Not once in college did I use the campus textbooks library. Now, don’t get all excited here, and begin generating assumptions about my GPA. I basically did alright, and just about created honors. The funny and baffling element about it is that I was an English main. Now, how in the globe does an English key get through a four-year University degree without having resorting on the guides library? It was a challenge at occasions, I’ll admit. But, regardless of whether several folks know it or not, there is nearly almost everything in cyberspace these days. Even significantly from the historical text you would have when only determined inside a books library. Trust me on this a single! You will find some amazing internet websites and virtual publications libraries online that offer you cost-free data to all. Then there are a number of you’ll have to have passwords for. These can be attained if you’re a student at a University. Quite cool stuff, huh? I won’t be able to let you know how quite a few occasions I referred to on the web books.

The virtual factor is definitely something you have to get employed to. My mother simply cannot. She is all for that community traditional books library. It really is all she ever knew, and all she cares to understand. That is fine as nicely. You could run into a few subjects or specific text ebooks that you are not able to come across on the web. Though I didn’t have this trouble, it all is dependent upon what you are researching.

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‘Sitting on history’ by grytr / by-nc-nd

Introduction

I have a soft spot in my heart for library history. I credit my library history classes for making me the academic librarian I am today. They taught me more about critical thinking, how to do research, and how to navigate an academic library than the rest of my program combined. In this post I am revisiting a particular set of topics that especially interested me while pursuing my degree – censorship, self-censorship, and librarian image-making.

It seemed to me as I went through my program, that one aspect of library school that was particularly stressed was instilling the values of the profession. My introductory class posed mental exercises meant to make students think about privacy, access to information and their own personal biases. “A young girl wearing black with many piercings comes in looking for a book on suicide.” “A disheveled man with a beard comes in asking for books on bomb making.” While the introductory class told me what a proper librarian would do in those situations, the library history classes told me why the profession took a stance in the first place.

Louis Robbins summarized the rise of the librarian as intellectual freedom fighter in her abstract to “Champions of a cause: American librarians and the Library Bill of Rights in the 1950s”:

“The library profession’s understanding of the Library Bill of Rights—and, in fact, American librarianship’s understanding of itself—is a product of both contemporary political discourse and of the American Library Association’s pragmatic responses to censorship challenges in the 1950s. Between the 1948 adoption of the strengthened Library Bill of Rights and 1960, ALA based its ‘library faith’ on a foundation of pluralist democracy and used social scientific ‘objectivity’ to try to fend off challenges to its jurisdiction. When the McCarthy Era brought challenges to the very premises of pluralistic democracy, however, librarians responded by becoming ‘champions of the cause’ of intellectual freedom” (Robbins, “Champions” abstract).

While reading about this time period I also learned about the Fiske Report. From 1956 to 1958, Marjorie Fiske conducted a study of book selection and censorship practices in California. The fear generated during the McCarthy Era lead the American Library Association to issue a number of statements declaring librarians the defenders of intellectual freedom. In contrast, Fiske’s report showed that some librarians were not so quick to stand up for this belief, if they held it at all. Born out of the fear generated by the political climate of the period, Fiske found the echoes of McCarthyism present during many of her interviews. This is unsurprising, as the Hollywood blacklist was still in effect and McCarthy himself had only just begun to fall from favor in 1954. Some of the interviewed librarians may have even lived through WWI and helped to remove German language books from their libraries or complied with requests for names of patrons who asked for books on explosives (Starr). However, the report uncovered several important themes that ran much deeper than current politics. This post will discuss the Fiske Report, its origin and findings, and its lasting implications. My goal is to share a bit of library history in the hopes that it will grant some perspective and elaborate the complexity and nuance of the issues raised.

Background

Between the two World Wars, “the American library profession experienced a reawakening of debate regarding freedom of access. Traditionalists advocated the guardianship of community values by restrictive collection policies, and progressives favored collection development that was once again neutral and actively representative of all points of view” (Starr). In 1939, ALA adopted the first Library Bill of Rights, based on a policy of the Des Moines, Iowa Public Library, possibly as a response to the controversy surrounding Grapes of Wrath (Chadwell 20). Another potential impetus was the challenge put forth by Bernard Berelson, “Librarianship must stand firmly against social and political and economic censorship of book collections; it must be so organized that it can present effective opposition to this censorship and it must protect librarians who are threatened by it” (qtd in Starr).

In 1940, ALA formed its first Intellectual Freedom Committee. However, it was not until 1948 that ALA adopted what is presently known as the Library Bill of Rights (Chadwell 20). In 1953 ALA issued The Freedom to Read. The statement defined the profession’s “responsibility for making available the widest diversity of views and expressions, including those the majority might label unconventional or unpopular” (Chadwell 22). With these documents ALA was strengthening its public position as defender of intellectual freedom. However, Thomison said in the ALA-sponsored A History of the American Library Association, “it was abundantly clear that the profession was not united in its bill of rights” (145). Thomison explained “at the time of its adoption, the Library Bill of Rights had been received with no objection. The Intellectual Freedom Committee was also accepted with no problem. The attitudes of some librarians, however, began to change as the two began to function” (144). This was evidenced by letters to ALA Bulletin, Library Journal, and ALA headquarters indicating extreme dissatisfaction with the current trends in literature. Thomison offered Forever Amber, with its preponderance of sex, as an example:

“The book’s popularity, and the problem of to buy or not to buy, was grist for many discussions, letters and speeches. In a number of cases, it is difficult to discern the difference between censorship efforts by the public and book selection by the librarian. The result was often the same, and in many cases the reasoning seemed very similar” (145).

One explanation for this discrepancy was that “librarians’ relatively new role as activists in the cause of freedom of inquiry had only partially overtaken their role as guardians of public taste and morals” (Robbins, “Censorship” 74).

The Intellectual Freedom Committee was paying attention. “As early as the 1953 Westchester conference, IFC leadership – worried about the effects on school and public librarians of loyalty programs, investigative committees, and the many widely publicized censorship conflicts – had proposed that research on the topic might be undertaken” (Robbins, “Censorship” 95). With a grant from the Fund for the Republic and the sponsorship of the School of Librarianship of the University of California the project was conducted from 1956 to 1958, headed by Marjorie Fiske.

Marjorie Fiske was a distinguished sociologist and teacher at the Berkeley campus of the University of California, in the Department of Sociology and the School of Librarianship. “Often working with large interdisciplinary teams of social and behavioral scientists, she sought a method that would allow the research subjects to ‘speak for themselves’ in the final results” (Kiefer).

In her introduction to her report Fiske explained:

“The impetus for this study developed from the questions librarians and others concerned with the freedom to read asked themselves about the effects on library policy and practices of the investigations of national and state un-American activities committees, state education committees, and the widely publicized book-centered conflicts which have taken place in California since the end of World War II. The study itself was viewed as controversial both inside and outside the profession of librarianship. Nearly two years of discussion and persistent effort on the part of the Intellectual Freedom Committee and a special planning committee of the California Library Association, as well as the faculty of the School of Librarianship of the University of California, were required before the decision to undertake it was finally made” (1).

Findings

When the study finally did proceed, Fiske’s team conducted 204 interviews in 26 communities with school librarians and administrators, and municipal and county librarians. The end result was Book Selection and Censorship: A Study of School and Public Libraries in California. In it, Fiske pointed out that at least as far back as the Elizabethan era people have been concerned with the dilemma of quality versus demand (or education versus entertainment). This dilemma is something which librarians have continually struggled with in their book selection process. “Two-thirds of the public librarians who contributed to this study used the words quality and demand as they discussed library objectives, and by far the greatest weight was to be found on the side of demand” (Fiske 11). This orientation was often justified on the grounds that public libraries are supported by taxes and thus should provide what is most requested. It also helped to lighten the librarians’ task load by spending less time researching potential purchases. They could more easily justify their budget with higher circulation figures and, “book selection becomes ‘a snap’ – the desk staff pass along patron requests, you read the newspapers of the area, visit the bookshops to find out what is popular, and if you miss something a patron wants you can always dash out and buy it” (Fiske 13). Fiske also noted that librarians spoke only briefly about how they know their community’s needs. Based on these vague comments, Fiske pointed to a need for reliable methods of determining community needs and interests as well as the absence of systematic efforts towards appraisals of current holdings.

The debate between quality and demand lead to the concept of balance. Within the context of library schools the term “balance” was most frequently used to describe a well-rounded collection. “Prescriptions for building basic collections for public or school libraries illustrate this concept by recommending definite proportions for various categories of subject matter with little regard for community differences” (Fiske 15). Fiske found that the term “balance” carried a professional sanction for public librarians, but that upon further examination the term turned out to be “a semantic convenience embracing a great variety of rationales for book selection” (15). In fact, many librarians used “balance” to express the goals of whatever aspect of book selection they found most difficult. For some it meant weeding old books, for others it meant providing all sides of an issue, or it could have meant a balance between actual and potential wishes of the patrons. One librarian said, “We talk a lot about balance, but it is really a semantic absurdity. What it boils down to is that you provide as much as you can of what anybody wants” (Fiske 16). This sort of approach revealed that book selection practices were frequently found to differ from professional theory and established standards. Fiske also reported wide variance in the use and perceived value of written book selection policies.

While Fiske viewed avoidance of controversial books to be the equivalent of self-censorship she explained that the librarians interviewed did not speak of censorship because they have “adopted an even more positivistic semantic philosophy” (Fiske 63). Instead of worrying about whether books were controversial the librarians interviewed said that “library materials must be in ‘good taste,’ they must be ‘suitable’ or they must be ‘appropriate.’ In school libraries or public library systems, the equivalent was likely to be the irreproachable statement, ‘Our materials must supplement the curriculum’” (Fiske 63).

The report also discussed the discrepancy between theory and practice as it pertains to controversial materials. Although close to half of the librarians interviewed in Fiske’s study expressed unequivocal freedom-to-read convictions,

“when it comes to actual practice, nearly two-thirds of all librarians who have a say in book selection reported instances where the controversiality of a book or author resulted in a decision not to buy. Nearly one-fifth habitually avoid buying any material which is known to be controversial or which they believe might become controversial” (Fiske 65).

However, Fiske found that librarians who had received professional training in librarianship were more likely to disregard the controversiality of materials when making their selections than librarians who had not had professional training. “Even more decisive than professional training is length of work experience. Librarians relatively new to the profession tend to be much less restrictive than their more experienced colleagues” (Fiske 68).

Fiske found that in 82 percent of the circulating libraries studied, restrictions were placed on the circulation or distribution of materials. The most common forms of restriction were moving the items to the librarian’s office, placing the materials on reserve so that they have to be specifically requested, and placing questionable materials under or behind the front desk. Additionally, nearly one-third of the circulating libraries reported that controversial items had been permanently removed from the collection. The librarians interviewed practiced self-censorship to avoid controversy and external censorship.

Librarians did not feel they could turn to either their state or national professional association for help against censorship. Two-thirds of the school librarians belonged to the School Library Association of California (SLAC), almost half belonged to the California Library Association (CLA) and more than three-fourths of the municipal and county librarians belonged to CLA. Despite this involvement, the most common complaint was that, “the two state groups (the CLA and the SLAC) do not come to grips with controversial issues either on the local or the state level. Members do not feel that they will be backed up by the profession in the event of local controversy” (Fiske 104). Thomison backed up this fear in his history of the American Library Association. “What was the recourse when the Library Bill of Rights had been violated? What could be done to help the librarian under attack? The answer unfortunately was very little. The only force was moral force” (Thomison 145).

Fiske found a general lack of self-esteem among librarians which also inhibited their ability to take a stand against censors. “Our respondents believe that the public holds both librarians and libraries in low repute. On the whole, they share the public’s allegedly low opinion of the profession” (Fiske 109). An analysis of the observations about what kinds of people librarians believe themselves to be found that “Four negative traits were mentioned for every positive one” (Fiske 110). While they admired within themselves a respect for ideas, knowledge, and intellectual freedom, they did not feel strong enough individually or professionally to assert these qualities “in the face of public disapproval or indifference” (Fiske 110).

Reactions

Fiske first reported her findings at a symposium entitled “The Climate of Book Selection: Social Influence on School and Public Libraries.” Robbins explained that “the findings Fiske unveiled at the symposium were widely reported in the press….Major library journals, however, were strangely silent on the report in 1958” (98). Fiske’s book, Book Selection and Censorship, was published in 1959 and awarded the annual Library Literature Award sponsored jointly by the American Library Association and the Canadian Library Association (“News and Notes” 692).

Various reviewers latched on to different aspects of the report. Eleanor Smith wrote in Library Journal that the report’s finding that librarians tend to be timid and were self-censors was not entirely surprising. However, “This is embarrassing to librarians as professional status seekers because it may overshadow the more positive findings of the study: When librarians are threatened by real outside censorship, they usually offer strong resistance” (Smith 223). She went on to argue,

“The fault, if it is a fault not to live up to the Library Bill of Rights in serving the public, lies within the librarians themselves for the most part, as these interviews clearly show. They seem to lack confidence in their ability to select the best books as well as the courage to defend their collections” (Smith 224).

David Sabsay claimed that the report “is a serious indictment of our philosophy and our integrity which we cannot ignore” (Sabsay 222). He said that Fiske’s report proved that it is not simply timidity that causes instances of self-censorship, but a lack of understanding of the purposes and goals of librarianship. However, Leon Carnovsky, in his review argued that the library bill of rights and policy statements “are slender reeds…not enough to protect a librarian when his professional existence may be imperiled” (Carnovsky 157).

Others focused on policy, blaming Fiske’s findings of the discrepancy between theory and practice on a lack of written selection policy. “This inconsistency is hardly surprising when one discovers the conspicuous absence of rules and policies on book selection” (Jahoda 151). In his editorial in the ALA Bulletin, A. L. McNeal, then Chairman of the ALA Intellectual Freedom Committee, suggested that first and foremost, “In order that the librarian at the local level may have full support it seems desirable to have well-established, written book selection policies, which are understood by his staff and known to his board or governing body” (McNeal 359).

Some reviewers looked to library education as the answer to the issue of librarians’ self-censorship. “In the long run, it is to the improvement of formal education for librarianship that we must look for an upgrading of the profession, and therefore of the professional image” (Sabsay 223). Asheim suggested that Fiske had overlooked changes in library education over the years. “The education being given to younger librarians stresses professional responsibilities rather than skills and techniques” (540). However, he did allow another possibility, that being “the librarians with longer practical experience have become worn down and discouraged by the lack of support from their communities, and even overt attack and repudiation by their supervising authorities, in the matter of freedom to read” (Asheim 540).

A review from a sociology journal defended the librarians, “Whatever faults these California librarians might have – and Fiske spells them out clearly and sympathetically – they often do a better job than their community would prefer” (Lee 303).

While there were mixed reactions to the results and questions about what to do about them, most contemporary reviewers gave the work high praise and recommended it to a wide variety of readers. In Public Opinion Quarterly Marie Johoda wrote, “Miss Fiske’s book will undoubtedly be read with profit by librarians and sociologists. I wish it one additional group of readers: high school and college teachers might find it a most stimulating text to acquaint their students with the ideas and difficulties of democratic institutions” (152). In the American Journal of Sociology Lester Asheim said, “While this study is primarily concerned with the librarian and his attitude toward the collection of materials which is his charge, it throws a good deal of light on the American educational system and on the temper of our society” (540). And in Social Problems Melvin DeFleur wrote, “This is a carefully prepared, readable account of a major social problem. It should be of considerable interest to the educated layman, the civic leader, the educator, students of occupational sociology, community organization, mass communication and especially to librarians themselves” (94).

Fiske’s report had shown the profession that, at least in California, its proposed ideals were not consistently in  practice. Surprisingly, there was little discussion of the report beyond the initial book reviews. While Fiske’s study was at least in part initiated by ALA’s Intellectual Freedom Committee, I was unable to find any ALA response to the study in my search of the library literature other than McNeal’s ALA Bulletin editorial. A History of the American Library Association, 1876-1972 does not mention the Fiske report. In fact, in its summary sections on intellectual freedom it skips from 1953 to 1967.

Words speak louder than actions

While ALA may not have addressed the Fiske Report head on, it did continue to support intellectual freedom, publishing the Robert B. Downs-edited The First Freedom: Liberty and Justice in the World of Books and Reading in 1960. Downs was president of ALA 1952-1953 and a vocal advocate for intellectual freedom throughout his career. The First Freedom was produced as a response to McCarthyism’s lingering effects. Downs explained that the book was made up of the “most notable writings in the field of censorship and intellectual freedom over approximately the past half century” (qtd. in Robbins, “Censorship” 102). Robbins very aptly points out how the juxtaposition of Fiske’s Book Selection and Censorship and Downs’s The First Freedom epitomized the dichotomy of the library profession’s varying degrees of acceptance of and adherence to the Library Bill of Rights. “Fiske’s book testified that librarians were not putting into practice the code of freedom….Downs’s The First Freedom, on the other hand, exemplified the celebrated public role that ALA had achieved in the defense of intellectual freedom in the 1950s” (Robbins 102-103).

ALA has continued to build the reputation of libraries and librarians as defenders of intellectual freedom and crusaders against censorship. In 1967 ALA Established its Office for Intellectual Freedom. In 1972 Busha conducted a survey examining the attitudes of mid-western public librarians toward intellectual freedom and censorship based on Fiske’s work. He came to much the same conclusion as Fiske did 14 years earlier. He reported “that mid-western public librarians did not hesitate to express agreement with clichés of intellectual freedom but that many of them apparently did not feel strong enough as professionals to assert these principles in the face of real or anticipated censorship pressures” (Busha 300).

In 1982 ALA launched Banned Books Week in response to an increase in book challenges. “BBW stresses the importance of ensuring the availability of unorthodox or unpopular viewpoints for all who wish to read and access them” (“Banned”). This campaign highlights librarians’ role in fighting censorship. “Fortunately, while some books were banned or restricted, in a majority of cases the books were not banned, all thanks to the efforts of librarians, teachers, booksellers, and members of the community to retain the books in the library collections” (“Banned”). Yet, in 2002 Ken P. Coley published Moving toward a Method to Test for Self-Censorship by School Library Media Specialists. Studying public high school libraries in Texas, he found that “over 80 percent of the schools in the study show signs that self-censorship has occurred during the collection development process” (Coley).

These studies show that while our public image may have evolved radically over the last 60 years, our private practice still struggles with the same issues of social and community pressures, personal values and professional purpose.

Conclusion

ALA as a professional organization has declared strong support for intellectual freedom. However, it is important to remember that this is a relatively new turn of events.

“The truth hurts, but the concept of intellectual freedom simply did not spring forth, Athena-like from the head of Zeus, as a fully-formulated principle of American librarianship. In fact, intellectual freedom as a significant principle of librarianship is a recently-evolved concept…When our profession set out to formalize its beliefs, it often did so in reaction to particular issues and events” (Chadwell 20).

Robbins also reminded us that “In the early days of their profession librarians themselves preached the need to protect their readers by carefully screening what they made available to them” (“Dismissal” 161). When the Library Bill of Rights was strengthened in 1948 it was done in resistance to a coercive notion of Americanism, in opposition to censorship and out of librarians’ desire to guard their professional prerogatives in book selection and collection building. It established as its foundation the values of pluralistic democracy – values of diversity, tolerance, and openness. “These values were not universally accepted, however, not even by all librarians, many of whom could not relinquish their role as protectors of taste and morals in exchange for the role of guarantor of access to ideas” (Robbins, “Dismissal” 161).

In her 1960 review of Fiske’s book, Margaret Kateley said,

“This volume should be in the office of every head librarian and school administrator. It should stimulate further research into the character of the library as a public institution. Aspects of the problem particularly deserving of attention are the public image of the library and the status of the librarian, criteria for book selection, the personnel shortage in libraries, factors influencing financial support of libraries, and administrative problems of school libraries” (Kateley 136-137).

These concerns sound alarmingly contemporary.

My goal with this post was to share a bit of library history in the hopes that it would grant some perspective and elaborate the complexity and nuance of the issues raised. Unlike many of my other posts, this is not a call to arms, but a call to reflect, to remember that things haven’t always been what they are today, that even today they may not be what you assume, and that there are many grey areas worth exploring.

Thanks to Tristan Boyd and to my Lead Pipe colleagues Brett Bonfield and Emily Ford for their helpful comments on this article.

Works Cited & Further Reading

• Asheim, Lester. “Book Selection and Censorship: A Study of School and Public Libraries on California.” American Journal of Sociology 65.5 (Mar. 1960): 539‑540.
• “Banned Books Week: Celebrating the Freedom to Read.” American Library Association, 2010.
• Benemann, William E. “Tears and Ivory Towers: California Libraries during the McCarthy Era.” American Libraries 8.6 (June 1977): 305‑309.
• Busha, C. H. 1972. “Intellectual freedom and censorship: The climate of opinion in Midwestern public libraries.” Library Quarterly, 42.3: 283-301.
• Carnovsky, Leon. “Book Selection and Censorship: A Study of School and Public Libraries in California.” Library Quarterly 30.2 (Apr. 1960): 156‑157.
• Chadwell, Faye A. “Intellectual Freedom, An Evolving and Enduring Value of Librarianship.” Oregan Library Association Quarterly 8.1 (Spring 2002): 18‑23.
• Coley, Ken P. “Moving toward a Method to Test for Self-Censorship by School Library Media Specialists.” American Library Association, 2002.
• DeFleur, Melvin L. “Book Selection and Censorship: A study of School and Public Libraries in California.” Social Problems 8.1 (Summer 1960): 93‑94.
• Fiske, Marjorie. Book Selection and Censorship: A Study of School and Public Libraries in California. Berkeley: University of California Press, 1959.
• Jahoda, Marie. “Book Selection and Censorship: A Study of School and Public Libraries in California.” Public Opinion Quarterly 25.1 (1961): 150‑152.
• Kateley, Margaret A. “Book Selection and Censorship: A Study of School and Public Libraries in California.” Annals of the American Academy of Political and Social Science 331 (1960): 136‑137.
• Kiefer, Christie W. “Marjorie E. Fiske, Psychiatry: San Francisco.” 1992, University of California: In Memoriam. Ed. David Krogh. Berkeley: University of California Academic Senate, 1992: 47-48.
• Langland, Laurie. “Public Libraries, Intellectual Freedom, and the Internet: To Filter or not to Filter.” PNLA Quarterly 62.4 (1998).
• Lee, Alfred McClung. “Book Selection and Censorship: A Study of School and Public Libraries in California.” American Sociological Review 25.2 (1960): 303.
• McNeal, A. L.  “Editorial.” ALA Bulletin 54 (1960): 359.
• “News and Notes.” Public Opinion Quarterly 24.4 (1960): 692.
• Robbins, Louise S. Censorship and the American LIbrary: The American Library Association’s Response to Threats to Intellectual Freedom, 1939‑1969. Westport, Connecticut: Greenwood Press, 1996.
• ‑ ‑ ‑. “Champions of a cause: American librarians and the Library Bill of Rights in the 1950s.” Library Trends 45.1 (1996): 28-49.
• ‑ ‑ ‑. The Dismissal of Miss Ruth Brown: Civil Rights, Censorship and the American Library. Norman: University of Oklahoma Press, 2000.
• Sabsay, David. “The Challenge of The ‘Fisk Report’.” California Librarian 20 (1959): 222‑256.
• Smith, Eleanor T. “Self‑Censors.” Library Journal 85.2 (1960): 223‑224.
• Starr, Joan. “Libraries and national security: An historical review.” First Monday 9.12 (2004).
• Thomison, Dennis. A History of the American Library Association, 1876‑1972. Chicago: American Library Association, 1978.

Source: Ellie Collier

Across focus and specialization, I have observed a curious trend. No matter whence the identity question comes, inhabitants of libraryland tend to produce iterations of the same answer: our continued relevance depends on becoming more like something else entirely. Not one something in particular, mind you, but any number of somethings. A few of the professional makeover suggestions I found, in no particular order:

librarian as plumber
librarian as researcher
librarian as super hero
librarian as mediator
librarian as trainer
librarian as unifier
librarian as video game player
librarian as folklorist
librarian as social entrepreneur
librarian as astronaut
librarian as literary agent
librarian as teacher
librarian as publisher
librarian as green champion
librarian as cultural ambassador

Phew, librarian as exhausted. (Or, perhaps… librarian as dilettante?)

In my own writing I am terribly guilty of similizing the profession, and find that the “librarians as ______” trope is a rhetorically useful opener to any old “you should, you could” post. For instance, I once managed to almost smash “librarians as intellectual swiss army knife” and “librarians as pro bono nerds on retainer” into the same sentence. While writing the current post, I found myself so wrapped up in professional metaphors that I had started to elevate them to the far more dramatic analogy duel: Not just librarians as _______, but librarians as this, or that? Are we mediators, I chewed, or facilitators? Consultants, or colleagues? Sharks, or Jets?

The answer to each of these reductionist face-offs is (of course, by design) always going to be “neither, both, c, or all of the above,” based completely on the context in which they are considered. The more combative analogizing I engaged in, the more I started to realize that the way I was asking the perennial question intentionally deflected its answer. As individuals in unique organizations that contribute to specific user bases, all of us obviously take on different roles and use our own strategies. Just because being a librarian plumber works for you, doesn’t mean that it’s going to work for me. In fact, if I walk into my classroom or department wearing an ill-fitting or poorly conceived costume, I might end up looking more like a librarian drainclot.

E-Whatting What, Now?

The ability to fit requires serious “getting” on both sides. To illustrate what I mean, bear with me as I digress into my own specifics. I’m the E-Learning Librarian at UC Berkeley. When a colleague of mine retired last November, I also took over as liaison and selector for the Cal School of Information, a graduate program that famously dropped its ALA accreditation many years ago, becoming among the first and few programs to formally eschew (as opposed to hyphenate)  “library” (at least to a semantic extent) in pursuit of the information studies paradigm. At the time, the departure of one of the oldest MLS-granters from the ranks added symbolic fuel to an already drawn-out library v. information disciplinary debate.(2) While this post is (mercifully) not about said debate nor its attending drama, both have implications for how I get and fit my disciplinary picture. Liaising to a program that de-libraried itself some years ago some years ago is, needless to say, a fascinating opportunity for identity-spelunking.

This is not my first foray into subject waters, mind you: As a bibliographer at Ohio University I focused on communications, which I knew next to nothing about when I began (causing me no small amount of anxiety). I eventually overcame, but it was difficult during the first year to feel that I had any kind of handle on the discipline. Now at Cal, I have the luck of subject familiarity, AND the luxury of abiding interest in my area. Despite the obvious potential for chirping crickets when I come around, I have been blown away by the welcome I have received from the I School, and have run the gamut from traditional liaising – instruction, reference, consultation, and materials acquisition – to less personally charted territory such as moderating a panel at the Next-Generation Teaching and Learning Symposium and working with a project team developing a browser extension for on-the-fly research in e-texts. Hands down, supporting the I School has fast become one of the things I value most about doing my job.

Librarians as Whack, or Legit?

Not that exploring the boundaries of the librarian/ department relationship always comes off perfectly, mind you. On my own blog, info-mational, I wrote one piece about the difficulty of balancing divergent vocabularies to achieve shared aims; and another on the challenge of pitching the sometimes obscure affordances of librarianship to the more technically focused (this is the one with the nerd/swiss army knife references). Inevitably, some of my moves have been hits, others misses. An example of each: In Spring semester of 2010 I visited the my school’s doctoral colloquium twice – the first time to lead a rather ill-attended yet nominally useful research methods seminar (miss), the second to participate in the aptly named ‘Castellathon’ – a group critique of writings spanning the career of foundational information theorist Manuel Castells, who first developed the “network society” concept (hit).(3)

The latter event took a pecha kucha-ish approach. Each participant was responsible for summarizing and critiquing key chapters of an Information Age volume or other Castells book in under six minutes. I attended at the invitation of the instructor, Paul Duguid, with whom I had arranged the in-class research methods session earlier in the semester. In addition to gaining insight for collection development and general credibility purposes, the Castellathon was an opportunity for me to try a different angle: instead of trying to interlope on their already expert community using the same research help pitch that fell flat the first time around, I would try joining in their reindeer games. The discussion was excellent, and I made good connections with a few students by showing an analytical chop or two.

Librarians as Counselors, or Confidants?

My liaison experience underscores the importance of subject knowledge and situated participation, but expertise and authentic interest are only half of this picture. What, as a librarian, is the unique contribution I bring to my disciplinary learning community? I return to the idea of neutrality: much of why we fit in is because our ability to do so is limited by design. I have found no surer way to become a useful colleague and resource than to build human connections that demonstrate generalized expertise and critical objectivity. An historical affordance of librarianship is to remain central to the intellectual life of an institution or community while existing on its objective periphery. Becoming closer to the heart and operation of a community and its output is important, but it is at the same time crucial to recognise that by virtue of existing outside the monkeyhouse, we provide a safety zone for the venting and/or triaging of academic insecurities and/or exploring ideas in a space relatively unfettered by the positioning so central to scholarly communication – Professor Duguid and I discussed this particular liaison role after the Castellathon. This is not to say librarians cannot be radical, challenging, or intellectual, it simply highlights our unique position in the pedagogical and productivity picture of higher education.

So often the challenge of being a librarian in the academy is being perceived as lacking expertise, yet so much of our worth lies in the informed generality and engaged neutrality we bring to it. I may not be expert in every topical nuance of what one of my graduate students is researching, but I have a broad disciplinary framework that recognizes subtle connections and semantic distinctions, and am aware of a host of tools, movements, and technologies that can supplement their work (and if I’m not, I know who is).  And here is where the librarian as ______ comes back into the narrative. When I am at my most successful in consultations and classes I am in part librarian as research therapist, someone to whom students, colleagues, and even faculty can let down their guard in order to expose the vulnerabilities in technology, methodology, or knowledge that can be addressed without judgment. Like psychologists, consultants, or social workers, librarians have the value structure and information resources that position us to provide informed counsel to a host of information scenarios, no matter our specialization, without imposing a particular bent.

Because we have the opposite of topical tunnel vision, librarians are extremely good at exploring angles, talking through research problems, and translating information into to one form of academic success or another. Our objectivity does not imply that we are non-critical, but we have to demonstrate that this is the case in order to remain viable. Part of fitting in a disciplinary framework is talking its talk, and I have learned that it is productive to participate in co-learning and discourse to the extent that it is possible while remaining a semi-detached confidant, collaborator, counselor, and/or confessor. Among my preternaturally technology-expert students and faculty (and despite my job title), this part of my work rarely involves leveraging very much “E”. In an almost ironic twist, it is the analog, informal, and invariably interdisciplinary conversations about technology and information that seem to have the most impact.

Another example: last semester I led a research methods session and a series of one-on-one consultations with students from a core class in the I School master’s track, INFO 203: Social and Organizational Issues of Information. Each was tasked to write a 30-odd page paper on an issue of their choosing, almost all of which covered emergent technology topics about which little hard research had yet been produced (e.g., driver distraction as a result of real-time traffic apps and consequent impact on highway safety). Every consultation/conversation was amazing, and all consisted of nothing more than two chairs, a web browser, and an enthusiastically open mind on my end. One of the most enjoyable of these exchanges fed into a masterful paper examining the concept of information overload from different subjective perspectives. In one of those it-makes-it-all-worth-it moments, the student in question forwarded his completed essay to me recently with this gem: “Again, thanks for your help. Apart from the tangible benefits on the outcome, our conversation also made the process itself a great deal more interesting and (dare I say it) fun.” (Librarian as stoked.)

As I read through his work I saw threads of our discussion emerge, ranging from educational theory to business to cognitive psychology. In this case, it was a mutual interest in exploring his topic in relation to its source bases that established the information need, and a shared willingness to humanize the interaction that built a more lasting connection. The author is in the process of submitting his paper for publication at my relentless urging [I will update this post with a link when it is available: this one will be required librarian reading].

Librarians as Don Quixote, or Sancho Panza?

Situating in increasingly specialized communities and contexts is what makes the new librarian “normal” so incessantly flexible. Liaison librarians may venture down countless outreach inroads, but we reach higher ground based on our ability to add value legitimately, appropriately, and productively. This can at times feel utterly quixotic: tilting at information windmills. Some have argued in this time of consolidation and scarcity that the insight librarians bring into information organization is becoming more diffuse throughout the academy, and the intellectual connections we facilitate in our learning communities are  supplanted by social networking, digitization, and widespread technology adoption. This line of thinking has its supporters and detractors, but no matter your angle of examination the core issue is still one of perception and relevance. Are we interpreting external perceptions of our own relevance accurately? Is this struggle simply occurring inside of us about ourselves? How can we know if those we are trying to “save” from information peril see us as wielding an increasingly unnecessary (or ineffectual) lance?

Again, the answer is c: Each of us must answer this question for ourselves in our own contexts. When you are a liaison you affiliate with a defined community of practice with characteristics that provide you with potential productive and social ins. You simply have to find the best way to positively influence the construction of your perceived identity. At the I School, I perceive that administrators and faculty do a masterful job of supporting community by both highlighting the successes of its members (take a quick look at their website to see what I mean) while merging the social with the academic. They recognize that they should neither overwhelm learners with an overabundance of activities nor divorce said activities from the work that defines the community in the first place. Meg St. John, Director of Admission and Student Affairs, says that “The ‘problem’ with Berkeley is always that there is too much opportunity, too many draws on your most precious resource: your time as a student here. We look for ways to create community building activities in synergy with other activities that are already on the books.” In all of that social and intellectual activity, there are more and less natural times for me (or any other librarian) to participate.

Not recognising that last point can risk a situation of diminishing outreach returns. We engage in communities of practice by supporting specific expertise with strategic insight, but we neither operate in vacuums nor run the place. Institutional and individual legacies precede us, and a confluence of expertise, resources, and social character unique to each learning community dictates how (and if and when) a librarian will be perceived (and received) as a resource. “Embedding” is a process that takes as much arm’s-length framework as it does fieldwork and footwork. Sometimes – for reasons totally external to yourself – there might be little opportunity or reason to push past the arm’s length. Even though I am enthusiastically welcomed, in addition to making myself understood, available, and enjoyable to work with, at times I need to make myself scarce. The most legitimate form of participation I have is in perceiving from the periphery where I can be of the most use. I am busy, they are busy, and sometimes our busies overlap and entertwine. Assert myself too much or self-aggrandize my contribution, and I run the risk of becoming more nuisance than necessity.

Librarians as Polaroid, or Digital?

In a world in which “library” threatens to become increasingly sepia-toned, “community” and “practice” are equally critical to our position in the digital picture. Another metaphorical exploitation opportunity: For years, Polaroid camera use declined precipitously. Yet, when the film threatened to disappear entirely, die-hards hollered so loud that the Impossible Project saved the last production plant in order to make the film available again for a comparably unbelievably expensive price, and the original corporation hired Lady Gaga to huckster them a completely different image. For my money, we should be shooting between these two extremes. Instead of (a) preserving a quaint legacy profession remembered wistfully by those old enough to have used a card catalog and/or fetishized by hipsters or (b) making ourselves into anything-but-librarians, we need to (c) keep doing what we’re doing, only at times a little more obviously: showing our patrons that we are, in fact, the strangers they can trust with whatever camera they happen to own to take their family picture without making a break for it. We know where the right button is, thank you very much, and we promise not to cut your head or legs off.

Users might care little about how librarians holistically self-define in order to appear more viable in the information age, but they care considerably if we make their working, producing, and learning lives easier. This is where librarian knowledge-sharing about local strategies that do and don’t work becomes extremely useful. When we adapt this collective insight into our own section of the academy (or wherever) and its internal machinations, external perceptions of libraries and librarians transform as a consequence of responsive service and real interpersonal connections, but not the other way around. The best way to bring this dynamic into productive focus in your own context is to literally (and please pardon my use of this tired idiom, it actually works in this case) think outside your institutional box: become interested and engaged in the work of the community with which you are associated, and find the most appropriate ways to support them based on a practical, critical, library-independent assessment of their productive and social output. In this and all things, avoid overzealousness or self-fixation: Instead of being that weird jerk who won’t move out of the frame, find out what your community is taking pictures of and suss out what kind of tripod, memory card, flashbulb, etc. you can hand over when the time seems right.

Notes

Source: char booth

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