Extreme Makeover

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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