Encouraging continuous learning for librarians and library staff
| DOI | https://doi.org/10.1108/LM-10-2016-0078 |
| Date | 15 August 2017 |
| Published date | 15 August 2017 |
| Pages | 286-293 |
| Author | Emy Nelson Decker |
| Subject Matter | Library & information science,Librarianship/library management,HR in libraries,Library strategy,Library promotion |
Encouraging continuous learning
for librarians and library staff
Emy Nelson Decker
Department of Public Services, Georgia Institute of Technology Library,
Atlanta, Georgia, USA
Abstract
Purpose –The purpose of this paper is to explore the issues surrounding professionals whose legacy skills
do not align with the new directions in which the academic library is moving. It also examines the ways in
which the disappearance of traditional roles impacts librarians and users alike.
Design/methodology/approach –This paper considers policies for training professionals for their
roles in the twenty-firs t century academic libra ry sphere and identifie s skills they will need for th ese
new roles.
Findings –This paper provides insights into possible solutions for training librarians and library staff so
that they will have necessary skills for their future roles.
Originality/value –This paper will provide library managers with approaches to staff training and a
framework for understanding the specific skills that will be necessary for staff to possess in the twenty-first
century academic library.
Keywords Communication, Soft skills, Learning environment, Continuous learning, Academic library,
Cross-training, Diversified skills, Holistic training, Leading change
Paper type Research paper
Introduction
The digital transition has had a tremendous effect upon academic libraries. The physical
collections, the methods for how research is conducted, and the skills that today’s library
professionals need to possess in order to keep up with the requirements of the current era
continue to evolve. The modern academic library landscape has shifted dramatically in a
relatively short amount of time leaving library managers responsible for having to
reevaluate the direction that the library’s services, programs, and resources are moving and
to question whether or not the current employees of the library are ready and able to handle
the changing environment.
Without a clear understanding of which job titles will continue to reside within the
academic library of the future, library managers have worked to consider the skill sets that
will most likely be required of library professionals as the landscape develops. Given the
need to consider the future and move forward accordingly, another issue arises when
considering the librarians and library staff already employed by the library. Namely, how
can library managers ensure that these professionals acquire the skills that the library will
need from them within the next few years or coming decade?
While retraining existing academic library employees seems the most reasonable
approach for ensuring that they are ready for the new demands that will be incumbent upon
them, designing effective training programs requires significant consideration and effort.
While many professionals will welcome the opportunity to learn new things, others will find
training tedious or even threatening as it brings into question the viability of their current
titles and responsibilities.
Clear communication is paramount to the success of any training effort, not only
regarding the nature of the changes, but also in describing the measures that will be taken in
order to prepare existing employees for the changes. When training is in response to an
approaching reconsideration or realignment of roles, employees’reactions understandably
might be resistant.
Library Management
Vol. 38 No. 6/7, 2017
pp. 286-293
© Emerald PublishingLimited
0143-5124
DOI 10.1108/LM-10-2016-0078
Received 16 February 2017
Revised 5 April 2017
Accepted 6 April 2017
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0143-5124.htm
286
LM
38,6/7
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