*Note: The following is from our archived collection of older documents, and may not reflect the most current information.
Competencies for Special Librarians of the 21st Century
Submitted to the SLA Board of Directors by the
Special Committee on Competencies for Special Librarians
Joanne Marshall, Chair; Bill Fisher; Lynda Moulton; and Roberta Piccoli
Full Report
May 1996
Revised June 2003
Background to the Document
The Special Libraries Association (SLA), an organization of dynamic and change-oriented information professionals, has long been interested in the knowledge requirements of new entrants to the field. The Association's members have explored and shared their vision of the competencies and skills required for special librarianship in a many forums over the years as shown by the accompanying bibliography. This document is an attempt to synthesize and build upon this earlier work in the light of the rapid social, technological and workplace transformations that are taking place.
Competencies have been defined as the interplay of knowledge, understanding, skills and attitudes required to do a job effectively from the point of view of both the performer and the observer (Murphy, 1991). The unique competencies of the special librarian include in-depth knowledge of print and electronic information resources in specialized subject areas and the design and management of information services that meet the strategic information needs of the individual or group being served.
In personal career development terms, competencies can also be thought of as flexible knowledge and skills that allow the special librarian to function in a variety of environments and to produce a continuum of value-added, customized information services that cannot be easily duplicated by others. At a time when professionals in all fields are being encouraged to invest in themselves and to prepare for employment as independent contractors, it is critical that special librarians define their unique competencies and that they continue to improve the range of professional and personal competencies that will form the basis for their future careers.
The Audience
The primary audience for previous SLA documents on competencies has been library and information studies (LIS) educators. The need for communication between professional groups such as SLA and LIS educators is supported in the American Library Association (1992) guidelines for the accreditation of Masters' programs in library and information studies. Such communication can foster the development of curricula that respond to the needs and demands of the real world of information work.
There is also a wider audience for this document. Prospective students who are considering special librarianship as a career can use this document as a guide to the content and approaches that they should look for in a LIS curriculum. As proactive lifelong learners, currently practicing special librarians will also find the competencies useful as a framework for defining their own professional development and continuing education needs.
Last, and of key importance, managers who are responsible for hiring library and information professionals as full-time employees, contract employees or as information brokers can use this document to inform themselves about the knowledge and skills of special librarians and the value that they add to the organization or to the particular task at hand.
The Environment
As we move towards the millennium, library and information professionals are facing at least three major paradigm shifts.
- The first shift is the transition from paper to electronic media as the dominant form of information storage and retrieval. Linked to this transition is the convergence of previously separate media, such as text, graphics, and sound, into multimedia resources.
- The second shift relates to the increasing demand for accountability, including a focus on customers, performance measurement, bench marking and continuous improvement. All of this is taking place in an era when the financial resources available for providing library and information services are shrinking.
- The third shift comes from new forms of work organization such as end-user computing, work teams, management delayering, job sharing, telework, outsourcing, downsizing and re-engineering.
All three of these shifts are related to a combination of factors such as global competition, new computing and communications technologies, and the perceived need to measure the productivity of knowledge and service workers.
We are facing these paradigm shifts at a time when the workforce is aging and when we as a profession are aging. In the year 2000, the average age of the worker in the United States will be 39 and this will increase until the last of the baby boom generation has reached retirement age in 2031 (Johnston and Packer, 1987, p.81). In an earlier era, we might have looked for innovation and change to come from increasing numbers of new entrants to the field of special librarianship; however, the demographics and the current economic situation have determined that those of us who are currently in the field must continue to play a vital and active role. This is why this document on competencies is addressed to both new entrants and practicing special librarians -- we must all learn and change together if we are to reach our full potential as information professionals in the information age. We must also communicate the broad range of competencies held by special librarians to current and prospective employers.
The changing landscape suggests that a document on competencies of special librarians produced in 1996 will necessarily take a different shape from those produced in earlier times when resources were more plentiful and change was proceeding at a slower pace. A document produced by SLA must also take into account the particular environments in which special librarians work. There are close to 15,000 members of SLA and almost 60% are employed in small libraries with six or fewer staff. Solo librarians are-estimated to make up 30% to 50% of the membership and over half of the members work in corporate business settings. Increasing numbers of librarians are working as independent information brokers or in contract positions. In comparison to their colleagues in academic and public libraries, special librarians frequently work in settings without professional peers. As a result, special librarians must often work harder than librarians in other settings to make themselves recognizable and to align themselves with the strategic direction of the organization. Just as organizations are refocusing on their core competencies in response to global competition, it is time for special librarians to take a fresh look at what they do best and to reaffirm their commitment to continuing competence and growth.
The Value of the Special Librarian
The special librarian adds value by providing efficient and effective information services for a defined group of customers. The special librarian may be a full-time member of an information management team in an organization or hired on a part-time or contract basis for special projects. The unique contributions of the special librarian include expertise in the content and selection of the best available print and electronic information resources as well as a commitment to putting knowledge to work or, in other words, linking the information user with the right information resource at the right time.
The special librarian understands the critical role that information plays for organizations and for individuals and takes a holistic view of information needs and uses and the contexts in which they occur. The special librarian identifies, retrieves, organizes, repackages and presents information in an actionable form so that the potential for goal attainment is maximized. The special librarian helps control the flood of available information by selecting what is relevant and usable and, when required, analyzing or synthesizing the content.
The special librarian is a technology application leader who works with other members of the information management team to design and evaluate systems for information access that meet user needs. Where required, the special librarian provides instruction and support so that end users can make optimal use of the information resources available to them. The special librarian is capable of working in the hybrid world of print and electronic media and providing the best mix of information resources in the most appropriate formats for the environment.
The special librarian plays a key role in developing information policy for the organization ensuring that access to all information resources -- from internal records to external databases -- is provided in the most strategically- effective and cost-effective manner. The special librarian also plays another important role in ensuring that contractual, legal and ethical obligations regarding information use are met. The electronic information age provides new opportunities for organizations to produce as well as use information products. Special librarians, given their familiarity with the information marketplace, can be key contributors to the development, marketing and use of information products.
Special librarians are knowledge-based practitioners who use research as a foundation for their own professional practice and who support the conduct of research through their professional associations such as SLA. Research has shown that the provision of appropriate information can lead to: better- informed decision-making; the ability to proceed to the next step in a project or task; improved relations with a client; and the exploitation of new business opportunities. The right information at the right time can also benefit the organization by saving the time of highly paid employees, avoiding poor business decisions, and even direct loss of funds (Marshall, 1993).
In the information age, special librarians are essential -- by responding with a sense of urgency to critical information needs they provide the information edge for the knowledge-based organization. In order to fulfill this key information role, special librarians require two main types of competencies:
Professional competencies relate to the special librarian's knowledge in the areas of information resources, information access, technology, management and research and the ability to use these areas of knowledge as a basis for providing library and information services.
Personal competencies represent a set of skills, attitudes and values that enable librarians to work efficiently; be good communicators; focus on continuing learning throughout their careers; demonstrate the value-added nature of their contributions; and survive in the new world of work.
The following sections highlight the major professional and personal competencies of special librarians and provide practical examples of the multitude of roles and tasks that special librarians can perform.
- Professional Competencies
The Special Librarian...
1.1 has expert knowledge of the content of information resources, including the ability to critically evaluate and filter them.
Practical examples: Evaluates print, CD-ROM and online versions of databases. Knows "the best" textbooks, journals and electronic resources in specific areas such as biology, marketing or accounting. Evaluates and selects key information resources, print and electronic, for a small research center. Sets up a desktop news wire service for a petrochemical company. Controls the over supply of information by selecting what is relevant and usable for the customer. Uses strategic thinking to perform information selection and analysis that meets specific organizational goals .
1.2 has specialized subject knowledge appropriate to the business of the organization or client.
Practical examples: In addition to their Masters degree in library and information studies, many special librarians have subject degrees at the undergraduate and postgraduate levels. Librarians frequently take additional courses in finance, management or other subjects related to their host organization. Maintains a view of the organization's business by reading core journals and other key sources. This enables the development of in-depth, subject specialty information services, including current awareness.
1.3 develops and manages convenient, accessible and cost-effective information services that are aligned with the strategic directions of the organization.
Practical examples: Develops a strategic plan linked to the business goals of the organization. Sets up effective management, supervision and budget processes. Builds an effective staff team to manage information services. Conducts intermediary searches for complex, difficult or multifoil searches. Obtains documents in print or electronic form. Builds a core in-house library collection. Analyzes and synthesizes information as required. Develops specialized thesauri and lists of indexing terms for databases.
1.4 provides excellent instruction and support for library and information service users.
Practical examples: Teaches Internet courses for employees. Develops specialized end user searching courses on information resources related to current business goals. Keeps up-to-date with latest training and instructional techniques. Provides trouble-shooting service for employees who are accessing information services from the desktop. Provides online reference and assistance.
1.5 assesses information needs and designs and markets value-added information services and products to meet identified needs.
Practical examples: Conducts regular needs assessments using research tools such as questionnaires, focus groups and key informant interviews. Reports the results to management and demonstrates the relationship between needs and services provided. Identifies and meets information needs by becoming a member of project teams. Contributes unique or unusual needs assessment findings to the professional literature.
1.6 uses appropriate information technology to acquire, organize and disseminate information.
Practical examples: Creates an online catalog of the library collection. Links catalog searching to a document delivery service. Works with the information management team to select appropriate software and hardware for desktop access to the library catalog and other databases. Provides a support service for electronic information service users. Keeps up-to-date with new electronic information products and modes of information delivery.
1.7 uses appropriate business and management approaches in to communicate the importance of information services to senior management.
Practical examples: Develops a business plan for the library. Calculates a return on investment for the library and its services. Develops a marketing plan for the library. Conducts a bench marking study. Reports to management on continuous quality improvement efforts. Demonstrates how library and information services add value to the organization. Acts as a resource for the organization on quality management, including ISO 9000 certification.
1.8 develops specialized information products for use inside or outside the organization or by individual clients.
Practical examples: Creates databases of in-house documents such as reports, technical manuals or resource materials used for special projects. Creates searchable full-text document files. Mounts online technical manuals created in-house. Creates a home page on the World Wide Web for the organization. Links the home page to other sites of interest on the Internet. Participates in knowledge management activities that create, capture, exchange, use and communicate the organization's "intellectual capital" (Remeikis, 1996).
1.9 evaluates the outcomes of information use and conducts research related to the solution of information management problems.
Practical examples: Gathers data related to needs assessment, program planning and evaluation. Develops measures of frequency of use of services, customer satisfaction and impact of information on organizational decision-making. Actively seeks opportunities for improvement and strives to be the best-in-class on key services such as current awareness, reference and resource sharing. Participates in research projects.
1.10 continually improves information services in response to the changing needs.
Practical examples: Monitors industry trends and disseminates information to key people in the organization or to individual clients. Refocuses information services on new business needs. Uses just-in-time document delivery to retain maximum flexibility. Monitors purchases of information products by departments to ensure that they are cost effective and aligned with current business needs.
1.11 is an effective member of the senior management team and a consultant to the organization on information issues.
Practical examples: Participates in strategic planning in the organization. Participates in bench marking or re-engineering teams. Informs management on copyright issues and monitors compliance with copyright law. Negotiates contracts with database vendors. Obtains patent information. Develops information policies for the organization.
- Personal Competencies
The Special Librarian ...
2.1 is committed to service excellence.
Practical examples: Seeks out performance feedback and uses it for continuous improvement. Conducts regular user surveys. Asks library users if they found what they were looking for. Celebrates own success and that of others. Takes pride in a job well done. Shares new knowledge with others at conferences and in the professional literature. Uses the research knowledge base of special librarianship as a resource for improving services.
2.2 seeks out challenges and sees new opportunities both inside and outside the library.
Practical examples: Takes on new roles in the organization that require an information leader. Uses library-based knowledge and skills to solve a variety of information problems in a wide range of settings, both for individuals or for organizations. Does not limit the library collection or the information search to traditional media such as books and journals.
2.3 sees the big picture.
Practical examples: Recognizes that information-seeking and use is part of the creative process for individuals and for organizations. Sees the library and its information services as part of the bigger process of making informed decisions. Gives the highest priority to urgent demands that are critical to the organization's competitive advantage. Monitors major business trends and world events. Anticipates trends and pro-actively realigns library and information services to take advantage of them.
2.4 looks for partnerships and alliances.
Practical examples: Seeks alliances with management information systems (MIS) professionals to optimize complementary knowledge and skills. Provides leadership on the information management team. Forms partnerships with other libraries or information services inside or outside the organization to optimize resource sharing. Seeks alliances with database vendors and other information providers to improve products and services. Seeks alliances with researchers in faculties of library and information studies to conduct research.
2.5 creates an environment of mutual respect and trust.
Practical examples: Treats others with respect and expects to be treated with respect in return. Knows own strengths and the complementary strengths of others. Delivers on time and on target and expects others to do the same. Creates a problem-solving environment in which everyone's contribution is valued and acknowledged.
2.6 has effective communications skills.
Practical examples: Listens first and coaches staff and others to develop their own solutions. Supports and participates in mentorship programs and succession planning. Runs meetings effectively. Presents ideas clearly and enthusiastically. Writes clear and understandable text. Requests feedback on communications skills and uses it to make improvements.
2.7 works well with others in a team.
Practical examples: Learns about the wisdom of teams and seeks out opportunities for team participation. Takes on responsibility in teams both inside and outside the library. Mentors other team members. Asks for mentoring from others when it is needed. Constantly looks for ways to enhance own performance and that of others through formal and informal learning opportunities.
2.8 provides leadership.
Practical examples: Learns about and cultivates the qualities of a good leader and knows when to exercise leadership. Can share leadership with others or allow others to take the leadership role. Exercises leadership within the library and as a member of other teams or units within the organization. Acknowledges the contribution of all members of the team.
2.9 plans, prioritizes and focuses on what is critical.
Practical examples: Recognizes that in order to use resources most effectively, ongoing, careful planning is required. Develops an approach to planning and time management that incorporates personal and professional goals. Reviews goals on a regular basis, prioritizes them and makes sure that an appropriate proportions of daily activities are related to the most critical personal and professional goals. Mentors others to do the same.
2.10 is committed to lifelong learning and personal career planning.
Practical examples: Committed to a career that involves ongoing learning and knowledge development. Takes personal responsibility for long-term career planning and seeks opportunities for learning and enrichment. Advocates for an approach that encourages and supports ongoing knowledge development and that values the contribution of people. Maintains a strong sense of self-worth based on the achievement of a balanced set of evolving personal and professional goals.
2.11 has personal business skills and creates new opportunities.
Practical examples: Recognizes that, in the changing world or work, entrepreneurship and the ability to function as a small business professional are essential skills. Seeks out opportunities to develop these skills. Willing to take employment in a variety of forms including full-time, contract and project work. Uses the entrepreneurial spirit in the organizational environment to revitalize products and services.
2.12 recognizes the value of professional networking and solidarity.
Practical examples: Active in SLA and other professional associations. Uses these opportunities to share knowledge and skills, to bench mark against other information service providers and to form partnerships and alliances. Recognizes the need for a forum where information professionals can communicate with each other and speak with one voice on important information policy issues, such as copyright and the global information infrastructure.
2.13 is flexible and positive in a time of continuing change
Practical examples: Willing to take on different responsibilities at different points in time and to respond to changing needs. Maintains a positive attitude and helps others to do the same. Never says it cannot be done. Looks for solutions. Helps others to develop their new ideas by providing appropriate information. Always on the lookout for new ideas. Sees and uses technology as an enabler of new information ideas, products and services.
Conclusion
These are the competencies of special librarians for the 21st century. They have their roots in the past, but they reach far into the future. Special librarians recognize the expanding nature of the challenges that face them in the information age and the range of competencies that are required to meet them. The challenges represented by these competencies must be seized and acted upon today in order to ensure that special librarians have a viable tomorrow.
The Special Committee on Competencies hopes that this document will evolve and grow through continuing discussion of our expanding base of knowledge and skills. We encourage SLA members to share additional practical examples of what they do with their competencies so that we can continue to learn from each other and celebrate our acheivements. An Executive Summary version of this document is available on the SLA Website (http://www.sla.org) and a printed paper brochure from SLA headquarters (1-202-234-4700).
References and Bibliography
Note: This list contains items that are cited in the document as well as background reading on the competencies of special librarians, the value of special libraries and the changing nature of the field.
American Library Association. Guidelines for the Accreditation of Master's programs in Library and Information Studies. Chicago: ALA, 1992.
Association for Library Collections and Technical Services (ALCTS) Educational Policy Statement. Chicago: ALA, 1995.
Bender, David R "Choosing Our Future." Journal of Educational Media and Library Sciences 30(4), summer 1993, 325-31.
Casey, Vicki. "Profession for the Millennium." Information Highways, December 1995, 17.
CRISTAL-ED Mailing List. School of Library and Information Studies, University of Michigan.
Majordomo@sils.umich.edu
http://http2.sils.umich.edu/Publications/CRISTALED/listserv.html
Culnan, Mary J. "What Corporate Librarians Will Need to Know in the Future." Special Libraries 77(4), Fall 1986, 213-16.
Dickerson, Mary E., Chair, et al. Presidential Study Commission on Professional Recruitment, Ethics and Professional Standards. The PREPS Commission Report. Washington, DC: SLA, 1992.
Drabenstott, Katherine M. "Analytical Review of the Library of the Future." College and Research Libraries, 56(1), January 1995, 89-90.
Drake, Miriam A. "A Special Library Perspective". Association of Research Libraries: Proceedings of the 124th Annual Meeting, 1994, p.33-36.
Fisher, William and Matarazzo James. "Professional Development for Special Librarians: Formal Education and Continuous Education for Excellence." In Hill, Linda L., Issue Editor. Education for Library and Information Management Careers in Corporate Environments. Library Trends, 42(2), Fall 1993, 290-303.
Griffiths, Jose-Marie and King, Donald W. Special Libraries: Increasing the Information Edge. Washington, D.C.: SLA, 1993.
Harris, Gwen and Marshall, Joanne G. "Building a Business Case for Special Library Services: The Case of Current Awareness." Special Libraries. 87(3), Summer 1996, 181-94.
Hill, Linda L., Issue Editor. "Education for Library and Information Management Careers in Corporate Environments." Library Trends, 42(2), Fall 1993, 225-365.
Horton, Forrest Woody Jr. Extending the Librarian's Domain: A Survey of Emerging Occupation Opportunities for Librarians and Information Professionals. Washington, DC: SLA, 1994. (SLA Occasional Paper Series Number Four)
Hunt, Patrick J. "Interpreters as Well as Gatherers: The Librarian of Tomorrow ... Today." Special Libraries 86(3), Summer 1995, 195-204.
Johnston, William B. and Arnold H. Packer. Workforce 2000: Work and Workers for the 21 st Century. Indianapolis: Hudson Institute, 1987.
Keating, Michael. "Corporate Virtual Library: Model for the 1990s." Business and Finance Division Bulletin, SLA, 97, Fall 1994, 27.
Kellogg Coalition on Reinventing Information Science, Technology and Library Education (CRISTAL-ED) Project. School of Library and information Studies, University of Michigan.
http://http2.sils.umich.edu/Publications/CRISTALED/KelloggHomePage.html
Keyes, Alison M. "The Value of the Special Library: Review and Analysis." Special Libraries 86(3), Summer 1995, 172-87.
Koenig, Michael E.D. "Educational Requirements for a Library Oriented Career in Information Management." Library Trends 42(2), Fall 1993, 277-89.
Malinconico, S. Michael. "What Librarians Need to Know to Survive in an Age of Technology". Journal of Education for Library and Information Science 33, Summer, 1992. 226-40.
Martin, Susan K. "Achieving the Vision: Rethinking Librarianship." Journal of Library Administration 19(3/4): 209-27, 1993.
Marshall, Joanne G. The Impact of the Special Library on Corporate Decision-Making. Washington, DC: SLA, 1993.
Massey-Burzio, Virginia "Education and Experience: Or, the MLS is Not Enough." RSR: Reference Services Review. 19(1), 1991, 72-72.
Medical Library Association. Platform for Change: The Educational Policy Statement of the Medical Library Association, Chicago, MLA 1992.
Medical Library Association. Using Scientific Evidence to Improve Information Practice: The Research Policy Statement of the Medical Library Association. Chicago: MLA, 1995.
Moulton, Lynda W. "Results of Survey on Professional Development/Graduate Education for Information Professionals." Library Management Division Quarterly, SLA, 17(4), Fall 1994, 11-13.
Moulton, Lynda W. "Under Assault? ... Offense, the Best Strategy." Library Management Division Quarterly, SLA, 18(1), Spring 1995, 14.
Mount, Ellis, ed. Opening New Doors: Alternative Careers for Librarians. Washington, DC: SLA, 1993.
Murphy, Marcy. The Managerial Competencies of Twelve Corporate Librarians. Washington, DC: SLA, 1988. (SLA Research Series, Number Two)
Murphy, Marcy. "Preface." In Special Libraries Association. Future Competencies of the Information Professional. Washington, DC: SLA, 1991. (SLA Occasional Paper Series, Number One), v-vi.
National Library of Medicine (U.S.). Planning Panel on the Education and Training of Health Sciences Librarians. The Education and Training of Health Sciences Librarians. Bethesda, MD: National Institutes of Health, National Library of Medicine, 1995.
Ojala, Marydee. "Core Competencies of Special Librarians of the Future." Special Libraries, 84(4), Fall 1993, 230-34.
Ojala, Marydee. "What Will They Call Us in the Future?" Special Libraries 84(4), Fall 1994, 226-29.
Paris, Marion and White, Herbert S. "Mixed Signals and Painful Choices: The Education of Special Librarians". Special Libraries 77(4), Fall 1986, 207-12.
Piggott, Sylvia E.A. "Why Corporate Librarians Must Reengineer the Library for the New Information Age". Special Libraries 86(1), Winter 1995, 11.
Powell, Ronald R and Raber, Douglas. "Education for Reference/Information Service: A Qualitative and Quantitative Analysis of Basic Reference Courses." The Reference Librarian 43, 1994, 145-72.
Ray, Ron. "Crucial Critics of the Information Age." Library Journal 118(7): April 1, 1993, 46-49.
Remeikis, Lois A. "Knowledge Management -- Roles for Information Professionals." Business and Finance Division Bulletin, SLA, 101, Winter 1996,41-43.
Seiss, Judith. "If I Ruled the World, Library Schools Would..." Searcher 2(7), September 1994, 14-16.
Special Libraries Association. Future Competencies of the Information Professional. Washington, DC: SLA, 1991. (SLA Occasional Paper Series, Number One)
Special Libraries Association. Graduate Education Position Statement. Washington, DC: Professional Development Committee, SLA: 1992. (Reviewed every two years and updated if necessary)
Special Libraries Association. SLA Research Agenda. Washington, DC: SLA, 1989.
Special Libraries Association. "Objectives for Special Libraries." Special Libraries, 55(10), December 1964, 671-80. (Reprinted as a brochure by SLA)
Special Libraries Association. Vision Statement. Washington, DC: SLA, 1989.
Special Libraries Association. A Visionary Framework for the Future: SLA's Strategic Plan, 1990-2005. Washington, DC: SLA, 1989.
Spiegelman, Barbara M. "If Practitioners Ruled the World: Suggested Topics for SLA Research." Presented at the conference, The Future of Research for the Special Library Community, March, 1995, Chicago, IL.
Tilson, Y. "Income Generation and Pricing in Libraries." Library Management 51 (2), 1994, 517.
White, M.D. and Abels, E.G. "Measuring Service Quality in Special Libraries: Lessons from Service Marketing". Special Libraries 86(1), Winter 1995, 36-45.
Williamson, Joan. "One-person Libraries and Information Units: Their Education and Training Needs". Library Management 9(5), 1-72, 1988.
Zink, Steven D. "Will Librarians Have a Place in the Information Society?" RSR: Reference Services Review 19(1), 1991, 76-77.
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