/a><\/li><li id=\"footnote-70-16\">Dei, D.-G. J., &amp; Asante, F. Y. (2022). Role of academic libraries in the achievement of quality education as a sustainable development goal. 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Library Management, 27(6\u20137), 494-504\u2013504. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435120610702477 <a href=\"#return-footnote-70-21\" class=\"return-footnote\" aria-label=\"Return to footnote 21\">&crarr;<\/a><\/li><li id=\"footnote-70-22\">Duncan, A. S. P. (2022). The intelligent academic library: review of AI projects &amp; potential for Caribbean libraries. Library Hi Tech News, 39(5), 12-15\u201315. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LHTN-01-2022-0014 <a href=\"#return-footnote-70-22\" class=\"return-footnote\" aria-label=\"Return to footnote 22\">&crarr;<\/a><\/li><li id=\"footnote-70-23\">Suresh, R. S., Ryans, C. C., &amp; Zhang, W.-P. (1995). The library-faculty connection: Starting a liaison programme in an academic setting. 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New Library World, 107(7\/8), 275\u2013285. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/03074800610677263 <a href=\"#return-footnote-70-30\" class=\"return-footnote\" aria-label=\"Return to footnote 30\">&crarr;<\/a><\/li><li id=\"footnote-70-31\">Lee, S. (2007). Vroom\u2019s expectancy theory and the public library customer motivation model. Library Review, 56(9), 788-796\u2013796. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530710831239 <a href=\"#return-footnote-70-31\" class=\"return-footnote\" aria-label=\"Return to footnote 31\">&crarr;<\/a><\/li><li id=\"footnote-70-32\">Aab\u00f8, S. (2005). Are public libraries worth their price?: A contingent valuation study of Norwegian public libraries. 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International Journal of Decision Support System Technology, 2(2), 42-51\u201351. https:\/\/doi-org.proxy2.library.illinois.edu\/10.4018\/jdsst.2010040105 <a href=\"#return-footnote-70-34\" class=\"return-footnote\" aria-label=\"Return to footnote 34\">&crarr;<\/a><\/li><li id=\"footnote-70-35\">Scheppke, J. (1994). Kids First: How Public Libraries Can Survive and Thrive in the 21st Century. The Bottom Line: Managing Library Finances, 7(3), 35\u201340. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb025424 <a href=\"#return-footnote-70-35\" class=\"return-footnote\" aria-label=\"Return to footnote 35\">&crarr;<\/a><\/li><li id=\"footnote-70-36\">Zhang, Y., Chiu, D. K. W., Jiang, T., &amp; Ho, K. K. W. (2022). Patrons\u2019 Satisfaction with Self-Service Public Libraries: A Demographic Study. 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Libraries Unlimited. <a href=\"#return-footnote-70-41\" class=\"return-footnote\" aria-label=\"Return to footnote 41\">&crarr;<\/a><\/li><li id=\"footnote-70-42\">HERRING, J. E. (1986). Future Trends in the Education and Training of School Librarians. Library Review, 35(3), 176\u2013183. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb012819 <a href=\"#return-footnote-70-42\" class=\"return-footnote\" aria-label=\"Return to footnote 42\">&crarr;<\/a><\/li><li id=\"footnote-70-43\">Feltham, V. (1994). An Opportunity Not to Be Missed: School Libraries Need Support. Library Management, 15(3), 24-27\u201327. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/01435129410055488 <a href=\"#return-footnote-70-43\" class=\"return-footnote\" aria-label=\"Return to footnote 43\">&crarr;<\/a><\/li><li id=\"footnote-70-44\">Smith, D. (2014). Collaboration between rural school and public youth services librarians. New Library World, 115(3), 160-174\u2013174. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/NLW-01-2014-0014 <a href=\"#return-footnote-70-44\" class=\"return-footnote\" aria-label=\"Return to footnote 44\">&crarr;<\/a><\/li><li id=\"footnote-70-45\">Jackson, L., &amp; Hansen, J. (2006). Creating collaborative partnerships: building the framework. Reference Services Review, 34(4), 575\u2013588. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00907320610716468 <a href=\"#return-footnote-70-45\" class=\"return-footnote\" aria-label=\"Return to footnote 45\">&crarr;<\/a><\/li><li id=\"footnote-70-46\">Lo, P., &amp; Chiu, D. K. W. (2015). Enhanced and changing roles of school librarians under the digital age. 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New Library World, 93(5). https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EUM0000000002429 <a href=\"#return-footnote-70-48\" class=\"return-footnote\" aria-label=\"Return to footnote 48\">&crarr;<\/a><\/li><li id=\"footnote-70-49\">Gildersleeves, L. (2006). Evaluating evaluation: Introducing a research project on the impact of improve your library: A self-evaluation process for school libraries. Aslib Proceedings: New Information Perspectives, 58(1\u20132), 73-88\u201388. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00012530610648680 <a href=\"#return-footnote-70-49\" class=\"return-footnote\" aria-label=\"Return to footnote 49\">&crarr;<\/a><\/li><li id=\"footnote-70-50\">Wine, L. D., Pribesh, S., Kimmel, S. C., Dickinson, G., &amp; Church, A. P. (2023). Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis. 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School librarians online: integrated learning beyond the school walls. Information and Learning Science, 121(7\u20138), 631-644\u2013644. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/ILS-04-2020-0107 <a href=\"#return-footnote-70-53\" class=\"return-footnote\" aria-label=\"Return to footnote 53\">&crarr;<\/a><\/li><li id=\"footnote-70-54\">Ewbank, A. D., &amp; Kwon, J. Y. (2015). School library advocacy literature in the United States: An exploratory content analysis. Library and Information Science Research, 37(3), 236\u2013243. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1016\/j.lisr.2015.04.005 <a href=\"#return-footnote-70-54\" class=\"return-footnote\" aria-label=\"Return to footnote 54\">&crarr;<\/a><\/li><li id=\"footnote-70-55\">Adeoti-Adekeye, W. B. (1997). The need for user education in secondary school libraries. 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Measuring the economic value of special libraries. Bottom Line, 20(1), 30-44\u201344. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/08880450710747434 <a href=\"#return-footnote-70-63\" class=\"return-footnote\" aria-label=\"Return to footnote 63\">&crarr;<\/a><\/li><li id=\"footnote-70-64\">Robinson, M.-G. (2019). Continuing professional development and special librarians in Jamaica. Library Management, 40(6\u20137), 416-427\u2013427. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/LM-12-2018-0093 <a href=\"#return-footnote-70-64\" class=\"return-footnote\" aria-label=\"Return to footnote 64\">&crarr;<\/a><\/li><li id=\"footnote-70-65\">Khan, S. A., &amp; Parveen, A. (2020). Professional competencies for librarians working in special libraries: the case of Pakistan. Electronic Library, 38(5\u20136), 1135-1148\u20131148. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/EL-02-2020-0030 <a href=\"#return-footnote-70-65\" class=\"return-footnote\" aria-label=\"Return to footnote 65\">&crarr;<\/a><\/li><li id=\"footnote-70-66\">Singh, S. P. (2006). Special libraries in India: some current trends. Library Review, 55(8), 520\u2013530. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/00242530610689365 <a href=\"#return-footnote-70-66\" class=\"return-footnote\" aria-label=\"Return to footnote 66\">&crarr;<\/a><\/li><li id=\"footnote-70-67\">MORLEY, L. H. (1947). Special Library Education in the United States and Canada. Journal of Documentation, 3(1), 24\u201342. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1108\/eb026106 <a href=\"#return-footnote-70-67\" class=\"return-footnote\" aria-label=\"Return to footnote 67\">&crarr;<\/a><\/li><li id=\"footnote-70-68\">Library Staff. (2019, July 16). Six Common Library Myths and How We\u2019re Busting Them. Cincinnati &amp; Hamilton County Public Library. https:\/\/chpl.org\/blogs\/post\/six-common-library-myths\/ <a href=\"#return-footnote-70-68\" class=\"return-footnote\" aria-label=\"Return to footnote 68\">&crarr;<\/a><\/li><li id=\"footnote-70-69\">The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/ <a href=\"#return-footnote-70-69\" class=\"return-footnote\" aria-label=\"Return to footnote 69\">&crarr;<\/a><\/li><li id=\"footnote-70-70\">The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/ <a href=\"#return-footnote-70-70\" class=\"return-footnote\" aria-label=\"Return to footnote 70\">&crarr;<\/a><\/li><li id=\"footnote-70-71\">The Charger Bulletin. (2012, November 14). The Top 10 Misconceptions about Libraries and Librarians. https:\/\/chargerbulletin.com\/the-top-10-misconceptions-about-libraries-and-librarians\/ <a href=\"#return-footnote-70-71\" class=\"return-footnote\" aria-label=\"Return to footnote 71\">&crarr;<\/a><\/li><li id=\"footnote-70-72\">ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/ <a href=\"#return-footnote-70-72\" class=\"return-footnote\" aria-label=\"Return to footnote 72\">&crarr;<\/a><\/li><li id=\"footnote-70-73\">ArapahoeChidren. (2023, August 14). Libraries Are for Everyone: Dispelling Common Library Myths. Arapahoe Libraries. https:\/\/arapahoelibraries.org\/blogs\/post\/libraries-are-for-everyone-dispelling-common-library-myths\/ <a href=\"#return-footnote-70-73\" class=\"return-footnote\" aria-label=\"Return to footnote 73\">&crarr;<\/a><\/li><li id=\"footnote-70-74\">Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks <a href=\"#return-footnote-70-74\" class=\"return-footnote\" aria-label=\"Return to footnote 74\">&crarr;<\/a><\/li><li id=\"footnote-70-75\">Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks <a href=\"#return-footnote-70-75\" class=\"return-footnote\" aria-label=\"Return to footnote 75\">&crarr;<\/a><\/li><li id=\"footnote-70-76\">Fairfax County. (n.d.). Busting Myths About Library eBooks. https:\/\/www.fairfaxcounty.gov\/library\/branch-out\/busting-myths-about-library-ebooks <a href=\"#return-footnote-70-76\" class=\"return-footnote\" aria-label=\"Return to footnote 76\">&crarr;<\/a><\/li><li id=\"footnote-70-77\">Kuny, T., &amp; Cleveland, G. (1998). The digital library: Myths and challenges. IFLA Journal, 24(2), 107-113\u2013113. https:\/\/doi-org.proxy2.library.illinois.edu\/10.1177\/034003529802400205 <a href=\"#return-footnote-70-77\" class=\"return-footnote\" aria-label=\"Return to footnote 77\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":5,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["yliu370-2"],"pb_section_license":"all-rights-reserved"},"chapter-type":[],"contributor":[82],"license":[59],"class_list":["post-70","chapter","type-chapter","status-publish","hentry","contributor-yliu370-2","license-all-rights-reserved"],"part":62,"_links":{"self":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapters\/70","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/wp\/v2\/users\/5"}],"version-history":[{"count":10,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapters\/70\/revisions"}],"predecessor-version":[{"id":484,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapters\/70\/revisions\/484"}],"part":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/parts\/62"}],"metadata":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapters\/70\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/wp\/v2\/media?parent=70"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/pressbooks\/v2\/chapter-type?post=70"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/wp\/v2\/contributor?post=70"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pb-sandbox.library.illinois.edu\/is510\/wp-json\/wp\/v2\/license?post=70"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}