11 May 2022

How libraries can become more ASD-inclusive

Guest post by Aodhán Keegan, DCU Library

This article is a summary of the key points from my Capstone Project I conducted during my Masters in Library and Information Studies in UCD from 2020 to 2021. My research topic concerned the role of public and academic libraries as inclusive spaces for the autism spectrum disorder (ASD) community. In this article, I will focus on how both public and academic librarians may appreciate ASD as an opportunity for professional growth instead of an obstacle, and how the library can function as an ASD-inclusive establishment.

Throughout my research, I consulted various articles that were oriented around how well librarians understood ASD, and how they could incorporate their knowledge into their professional practice. In one of these articles, a group of public librarians in Australia participated in an online autism awareness training session in 2020. Afterwards, they developed the confidence to support library users with ASD, as they were better informed about autism and the signs to look out for in an affected user (Paynter, Simpson, O’Leary et al, 2020).

Other articles suggested that public librarians should concentrate on their forms of communication with library users with ASD. Akin and MacKinney (2004) suggest scaffolding communication when interacting with children with ASD. This entails the librarian beginning by asking the user yes or no questions before proceeding to more nuanced questions regarding their information search. This method ensures that the child is not overwhelmed during their information search. It must also be acknowledged that the user(s) with ASD may act as aloof or disinterested in the library, but this should not be regarded as antisocial behaviour. It is merely their adaptation to the sensory stimuli of this environment.

The approach that academic librarians may adopt is vastly different to their public counterparts. This evolves around the consent of the student with ASD to be forthcoming about their information needs and their desired study space. In the articles I consulted, most academic librarians regarded these students to be ‘intellectually capable of pursuing higher level education’ as well as having the confidence to ask for help (Shea & Derry, 2019, p. 327). Hence, it is the imperative of the academic librarian to give the student with ASD the prerogative to navigate their options of using the library to suit their additional needs.

However, that is not to say the academic librarian adopts a passive role to the needs of students with ASD. Whenever a lecturer refers a student to them for support, they must regard them as individuals presenting with their own challenges. They must recognise that no two students on the spectrum have the same needs, thus an unbiased and non-judgmental manner must be adopted to support them. As stated previously, the student with ASD knows what they are seeking, and they are self-assured enough to realise and address this.

There is a general assumption that libraries are naturally safe havens for people with autism spectrum disorder due to their traditionally quiet environments. However, in a survey conducted by Lou-Ellen Kiely (2018, p. 42) on library attendance amongst people with ASD and their guardians in Ireland, forty-four percent never availed of their local library services, with eighteen percent complaining that their local library was unaccommodating to their sensory needs. To tackle this problematic gap, efforts have been made in America to promote public libraries as ASD-inclusive. Librarians have put up visual displays of ‘autism-friendly’ logos on the front doors of their workplace and have collaborated with other libraries to host weekly sensory programming for families.

For ASD students to experience a positive relationship with their academic library, school librarians may support secondary school students with ASD to develop their information seeking skills in advance of attending third-level education. In their research, Ennis-Cole and Smith (2011) surveyed school librarians who were teaching students with ASD to develop their assistive technology skills. To quote a surveyed librarian, ‘we can assist autistic students in the same ways we assist other students. We recommend materials. We teach selection. We model reading. We mentor’ (Ennis-Cole & Smith, 2011, p. 93).

As this article asserts, to support the ASD community, the public librarian must be astute to how they may respond to the sensory stimuli of the library environment. As many students with ASD are generally well developed both socially and intellectually, the academic librarian must cultivate a professional rapport with these students when supporting them in navigating the library. For both the public and academic sectors, advocacy for the ASD community in the public library environment and preparing prospective third-level students with ASD to develop their information seeking skills are two examples of solutions to combat the additional challenges people with ASD typically experience when accessing library services.

References
Akin, L. & MacKinney, D. (2004). Autism, Literacy, and Libraries: The 3 Rs = Routine, Repetition, and Redundancy. Children and Libraries, 2(2), 35–43. ISSN: 1542-9806

Ennis-Cole, D. & Smith, D., (2011). Assistive technology and autism: Expanding the technology leadership role of the school librarian. School Libraries Worldwide, 17(2), 86-98. ISSN: 1023-9391

Kiely, L. (2018). ‘The role of Irish Public Libraries in Assisting Users with Autism Spectrum Disorder. Benefits, Challenges and other Considerations’ (Masters Dissertation, Dublin Business School, Dublin). ISSN: 10788/3489

Paynter, J., Simpson, K., Wicks, R., Westerveld, M., O’Leary, K. & Hurley, A. (2020). Development of an Online Training Program for Public Library Staff to Deliver Autism Friendly Story Time Sessions. Journal Of The Australian Library And Information Association 2020, 69(4), 496–522. DOI: 10.1080/24750158.2020.1836949

Shea, G. & Derry, S. (2019). Academic Libraries and Autism Spectrum Disorder: What Do We Know? The Journal of Academic Librarianship, 45(1), 326–331. DOI: 10.1016/j.acalib.2019.04.007

Making it work: doing a Virtual Work Placement during Covid-19

© True Media

Guest Post by Sinead Delaney Sinéad is a student of Library and Information Management. She has recently completed a work experience placement at the Glucksman Library.'

I am a Master’s student in Information and Library Management at Ulster University. The course is part-time and entirely remote. One of the conditions of the course is that I must work in a library setting as I study. This blog post and the poster I present at the CONUL Conference in May 2022 recount my experience of conducting a virtual work placement at UL. While the latter stages of my placement were in-person, I worked entirely remotely for the autumn semester of 2021 as the Covid-19 restrictions in place in September 2021 meant that only University staff and students were permitted in UL Library. 

When I enrolled on my course at Ulster University, I was working full-time, first at a HSE Covid-19 Vaccination Centre in Laois, then at the library supply department in O’Mahony’s Booksellers in Limerick city. I began my work experience in UL in September 2021, which meant my placement began during the pandemic. The Glucksman Library allowed me to conduct my placement virtually, and my academic supervisor also supported this. While doing my virtual work placement at the Glucksman Library I worked on projects for my supervisor, Michelle Breen and for Louise O’Shea, Librarian Administration. Below are some of the projects I worked on for UL Library.

Digital Skills Workshops

I attended UL’s 21 Digital Skills for Students workshops (online) and prepared a report on how I perceived them, being a postgraduate student myself. I reported my observations under the following headings so that the LevUL Up project team at UL could get qualitative feedback on the following:

  • Applicability, 
  • Volume of content, 
  • Pace,
  • Level of interaction, 
  • Level of understanding as measured by questions asked.

I also did a landscape check for Michelle, finding out the different types of classes that libraries in Ireland, the UK and the US offer to their students. Michelle will mention this in her talk at the CONUL Conference on ‘Taking a Lead in Digital Literacy’ 

Research Skills

When doing desk-based research for Michelle, and also for Louise O’Shea I was able to carry out research projects from start to finish and present my findings through a Powerpoint deck; a simulation of the type of assignment I might face in my course, and a taste of what it could be like to work at an academic library. For Louise, I looked at the Universities that have Makerspaces to see how common it was that these were managed by the University library. I also audited the University libraries to see what technology they loaned to students and reported my findings back to the librarians. This meant I learnt about what these sorts of spaces looked like and understood the types of equipment that were useful for libraries to lend. 

New skills for students

Michelle encouraged me to think like a student when attending the digital skils workshops but challenged me to think like a teaching librarian too when I presented my findings about the types of workshops presented in other libraries. I identified that there was nowhere really teaching reading skills so I prepared a PowerPoint presentation on critical reading skills aimed at postgraduates. I was able to apply principles I had come across in my studies, for example, ‘fitting-in’ reading and ‘analytical reading. I hope that UL will be able to make some use out of my work on this in the future in their workshops for students. 

Collection Development 

During my virtual work placement, I submitted a list of recommended new titles for the popular fiction section in UL’s Glucksman Library. To do this, I consulted best seller lists, compared what UL had already in stock and also used social media sites to come up with my list of books. 

SWOT Analysis 

I completed a SWOT analysis of the library as part of a college assignment and Michelle’s feedback to me on that was that it matched what an academic library would identify among its strengths, weaknesses, threats and opportunities in the current climate




Reflections on my virtual work placement

I am an alumnus of the University of Limerick and immediately felt a connection to the library when I began my work placement. Since January 2022 I have been able to actually come in to the library and that has highlighted for me the importance of being face-to-face with colleagues. The remote working part of my placement, while not ideal, meant that I was in a safe working environment and I didn’t really feel disconnected from the library team.

I had weekly virtual meetings with my supervisor, Michelle Breen, Head of Information Services during my placement. Often these were taken during my work break but I made it work.

Overall, my placement was a success. I received a great insight into library work and was able to make real contributions to the library. I had to manage my time carefully with a full-time job, a part-time internship, and a part-time Master’s. 

Where to next? 

My background before September 2021 was not in library science. I completed an undergraduate degree in Food Science and Health at the University of Limerick before completing the professional exams with Chartered Accountants Ireland. I found the skillset I had already developed applicable to the library sector. A methodical approach to tasks was invaluable, and being good at Microsoft Office, especially Excel, is very important. Being digitally literate is an essential part of working in a library and I was glad to be able to use Excel, Powerpoint and Canva during my placement. My course will take another 2 years and I look forward then, or before I complete it, to working in a library.  

I am grateful to the staff at the Glucksman Library in UL for welcoming me in to their team and especially grateful to Michelle Breen and the other managers in UL for being so flexible in their approach and accommodating me getting started through this work placement. 

Come and see my poster with Michelle at the CONUL Conference in Limerick.




4 May 2022

Reflections on LAI CDG 202



Guest Post by Lisa O Leary, Library Assistant at UCC Library

On the 30th of March 2022 I attended the LAI CDG ‘Ace the Interview: All Things Applications and Interviews for Librarians!’ event on Zoom. 

The Library Association of Ireland’s (LAI) Career Development Group (CDG) “represents both existing library and information professionals and new graduates looking for job opportunities” (ABOUT CDG, 2022). This was my first CDG event and I found the topics covered both interesting and informative for future applications and interviews. 

Below is a summary of the event and the key points that stood out for me. 

After an introduction by Laura Ryan (@LaurNiR) of UCD Library, Marie O'Neill (@marie_librarian) of CCT College Dublin, began her presentation ‘Job Seeking and Interview Tips for Librarians’ and shared her tips on CVs, Cover Letters and Interviews. 

  • Roles that suit MLIS graduates might not be found in a library or may have very different names, but they still utilise the same skills. As the saying goes ‘A rose by any other name...’ And the same is true for MLIS graduates! So, think about non-library organisations that need information management specialists, these can be anything from data protection officers to taxonomists. 
  • Work experience is always worth it. Whether it’s giving you valuable experience to add to your CV or providing a steppingstone into a new job, the skills you gain from work experience will only benefit you. 
  • Marie highlighted how important it is to ask for help and advice, particularly from those already in the role or area you’re applying for. They know the area and what to look out for, and they may be able to review your CV and/or cover letter for you. 
  • Never underestimate the importance of mock interviews and putting in plenty of interview prep work. Not only will it give you confidence, but it will also help iron out any issues or stumbling blocks. 
  • Marie gave us a classic STAR format but with a new twist – STARSS (Situation, Task, Action, Result, Library Strategic Plans, Institutional Strategic Plan). It’s important to, where you can, link your examples with the Strategic Plans of the library and/or the institution, demonstrating how you can contribute to these goals. 
  • Always reference any MOOCS or Digital Badges that you’ve completed or are doing. They show personal and professional development and can really help you stand out from the crowd. 
  • One of the biggest surprises and takeaways for me was to do with the final interview question - “Do you have any questions for us?” Despite what interview, and internet, lore tells you it's not necessary to ask a question at the end. If you feel that everything has been covered satisfactorily in the interview, then there’s no need to ask a question for the sake of asking one. 

The next presentation was by Emma Doran (@tumbling_tomes) of Kildare County Council Library, called ‘Through the Looking Glass: Demystifying Public Library Interviews’ with a focus on public libraries. 

  • Emma went over the Public Library Grading system clarifying each grade and how they relate to one another. This was very helpful for anyone (like me!) outside of public libraries to gain a better understanding of how things work. 
  • Emma also went through the steps of the Selection Process, breaking them down into an easy-to-follow roadmap. 
  • It is critical to tailor your application to the job description, that way you highlight how you are the best candidate for the job. 
  • There were some very useful STAR examples, providing a perfect springboard to get people thinking about their own experiences and what their answers could be. 
  • When in an interview and using the STAR format remember ‘I.’ While it’s important to highlight good team working, it’s your interview and you need to shine and to sell yourself to get the job. So remember ‘I.’ 
  • When applying for a position in a public library it’s important to do your homework and read up on Local Government plans and projects. For example, ‘Our Public Libraries 2022: Inspiring, Connecting and Empowering Communities’; and the Council’s current Library Development Plan. 
  • It’s important to stay positive both in and outside of the interview. Don’t worry about your position on a Panel, you may be called sooner than you think. Particularly for Councils they could be hiring for multiple different branches and make their way down the panel list very quickly. 

Once the two keynote speakers had finished their presentations the floor was opened to both speakers and the panellists — Johanna Duffy (@Johanna_speaks) of AIT Library, Linda Fennessy (@lindafennessy) of the National Library of Ireland, and Martin O'Connor (@martinoconnor3) of UCC Library — to answer the Padlet questions sent in by attendees. 

  • Part of the discussion was on transferable skills, and not forgetting about them. Even if you don’t have much or any library experience there are plenty of skills that you find in retail, customer services, and sales that match library roles. These can range from digital skills to customer services skills to teamworking skills. 
  • Don’t stress about keeping your CV to two pages. If something is relevant and shows how you meet the job criteria, then put it in; and if your CV goes to three pages don’t worry. 
  • One of the Padlet questions sparked a very important discussion on diversity and inclusion. If you’re neurodivergent and have been called for interview don’t be afraid to reach out to the HR department and discuss how to make the interview as comfortable as possible. Don’t feel that your differences will hold you back in an interview; you have unique insights and ideas and libraries, both public and academic, are calling out for this. 

Thank you to the LAI CDG committee for organising the event and to all speakers and panellists for sharing their knowledge and experience. 

References: LAI CDG. 2022. ABOUT CDG. [online] Available at: https://laicdg.wordpress.com/about/ 

[Accessed 4 April 2022]. 

Posted on Wednesday, May 04, 2022 | Categories:

29 Apr 2022

Preparing a Portfolio for Associateship of Library Association of Ireland (ALAI)



Guest post by Ruth O’Hara, Catherine Ahearne, Saoirse DePaor and Edel King.

This blog post covers preparing a CV, a reflective statement, a Continuing Professional Development (CPD) portfolio and detailing membership of the LAI and cognate bodies.

Ruth O'Hara

Tailoring your CV to your ALAI application by Ruth O’Hara

When applying for any accreditation or job, it is important to know what exactly is being looked for. The Library Association of Ireland (LAI) application form sets out clearly what needs to be included as part of your portfolio for the award of Associateship.

Under the CV section of the application process, it states that CVs will be used to review professional experience. As a result, I tailored my CV to focus primarily on my work in the library.

In addition, the application form also asks applicants to provide a list of professional development activities and a record of involvement in the LAI separate to the CV, so this again helped me decide what information to include in my CV to ensure it was concise and that what was being asked for was covered.

Format
To make sure it was relevant and only included the necessary information, I chose a reverse chronological CV. I detailed my most recent and pertinent academic and professional experience first.

I kept my education section brief. I included my library qualification first, as this was my most recent educational achievement, followed by my other third level qualifications.

The focus of my CV was on my professional experience to-date. I was conscious of not just giving a list of every role I have held in the library. As a result, I provided details on the roles that showcased both my experience and skills as well as my progression in my career. I did not give the same level of detail to jobs outside of my library experience, for example lecturing or tutoring.

It took a few drafts to ensure my CV was clear and logical. I have been lucky to work in several different sections within Maynooth University Library often at the same time. It was important, therefore, to set out clearly which department I worked in, the relevant dates and my respective roles in each section. To do this, I included a qualifying sentence to make evident that during term time, for example, I worked as a member of the front desk team but in the summer, I worked on various projects in other library sections.

I also included two referees, one person that I work with at present and a second from outside the institution, who had experience working with me in a library context.

Details

Your CV might be the first thing that is read by your assessor, so it is important that it is well organised, logical and gives a clear oversight of your experience and skill.

In addition to ensuring it is relevant, it should also look well and so maintaining the same style throughout is important. It might sound obvious, but make sure your spelling is correct, the dates used are accurate and cite papers or departmental names properly. Also spell things out fully. One thing I discovered going through this process was just how many acronyms we use in the library world. I had to check more than once that I spelled things out fully, such as GC&F (General Collections and Finance). It might make sense to us in Maynooth University but not to your anonymous reviewers.

Tips

The main tips I have if you are considering applying for the Associateship of the LAI are:

  • Do your CV first. It helped me collate information that was of relevance to the other parts of the application process, including the reflective statement, and so saved me time overall. Doing it first also let me get practical things out of the way without stress, such as contacting my referees. It also allowed me to identify gaps in my CV that I could refer to elsewhere. In the reflective essay I referred to a career break I took, and how this impacted my career development.
  • Know what is being asked of you by this application process. That is, giving the best overview of your professional experience in the library so far. Read the guidelines on the LAI website so that you fully understand what you need  to include in the portfolio and understand the role of the LAI.
  • Finally, have someone else read over your work. No matter how often you check it, you will always miss something. This can be hard, but I certainly benefited from having others review my CV and other documentation and their suggestions made it and my portfolio much stronger overall.


Catherine Ahearne

Continual Professional Development (CPD) record and LAI and cognate bodies involvement by Catherine Ahearne.

There is some overlap in terms of content and preparation, so I am discussing them together.
A CPD record is a list of professional development activities undertaken, not only with external organisations or bodies, but also includes internal events, training, and work-related activities. CPD endeavours should be core professional activities that align with professional development. With librarianship, there is no defined CPD pathway, as with other professions, but the LAI endorses and recognises the need for lifelong learning and the awards can act as a type of pathway giving time to look back on CPD and identify gaps.

When recording CPD activities, list under headings such as publications, awards, presentations, events attended etc. It can be helpful to list chronologically with the most recent items first. It can be useful also to distinguish between internal & external CPD. Taking on a new project at work would constitute internal CPD, as would presenting to your colleagues in the Library at a briefing etc.

Your record of engagement with the LAI and other cognate bodies can include:

  • Workshops
  • Seminar
  • Conferences
  • Publications
  • Following @LAIonline
  • Professional reading including “An Leabharlann”

The record should present the major things first such as, presentations, awards, or articles. Please remember when citing these to do so correctly using an established citation style.
After that list events attended giving the title of the event, the date and location and the body that hosted it.

Something I find helpful is keeping certificates from events, where issued, to refer to for the details of events. You may also be required to complete an application form to attend an external event, and your Library is likely to keep records of this. Certificates can be added to your portfolio under “additional documentation” on the online application.

Becoming actively involved in the LAI is not as difficult as you might think. For example, I try to take detailed notes of the event that I attend while fresh in my mind. After attending an LAI event, I wrote up a report for work and this became the basis of a conference review for the journal “An Leabharlann.”

Takeaways from the experience:

  • Actively track involvement with the LAI and CPD activities. Portfolio documents can become living documents, you proactively update as you do something in terms of training and development.
  • Increase involvement with the LAI. It is not as daunting as you may think. Confidence in your abilities will grow through engagement with the LAI and other groups.
  • I discovered what professional growth means to me. It is an active process and involves self-reflection. As someone who had lived by the phrase “self-praise is no praise,” looking back at my career and truly examining it was difficult but rewarding in the end.
  • Advice for anyone doing this would be to track all training and talks that you attend, and do not be afraid to put yourself out there in terms of gaining experience and learning.

 

Saoirse De Paor

The Reflective Statement by Saoirse De Paor

The purpose of the reflective statement is to demonstrate your learning from professional activities, experiences and events that have contributed to your professional development. The most important part of this piece is to show how learning occurred from both the activities themselves and from the process of reflection on the activities. When reflecting on past events, we often develop a different perspective that allows us to see the bigger picture and gain a broader understanding of our experiences and of ourselves.

The process of reflection can be broken down into a series of steps;

Firstly, the context and background of your chosen experience or activity is needed, in brief – What was the purpose of it? What did it involve? What was your role?

Secondly, it’s important that you try and capture those initial thoughts, feelings and emotions before, or at the time of the activity or event, in order to truly demonstrate the development process and how your initial expectations differed from your reflections afterwards.

Your learning and understanding of the experience follows: this will encapsulate how you felt afterwards and the key takeaways. These reflections capture the immediate learning that occurred, as well as your overall realisations, awareness and recognition.

Lastly, the learning outcomes of each experience may lead to direct actions that further enhance your professional development and identify. Make reference to the positive outcomes, actions and insights that occurred after reflecting on these experiences and activities.  

 Identifying the activities, experiences and events to reflect on:

One of the more challenging parts of the process can be identifying the type of professional activities and experiences you want to reflect on and write about. Therefore, I have come up with four prompts to help you identify and recognise these experiences:

Challenging experiences - An experience that really challenged you or pushed you out of your comfort zone. A time when you felt "imposter syndrome", anxious, or uncomfortable at the beginning of an experience, which later resulted in a learning opportunity.

Transformative experiences – An experience or moment when you felt you crossed a professional threshold that enhanced your professional identify. This may have been through acquiring a new skillset, knowledge or practice, that you have since adopted as part of your role or has influenced your career or professional development.

Professional achievements - Professional accomplishments big & small. These could include being awarded a bursary, publishing a blog post or article, winning best poster at a conference, or presenting at a conference for the first time. Meaningful moments of accomplishment.   

Collaborative opportunities - A time when you collaborated with the LAI or a similar professional group e.g. CONUL, on a committee, as part of a group project or with colleagues and gained a new perspective and key insights from working with others. How did this collaborative experience inform you, about you, professionally?

While you might end up with a long list of events, experiences and activities to reflect on, I recommend choosing two to three that have significantly helped shape and influence your professional identity so far. When looking back on your career, recall the moments that made you feel empowered, changed, transformed and confident. Moments that have influenced and enhanced who you are and where you are going, in all professional capacities.

 

Edel King

Creating Your Reflective Statement by Edel King

I learned some things through creating my reflective statement that I would like to share with you here.

It’s reflecting not recounting. When I started writing my reflective statement, I thought I was reflecting. But I had just recounted experiences and not focused on my learnings. In order to fully reflect, I had to think: did this experience impact me in a way that had an effect on the way I approach my work going forward?

Be succinct. It’s only 500 words. You don’t want to rush from one topic to the next, not giving the reader any time to digest what you have said. Planning ahead helps. I wrote down ideas; some experiences that have shaped my career and that I felt there were learnings from. Looking at the list, themes started to emerge. I grouped the experiences and started writing.

Just start writing. I put off the reflective statement for a long time in the application process as I was unsure about it. But starting to write is really the best thing. Getting it all down helps the ideas to come. You can edit it once it’s there on the page.

Rely on your network for feedback. There is nothing like a fresh pair of eyes to help you see how it reads. Or to help you with editing if you are struggling with the word count.

Be honest. Don’t say what you think people want to hear. Make your application stand out by talking about your struggles and doubts; things you have experienced that others may have no knowledge of. Don’t be afraid to talk about negative experiences or aspects of your career that you think you need to work on.

It’s not a linear process. I would recommend working on the reflective statement and then leaving it for a while. At the end of the application process, return to it. You have done all of the other pieces, everything is fresh in your mind. You never know what will occur to you that you will want to include. 

The reflective statement is a very helpful. It gives you a chance to think about your career and where you want to go to next. 

 

We, the four authors, hope this blog post will inspire you to consider applying for an ALAI award.

 

 

 

Posted on Friday, April 29, 2022 | Categories: , ,

26 Apr 2022

Applying for an Award of the Library Association of Ireland (LAI)

  

Guest post by Helen Fallon and Jane Burns Jane and Helen have both served on the Library Association of Ireland (LAI) Continuing Professional Development (CPD) Committee. Both have experience of assessing applications for LAI awards and have been very active in promoting the awards, since they were both awarded FLAI in 2010.

This blog posts contains tips/suggestions based on their experience as applicants, mentors and assessors, and the detailed guidelines provides on the LAI website.

If you are reading this blog post you may have already started investigating the various awards of the Library Association of Ireland (LAI). Here we reflect on the process and make some suggestions.  We both really enjoyed the process overall; at times it was challenging but the result was a significant achievement that we want to help our colleagues attain. We published a detailed article of our experience of applying for the FLAI in “An Leabharlann”, and also presented a poster at an LAI conference. Please note that the option of doing the FLAI by thesis, mentioned on the poster, no longer exists.

If you are an early career library professional now is the time to start thinking about the LAI awards. It does take time to have the experience to apply but from today you can start focusing on the process. If you have been working in a library for some time but have never considered applying for a LAI award, the application process is an excellent way to review where you are at, and plan forward.

We are fortunate in our field that no two days are the same, we work in varied and dynamic environments. We interact with so many different people that there are always opportunities to learn, get ideas, and to see areas where we can develop new knowledge or skills.

Talk to and observe colleagues within our profession, talk to colleagues outside of the library in your organisations to identify what are trends and changes in the workplace. Seriously consider what kind of CPD you want to do. Most of the CPD will be related to your current role but CPD can be targeted at future roles or topics you are interested in.

CPD doesn’t just meant degrees, certificates, etc. it can include writing, professional reading, participating in the LAI Job Swap scheme, taking on new projects at work, volunteer work or committee/event involvement for example.  Be targeted in how you spend your time and resources.  It is important to note not all CPD is funded by your employer so you may have to consider funding CPD yourself for own personal development and future goals. If your CPD option is future focused it may not be relevant to your current position and with limited funding this is a consideration your employer needs to take.

Also keep track of the CPD you engage in. Reading blogs, books attending conferences, etc. are things that people often forget to recognize as CPD. If you set up spread sheet and just keep track of dates, the topic and time involved this will help you keep track of things and also see patterns and most importantly how you used what you experience to contribute to your own CPD but also to our profession. Another annotation you might record is who you met and what their interests, specialties are. This information helps you network and reconnect with colleagues for future collaborations or advice.

 Our Experience

Firstly, we both had, at different times, applied for an achieved the Associateship of the Library Association of Ireland (ALAI) but our pursuit of the Fellowship of the Library Association of Ireland (FLAI) coincided, and that was very beneficial to both of us. We have both worked in libraries for a few decades, in different areas and different environments. We share common professional interests particularly in all aspects of writing: everything from creative writing, blogs, policies & procedures to academic publishing. It that really helps when you have a colleague with a shared interest in an aspect of the broad spectrum of library experience. As a profession we are very lucky to have so many talented members who have interests and experiences in different areas of librarianship. This diversity helps us pool these skills to help each other recognize the different areas of librarianship that we are contributing to and developing.

The reflections and suggestions here can be applied to the ALAI, SALAI and FLAI journey.

Some really helpful things we did in the preparation of our FLAI applications were the following;

Review the list of holders of FLAI to see what areas they work in, present on and volunteer in.  If you know them or would like to know them reach out and ask for advice.

Think about why you want to apply for the FLAI. Some reasons are to show commitment to our profession and to gain recognition for the contribution you are making. Another is to consider that the LAI awards are actually a peer reviewed process so having your application reviewed by librarians who understand the field and the relevance of your application can be very affirming.

Try to work with a colleague or group of colleagues. It is easy to get distracted or even frustrated in the process but having someone to support and who supports you is ideal.

Really reflect and celebrate your achievements that you included in your reflective statement. This isn’t being arrogant- it is a chance to reflect on what you have done, how you have achieved it but most importantly how you have impacted on colleagues and our profession.

If you haven’t already done so set up an excel sheet or a work file and keep a record of every piece of CPD you do.  Remember CPD isn’t just courses and diplomas or committee work. It can be attending events, writing a blog or projects you have been involved in.

Be sure to read all of the information on the LAI website, if you have questions ask for clarification and assistance.

Guidelines

Read the guidelines on applying for any of the three awards on  the LAI website. This is very important. The submission requirements and the assessment process - double blind peer review - are clearly articulated, as is the timeline you need to allow for assessment (six to eight months).

The Awards
When you have read the guidelines, consider which award to apply for.  There are three: Associateship, Senior Associateship and Fellowship.


The first, Associateship, is for people with a minimum of two-years post qualification experience.
You must be a member of the LAI for at least one year before applying for this award.

The second level of award is Senior Associateship – SALAI. This is a mid-career award for librarians with a minimum of ten years post qualification experience, who hold the ALAI for five years, and have been engaged with the Association for at least five years. However, applicants without the ALAI, who hold over 10 years professional experience can apply for the SALAI for 2022 only, if they apply before 31st October 2022.

The third award is Fellowship – FLAI. This is a senior-level award, for librarians with more than 15 years professional experience, who hold the SALAI for a minimum of five years. However, in the case of librarians who held the ALAI on or before 2016, there is not a requirement to achieve the SALAI, before applying for FLAI.

Application
Applications are made online. For each award you need to complete the relevant application form, and submit the required portfolio and the appropriate fee.  As of March 2021, this is:
Associateship   €50
Senior Associateship €125
Fellowship €150

There are five parts to your application regardless of which award you apply for.
These are: the online application form; your CV; the list of professional development activities you have undertaken; a reflective statement; a record of involvement in the Library Association of Ireland and other cognate bodies. There is also an option to include any other documents you feel are relevant.  For the ALAI you must include a scanned copy of your library qualification

Curriculum Vitae (CV)
Most librarians will have a CV.  Ideally you should update this every year, regardless of whether you are applying for a post. When doing your CV for an award, try to demonstrate the breadth of your library experience and engagement. If, for example, you were applying for a post in Special Collections, the focus of your CV would be on your experience/knowledge in that area. Use broader brush strokes here that demonstrate the totality of your experience.

Continuous Professional Development (CPD)

The LAI website lists the following as examples of forms of CPD: workshops, seminars, conference, publications, academic qualifications, Internet-based learning, training from industry suppliers, on the job learning, shadowing and job exchanges, professional reading, committee membership, informal networking.
In the case of events attended, include details such as date, location and hosting body.
Many libraries will keep records of staff attendance at events, but you should endeavour to keep an up to date listing yourself.

Record of engagement with the Library Association of Ireland and other cognate bodies
Your membership denotes a level of involvement.  However, it is good if you can illustrate a deeper level of engagement. Perhaps you have you attended the LAI/CILIP conference? Do you follow @LAIonline on twitter? Do you read the open access journal An Leabharlann?   All of these are valid forms of engagement. Of course, you may have done more, such as serve on a committee, written a book or conference review for An Leabharlann or presented a paper or poster. You should also give details of engagement with similar bodies to the LAI, such as CONUL, in the case of the University sector.

Reflective Statement
Each award requires a reflective statement. As stated in the guidelines, this such demonstrate your learning from your CPD and other activities and how this helped you change/develop as a professional. Guidelines on putting together a reflective statement are available on the LAI website and as noted there “a key aspect of reflective practice is that experience along does not necessarily lead to learning but that learning follows from deliberate reflection on such experience.”

In the case of the ALAI, the reflective statement required is 500 words; while the statement for the SALAI is between 500 and 750 words and the statement for FLAI is between 750 and 1,000 words.

Other documentation
It is up to yourself to decide if you wish to include additional documentation. You should have certainly noted awards, publications etc. in the CPD document, but you could choose to scan copies of these, however this is not essential.

Final comments
We found the process challenging, interesting and a learning experience. It gave us time to reflect on our careers to date and to identify @gaps or areas for future learning. It also helped us connect further with our profession and our professional body, which we are both deeply committed to.

Contact details

Helen Fallon  Helen.B.Fallon@mu.ie  / @helenfallon

Jane Burns jane.burns@tus.ie  /@JMBurns99

20 Apr 2022

My Top Tips for CVs, Cover Letters and Interviews


Guest post by Marie O’ Neill, Head of Enhancement, CCT College Dublin

I was delighted to be invited by the Career Development Group (CDG) of the Library Association of Ireland recently to speak on all things pertaining to job seeking, CV preparation and interviews. It was an honour to speak alongside peers that I admire greatly such as Emma Doran of Kildare County Council Library, Martin O’ Connor of UCC Library, Johanna Duffy of AIT Library and Linda Fennessy of the National Library of Ireland. The work of the Career Development Group of Ireland is a vital support to those wishing to develop their careers further. Membership of the Library Association of Ireland connects library students, graduates and staff to a vibrant, dynamic and supportive national community of practice. Students of a recognized LIS course can join the Library Association of Ireland for free (course details and year must be provided). Further information about joining the Library Association of Ireland is available at: https://www.libraryassociation.ie/membership/

A little bit about me. I am a graduate of the library schools of University College Dublin and the University of Northumbria. I have been a librarian for 30 years, working in libraries such as King’s Inns, Technological University Dublin, University College Dublin, the HSE, the Welsh Office, the Oireachtas and Dublin Business School where I was Head Librarian for 12 years. I was the originator and co-founder of the MSc in Information and Library Management at Dublin Business School. More recently I have migrated into an academic enhancement role at CCT College Dublin. I remain as active as ever in the library sector. I am a Council member of the Library Association of Ireland and a Committee member of the Library Association of Ireland’s Library Publishing Group. I am a judge for the third year in a row on the Library Association of Ireland’s National Library Champion Awards and a mentor in the Library Association of Ireland and CILIP Ireland’s Virtual Mentoring Scheme

My talk for the CDG event focused on my top tips in relation to job seeking, CVs and interviews. I was allocated 15 minutes. Below is a brief summary of my main points which includes my top tip in relation to adapting the STAR approach to answering competency-based questions for additional success in interviews.

Avoid tunnel vision. Don’t forget the information management component of your qualification. If you can’t get a library job immediately after graduation, apply for roles in data protection, GDPR or freedom of information. An increasing number of library graduates are also working as taxonomists for companies such as Amazon. Reach out to professionals working in these roles for advice. These roles can help you to transition into a library role. Alternatively, many graduates pursue successful roles in the broader information management area in the long term. See this job vacancy for a taxonomist role at Amazon as an example at: https://www.ucd.ie/t4cms/Amazon Description.pdf

Find a Mentor: Ask a librarian working in a role that you would like to work in, to be a mentor. Seek advice from this mentor virtually or in person in relation to your career development. Ask your mentor to peer review your CV or to conduct a mock interview. The library community is a generous profession. Consider joining a formal mentoring programme such as that offered by the Library Association of Ireland and CILIP Ireland. Conducted on a virtual basis, the LAI/CILIP programme is extremely beneficial for mentors and mentees alike. 

For further information, see: https://www.cilip.org.uk/members/group_content_view.asp?group=201287&id=970445

Some extra considerations in relation to CVs. If you are interested in becoming an information literacy librarian or a systems librarian as examples, ask an experienced librarian in this area or a mentor to peer review your CV.  Include a Technical Proficiencies Section in your CV in which you list as many technical proficiencies as you can, as all areas of modern librarianship have a strong technicality. Proficiencies could be platforms and standards such as an LMS, MARC, Dublin Core etc.

What’s missing from cover letters! Cover letters shouldn’t exceed one page. Additionally, they shouldn’t be just about you. Close your letter with reasons as to why you want to work in the recruiting library with specifics. Perhaps the library is a centre of excellence in health librarianship. Perhaps you admire a specific objective in the recruiting library’s strategic plan. Always mention in your cover letter that you are a member of the Library Association of Ireland. This indicates to recruiters from the outset, a commitment to your profession.

Go the extra mile in relation to job preparation. Read the strategic plan of the recruiting library and of the organization in which it operates. Do a PDF search of the library on Google. Reports can appear that have not yet been published on the library website. Check out the library website and the website of the recruiting organization. Look at the library’s social media platforms to get a sense of the institutional culture on the ground. Repeat this search for the organization in which the recruiting library is located. Check out the recruiting library’s institutional repository to see what library staff are publishing. Do a Google news search on the Library. Libraries regularly feature in the news media in relation to events, new developments etc. Talk to a former employee of the library. Reach out to librarians working in the role in the wider sector (not in the recruiting library) to get additional information. Knowledge is power!

STAR is not Enough!  The STAR approach to answering competency-based questions in interviews requires that you evidence competencies by discussing the Situation, Task, Actions and Results. I encourage people that I mentor to add an additional two S’ to the process; one S representing the strategic plan of the library and the other, the strategic plan of the institution in which the library is located. For example, if you are applying for a job at Maynooth University Library as an example, talk through your competency using the STAR approach and close out by adding how this competency aligns to both the strategic plan of Maynooth University Library and the overall strategic plan for Maynooth University. This process indicates how your competencies align to the strategic priorities of the library and institution and presents you as someone who can contribute to the goals of both the library and the institution. 

More on the STAR technique at: https://www.careerhigher.co/career-advice/answering-competency-based-interview-questions-124224/

 

Image: Slide from Marie O’ Neill’s presentation for CDG event

Do a mock interview. Get a colleague, family member or better still a mentor to ask you questions. Make sure that you do this several times. You can also ask a librarian in an equivalent role who is not working in the recruiting library. Muse.com has information on 53 questions typically asked at interviews with answers. Whilst not library specific, they are helpful in providing some ideas in relation to how you might answer questions. See: https://www.themuse.com/advice/interview-questions-and-answers

Stand out with value added professional development: Ireland is a small island. Applicants can be similar. Stand out by engaging in additional value-added professional development. It doesn’t have to be library related, for example a certificate in digital marketing. Consider undertaking a National Forum for the Enhancement of Teaching and Learning open course/digital badge. The National Forum offers badges in academic writing, research and universal design as examples, topics that are highly relevant to the library profession. Consider taking a free MOOC in a library related topic or general topic such as leadership.

The benefits of professional development frameworks. Familiarize yourself with a professional development framework. The Library Association of Ireland offers a digital badge in partnership with the National Forum for the Enhancement of Teaching called the L2L Joint Digital badge which promotes engagement with the National Forum’s Professional Development Framework for all Those Who Teach in Higher Education. Librarians have a strong teaching component to their work informally and formally whether they are working on the readers services desk, are a systems librarian or work in an information literacy role.

Add competitive edge by including a link to an e-portfolio in your CV: Create and maintain an e-portfolio that showcases your professional development. An e-portfolio that I really like belongs to Robert Alfis of ETBI. He maps his entries to the National Forum’s National Professional Development Framework by adding tags aligned to the Framework’s domains and typologies. See: https://robertalfis.wordpress.com If you have a Gmail account, consider creating an e-portfolio using Google Sites which is a user-friendly e-portfolio platform.

Watch your body language. Remember to smile and to appear affable. Organizations want to recruit people who are pleasant to work with. If you are a shy person or have autism, you can evidence how you support your colleagues through competency based examples. When all things are equal between the two final candidates, a candidate who has evidenced a strong team working approach can edge ahead of the other candidate.

Don’t ask a question at the end of an interview for the sake of it: I have never asked a question in 30 years, and it has not prevented me from being successful in an interview. Having done a successful interview, a candidate can occasionally ask a question that exposes a lack of knowledge. Equally a candidate can ask a question that an interview panel is unable to commit to, for example, “can you fund my PhD?” It is perfectly okay to say that you have no questions and that the information provided in advance of the interview was very comprehensive. A tired interview panel is often relieved and happy to hear that they have met your information needs successfully. It also means that you close out your interview by thanking the recruiting library.

Dealing with pre-interview nerves Go early to your interview. Find a coffee shop nearby and do something nice. Have a slice of cake and watch something funny on your phone (Father Ted, Monty Python etc.) This small technique is very effective at reprogramming your brain into a calmer, more relaxed space. Many people who have undertaken this advice, have reported back how effective it was in relaxing them. 

Communities of Practice, A critical way to develop your career is to engage with your community of practice. Join a Library Association of Ireland committee, attend conferences in your areas of interest and follow librarians in your areas of interest on social media platforms. 

Best of luck with your career development and interview opportunities. Remember that librarians are very generous. Reach out to librarians in roles that you aspire to work in for advice and support. To see my slides from the CDG event, go to: 

https://bit.ly/3KGLwQS


28 Mar 2022

A behaviour study of how academic library employees approach their jobs and manage change

 Ronan Cox (@ronancox2) - Business Librarian, Dublin City University.


Introduction
You may remember I posted a piece back in early December 2020 asking for assistance completing a short survey as part of my dissertation on the MSc in Work and Organisational Behaviour. The context for my research was the ever-changing world of work and an investigation into how academic library employees, despite facing shifting job demands, can deal with these changes in order to remain aligned and engaged with their jobs. 

This research direction was chosen for two reasons. Firstly, my work and studies coincided with Covid-19 and I could not ignore the huge impact it had on us as individuals and employees. Secondly, I saw it as a good opportunity to try and understand how employees interact with their workplace and why we approach and manage our jobs in the way that we do.

Many of you kindly answered the call and I am delighted to now share some insights and observations. I have put together a short summary which can be accessed here. While this research focuses on academic library employees, I believe the research and findings will resonate with individuals working in any type of library. So, please feel free to share with your colleagues!

In summation, academic library employees tend to exhibit strong levels of personal growth which results in individuals proactively developing their job over time in a variety of ways. This results in a better sense of psychological well-being at work for the employee, a greater ability to manage change, and a likelihood of becoming involved in additional projects or tasks to further self-development.

This research may be of interest to employees who seek to better understand why they approach work in the way they do. Employers might use this research as a basis for recognising the different personality types present in their teams and how to manage these for the benefit of both the individual and the library.

Should anyone wish to obtain a copy of the full dissertation, please do not hesitate to get in touch directly.

15 Mar 2022

Cataloguing maps: developing archival skills with the RCB Library’s diocesan collection

Guest post by Bryan Whelan, Assistant Librarian in the RCB Library in Dublin.

The Representative Church Body (RCB) Library is a specialist library. It is both reference library and archive repository for the Church of Ireland, which like all the main Christian churches has an all-Ireland 32-county remit. The collections are extensive and organic, currently in excess of 80,000 print items, 1,214 collections of parish records (including registers of baptism, marriage and burial), the records of 20 historic Church of Ireland dioceses and 20 cathedrals and 1,230 manuscript collections relating to a variety of people, buildings and activities, as well as the non-current records of the General Synod and the RCB.

A small specialist library offers information professionals the opportunity to develop non-traditional skillsets that may not have been covered in their undergraduate or postgraduate courses. In my role as Assistant Librarian, I have gained cataloguing experience with rare books and pamphlets, as well as working with archives. All of this experience was vital with regards to the project which is the focus of this article.

Figure 1: Kilcommon: A map of Kilcommon glebe (Hodges, Smith & Company, 1855).

Surveying the project

The RCB Library’s Diocesan Archive of Tuam, Killala and Achonry is a great example of how archive collections can develop and expand over time. Items pertaining to this collection have been arriving in piecemeal since the mid-1980s, being transferred gradually from local diocesan custody to the Library. A small but important part of this collection was a large assortment of maps and plans, along with other related material, spanning the period 1753-1873.

I have had a long personal interest in maps and cartography, and so this project was identified by the Librarian & Archivist, Dr Susan Hood, as one with which to obtain valuable experience with an archive collection. Working closely with Dr Hood, we identified the best way in which to approach this project. The maps were separated from the rest of the collection, and laid out flat - this would be essential in ensuring a smooth workflow with regards to cataloguing when we came to this stage.

In the meantime, the Library purchased some key core texts to help with the basics of map librarianship. The two items that I found most useful were Cataloging Sheet Maps: The Basics by Paige G. Andrew (2003) and Mary Lynette Larsgaard’s Map Librarianship: An Introduction (1998). These helped to identify the essential details that I would need to include in our catalogue list, as well as core MARC fields that I could utilise should we wish to make these maps available to search on our online (print) catalogue. These sources also provided helpful pointers that would prove essential during the course of the project.

I received a lot of guidance and direction from Dr Hood with regards to the more archival-specific aspects of this project. This included best practice pertaining to storage as well as how to display the information as part of a traditional archive catalogue. The project also required careful planning and time management. Working as part of a small team in a busy and diverse library (where space is limited) meant determining the optimal use of workspace on large and often cumbersome items, while ensuring that the project did not interrupt people visiting the Library and other ongoing projects. Another important and practical consideration was the purchase of tailor-made acid-free folders for storage in the Library’s secure strongrooms.

Figure 2: Kilmackshalyon: A map and survey of the glebe of the Parish of Kilmackshalyon in the Barony of Tireragh and County of Sligo (Folan, 1855). 

The finished project

With the completion of the project, the Library now has a detailed catalogue-list of over 80 maps, showing either parish or district boundaries, and divided into four distinct categories. There are some duplicates, and some of the maps are very fragile, whether due to age or in many instances, the fact that they were drawn on tracing paper. It was felt to be important to include not just the key core data elements (title, measurements, publisher, surveyor and date) but also to include townlands not mentioned specifically in the title. We also felt that it was important to state where land measurements were included (showing arable land) as the existence of this information could be useful for local historians. The detailed list also indicates where unique features are displayed. Often this would mean where a sketch of the glebe house or surrounding areas were included. The maps are in many cases strikingly beautiful, particularly the glebe maps, and resemble maps of the time that blur the distinction between functionality and art.

The maps form an integral part of the overall Diocesan Archive of Tuam, Killala and Achonry. Although the earliest item (a map of Kilmactigue in County Sligo) is dated May 6, 1754, it is important to note that it states it was ‘filed in Registry 10 July 1875’ (2020, RCB Library). Many of these maps date from the 1850s up to 1873, a time when land was at the forefront politically and culturally in Ireland. This was also a decisive point in the history of the Church of Ireland, with its Disestablishment from the State taking place on 1 January, 1871. This is a good example of the value of a detailed catalogue list for highlighting the context of a collection - for staff as well as for the Library’s users.

Drumlong: Chambers House map (n.d.).

Spreading the word

Much has been written, and with good reason, as to the importance of libraries exploring avenues to make their collections available and accessible to users, and the RCB Library is no exception. In practice, this meant examining what staff could achieve with the resources that we had to hand. Although we now have an incredibly useful and detailed catalogue of these maps as part of the handlist for the diocesan collection, it is envisaged that we will incorporate these items as part of our online (print) catalogue, allowing our users another avenue to locate these items.

Digitisation is an area that the RCB Library has been developing, principally as a preservation tool. This process will make digital surrogates available rather than original materials and will ensure that key items can be accessed and viewed by people all over the world. Some of these include the digitisation of the Red Book of Ossory, The Church of Ireland Gazette (1856 to 2010), the architectural drawings of churches, cathedrals, and glebe houses, as well as its most ambitious project to digitise the extensive collections of parish registers.

Any digitisation project will necessarily raise questions as to cost and storage, and with this in mind, I looked at maximising the potential of what we already have here in the Library. There is an option to upload high-resolution images to our versatile Library Management System which will require further investigation. I like the idea of a user being able to search for a particular map or area on our online print catalogue, and being able to immediately view this item.

Promoting such an important collection is a key focus for the RCB Library. I have already mentioned the technical aspects of a detailed and findable catalogue - a great way for historians and researchers to locate items of interest. However, the RCB Library has an active social media presence, and we have learned what a fantastic medium this provides for announcing aspects of a collection to a wider audience. Since 2012, the Library has been publishing blogs highlighting interesting aspects of the collection as part of its popular Archive of the Month feature. Additionally, the Library’s Twitter account @rcblibrary (which commenced in 2017) has grown steadily. An article has already been published about the Tuam Diocesan collection as a whole, and we hope to write about the map collection in the forthcoming months.

I mentioned that the RCB Library is an organic library, and one with a collection that is continually growing over time. Given the success of the project outlined above it is envisaged that I will work on similar collections in other diocesan collections. We have identified a similar collection as part of the Diocesan Archive of Killaloe, Kilfenora and Kilmacduagh that will be prioritised in 2022.

Image details:

Figure 1: Kilcommon: A map of Kilcommon glebe (Hodges, Smith & Company, 1855). An example of the beautiful design that is on display for many of the glebe maps in this collection. This map of Kilcommon Glebe is from 1855 and shows a sketch of the glebe house from this time. We also have a smaller sketch of the church in the top-right of the map. These small details can be very important for local historians and architects. RCB Library D5.17.1.28

Figure 2: Kilmackshalyon: A map and survey of the glebe of the Parish of Kilmackshalyon in the Barony of Tireragh and County of Sligo (Folan, 1855). This map of Kilmackshalyon, Co. Sligo, is incredibly detailed, not only in terms of the type of material shown on the map (we can see a very brief sketch of the church some distance from the glebe lands, as well as all the buildings that were present on the glebe), but also in the detail included at the top of the page, as well as the extra information contained in a note at the bottom. RCB Library D5.17.1.39

Figure 3: Drumlong: Chambers House map (n.d.). This is an interesting contrast to the intricate designs of the majority of the maps in this collection. It concerns a disputed right-of-way in Drumlong, Co. Mayo from the Newport river to Chambers House through rectory land. RCB Library D5.17.3.1

REFERENCE LIST:

Andrew, P. G. (2003). Cataloging sheet maps: The basics. Haworth Information Press.

Drumlong map: Chambers House. (n.d.).

Folan, M. (1855). Kilmackshalyon: A Map and Survey of the Glebe of the Parish of Kilmackshalyon in the Barony of Tireragh and County of Sligo. [Map]. 

Hodges, Smith and Company. (1855). Kilcommon:  a map of Kilcommon glebe. [Map].

Larsgaard, M. L. (1998). Map librarianship: An introduction (3rd ed.). Libraries Unlimited.

RCB Library. (2020). D5/ & D5A/ Diocesan Records of Tuam, Killala & Achonry c. 1613-2000. Representative Church Body Library. Retrieved 15 March 2022 from https://www.ireland.anglican.org/cmsfiles/images/aboutus/AOFTM/2020/June2020/TKA-Diocesan-Archive-Final-2020.pdf

Posted on Tuesday, March 15, 2022 | Categories:

21 Feb 2022

New Maynooth University Library Service is born during Covid-19 Pandemic,

Guest post by Bridie O’Neillcurrently working with Maynooth University John Paul II Library as a Library Assistant. 1st Year student with University of Ulster (Master in Library Information Management). 

Like all other libraries both academic and public, Maynooth University closed its doors in March 2020 due to the Covid-19 Pandemic.

This blog explores the new click and collect service devised to assist both Academic staff and students at Maynooth University (MU) Library. This service allows access to books on the library shelves when visiting in-person was not an option. As with other Libraries, Maynooth had to implement new digital services overnight. Social Media played a key role in advertising the new services available. The Library homepage  was updated daily to reflect the fast-paced changes occurring both in restrictions and online services.




Preparing essential and accessible technology for both staff and students was vital. Our (72) laptops which had been for in-house use only, were loaned to both students and staff. This was accomplished in collaboration with the Maynooth Access Programme (MAP), laptops were delivered to students at home.  Being able to access both our catalogue and electronic books entailed connecting to our server via our ‘Off – campus link’ for both students and staff which connects  differently than when used on campus.  


Library staff, some of whom were on site, while others were working from home dealt with a lot of queries about off-campus access via the chat function on the library website, email, and by telephone. The complexities from equipment set-up, broadband speeds to browsers used all played a part. As the title indicates “Click & Collect” is a service where a user, having searched the library catalogue to ascertain if a book is available in physical or electronic format, can request the physical copy if no e-book is available.  The user submits a request for a book in stock and includes the title and author of the book and most importantly the classification number for ease of retrieval by library staff. Staff receive click and collect request electronically via Lib-Answers which is linked directly from our webpage. The details of the click and collect request are checked. E.g., has the library user completed all required fields, are they indeed a current member of staff or a student? The book is then located by library staff from the library shelves and issued to the requestor’s account. This is not always straightforward as restrictions apply to the limit of books that a library user can borrow at any given time an e.g., short loan books can only be borrowed for xxx days, making them unsuitable for click and collect. Once the book is registered to the borrower’s account an email is sent to them stating the date and time for collection. We were able to streamline the service with standard reply emails informing the library user if the request has been successful or in some cases unsuccessful. Why not? Sometimes books are no longer available in our library catalogue, and they need to be requested via an Inter library loan (this again recommended the use of e-books or scanning up to one chapter.). Books could also be out on loan, lost or not present in the library at the time the Click and Collect request was submitted. We had specific times allocated for collection assisted our security team who facilitated access to the library.


Success!

The service has been highly successful and well received by both students and staff with a 50/50 split take up. The graph below displays the usage of this service over a 16-month period.

Statistical analysis of click and collect – compiled by Bridie O’Neill


On a personal note, continuing to communicate with both students and staff gave a normality to an exceedingly difficult situation. The camaraderie with other staff in our combined efforts to not only meet but exceed our users’ expectations was a rewarding unexpected well-being bonus.

Click & collect books ready for collection in Maynooth Library Foyer © Emma Boyce MU Library

The service has proved invaluable with feedback received via our poll survey. An example of such feedback is the following: How would you rate the service - “Excellent” and do you want the service to continue? “Yes, please.” At the peak we receive up to 80 click and collects requests in a normal 9 am – 5 pm working day. We welcome our library users' feedback and Click and Collect was born out of necessity and has become a popular new library service.

What Next?

In conclusion Click & Collect has proven to be an invaluable service and we have received numerous requests to continue this service now that the doors to the library have reopened.  The click and collects success has raised the question how we can improve this service further?   A parcel motel approach is being investigated to allow click and collect books to be left in the Library foyer in coded lockers for users to collect at times convenient to them.