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AUTOMATION LIBRARIAN

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DEFINITION

Under direction, plans, organizes, installs, modifies and develops programs and applications of a complex nature for library computer systems and supervises library automation activities; performs related work as assigned.

CLASS CHARACTERISTICS

This single-position class supervises technical and support staff in the area of library automation. The incumbent is responsible for planning, organizing, coordinating and supervising employees and functions for library automation. Primary responsibilities involve upkeep and maintenance of the library's automated catalog and circulation systems, and direction of staff to insure success of the assigned activity. This class is distinguished from Supervising Librarian in that the latter is the first full supervisory level with branch or central library departmental supervision responsibilities, including professional, technical and support staff.

EXAMPLES OF DUTIES

Plans, organizes, schedules, supervises and reviews the work of technical and support staff;
Develops and implements goals, objectives, policies, procedures and work standards and training for assigned program;
Performs studies and makes recommendations for improved service delivery;
May participate in staff meetings and acts as a liaison between library management and staff in assigned area;
May participate in the selection of library materials, recommend new hardware, software, computer furniture and supplies: stays abreast of current technology which may be of use to the library;
Develops activity budget, participates in automation contract discussions and requirements, monitors contract specifications;
Serves on various library committees, both within and outside the library and collaborates with library management staff in service assignments;
May modify commercial software to meet specific defined needs; installs software and instructs departmental staff in the use of such applications, input and output forms and documents; devises methods to other information; develops screens and procedures; writes programs to handle data and to produce reports;
May write program documentation and user procedures and instructions; assists department staff in implementing new or modified programs and applications; recommends selection of assigned technical/support staff, evaluates work performance and provides for their training and development, troubleshoots hardware problems and corrects or calls appropriate service organizations;
May represent the Library in meetings with the public, citizens groups and other agencies;
Performs related work as assigned.

QUALIFICATIONS

Note: The level and scope of the knowledge and skills listed below are related to job duties as defined under Class Characteristics.

Knowledge of:

Principles and practices of public library services and administration, including service objectives, organization and procedures;
Principles and practices of budget development and administration;
Operating principles and characteristics of standard computer hardware and software;
Computer troubleshooting principles and practices;
Principles and practices of effective employee supervision, including selection, training, work evaluation and discipline;
Automated library systems, equipment and software.

Skill in:

Planning, organizing, assigning, directing and reviewing the work of assigned technical and support staff;
Selecting, motivating and evaluating staff and providing for their training and development;
Analyzing complex administrative problems; evaluating alternatives, and recommending effective courses of action;
Preparing clear and concise reports, correspondence, and other written materials;
Establishing and maintaining effective working relations with a variety of individuals and groups; including library staff, patrons, community groups and service providers, including making verbal presentations;
Troubleshooting hardware and software problems and making minor modifications and preparing clear and concise program documentation, user procedures, reports of work performed, and other written materials;
Selecting a variety of materials for patron use, as appropriate.

OTHER REQUIREMENTS

A valid California driver's license is desirable. Must be able to work evenings and weekends.

A TYPICAL WAY OF GAINING THE KNOWLEDGE AND SKILLS OUTLINED ABOVE IS: Equivalent to graduation from a college or university with a Master's degree in Library Science and four (4) years of experience as a professional librarian which has included at least one (1) year of library automation experience. Progressively responsible related experience may be substituted for the college coursework on a year-for-year basis. Course work in Library automation is desirable.

City of Berkeley
Class No. 2607
February 1990

http://www.ci.berkeley.ca.us/hr/classspecs/2607.htm

Libraries and Nontraditional Students: A Brief Survey of Contemporary Services And Programs.

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INTRODUCTION

The population of nontraditional students in higher education is increasing rapidly, and academic libraries should examine whether additional or alternative services are needed to accommodate this growing group. The following is a brief survey of what types of services are being provided for nontraditional or unaffiliated members, as both academic and public libraries also call them.

As most college and university educators realize, the composition of the student body has changed dramatically in the last twenty-five years. Universities today are faced with meeting the needs of an increasingly diverse student population. As reflections of the various changes taking place in society as a whole, colleges must now respond to not only the needs of the traditional student population base, but also to the expectations and lifestyles of a vastly different and expanding nontraditional student population. Between 1970 and 1993, the number of students aged twenty-five or older enrolled in higher education institutions increased from 27.8 percent to 39.2 percent. Enrollment of women increased from 32 percent of total enrollments in 1950 to 55 percent in 1993. Part-time students accounted for only 32 percent of enrollments in 1970, but represented 43.7 percent of enrollments in 1993 (Miko, 1996, p. 4).

From all indications, the trend towards the diversification of the student population will continue. As the new millennium nears, the number of nontraditional students on campuses will grow as demographers predict an increase of 16 percent of those aged greater than twenty-four years of age in the U.S. population (Miko, 1996, p. 5). According to the figures published by the National University Continuing Education Association, the greatest gain will be in the thirty-five and older groups (Miko, 1996, p. 5). Also, by the year 2010, about fifty-five million Americans will be between the ages fifty-five and seventy-four. On the other hand, forecasts indicate an 8 percent decline in the population aged twenty-five and younger by the year 2000 (Miko, 1996, p. 7).

According to most academic libraries, a nontraditional student is anyone over the age of twenty-five. In most cases, the nontraditional student is female, age 38 with at least two children, employed, usually full-time, and enrolled in two classes. This student is usually returning to college after at least a ten-year recess, or just starting college for the first time. Some, but not all, are of a race other than Caucasian and are receiving some form of financial aid.

This student is in need of a certain type of services from the library as well as other offices within the university. For example, the most common requests from nontraditional students are evening and weekend hours for bursar, registration, financial aid, and bookstores. They have the need for evening and weekend daycare as well as longer hours and more chances to meet with academic advisors. They are in need of ample and available parking, and usually a quiet place to study (Hammond, 1994, p. 325).

Many colleges and universities, having recognized these needs, have made institutional changes to address the needs. Some have established satellite campuses, especially in urban areas, which often serve this new clientele almost exclusively. Evening college and extension programs, formed originally at the beginning of the twentieth century have been extended. Evidence of creative class scheduling and course planning, among mostly small private colleges is growing. Technology is being increasingly utilized to make classes more accessible through videotape, cable television, and satellite transmission (Hammond, 1994, p. 325).

For example, Indiana University's Northwest campus in Gary, Indiana has adopted a special "swing shift" plan of study. Due to the great number of students employed at nearby steel mills, the university offers the same class both in the morning and at night. With this program, people working swing shifts in the mills and surrounding industrial plants, may attend class in the morning when they are working late shifts and in the evening when they are working days and in this way, they can complete a degree and still remain employed.

Most of the libraries used a questionnaire or survey distributed to nontraditional students to ascertain this type of information as well as information about what types of library services were necessary to fit their lifestyles.

In an article from July, 1994 entitled, "Nontraditional Students and the Library: Opinions, Preferences, and Behaviors" the author reports on the following survey issued to nontraditional students at Arizona State University:

LIBRARY USE BEHAVIORS

This table shows the questions, the overall mean response for all students and the significant interactions found. Items 1 and 5 showed no significant interactions among age, gender and status, indicating there was no significant difference between the responses from traditional and nontraditional students.

Responses to item 1 indicates that all students, regardless of circumstances, feel pressed for time when they come to the library. The supposition that nontraditional students with family and work obligations feel they are under greater stress than traditional students was not supported. The overall mean response to this item from all students was among the strongest in this section at 3.97 on a scale of 5.

The reasons for this sense of pressure from not having enough time are not clear from the survey. Library staff almost always indicates that procrastination makes using the library for research more stressful for students. However, item 2, which poses the situation of putting off going to the library for a project as long as possible, showed a score of 2.69 out of a possible 5. This moderately low response indicates that procrastination is not a strong pattern that students felt described them or at most identified as typical. This may have been seen as a valuable judgment, and though all responses were anonymous, students may have been unwilling to admit to what is perceived as "bad" behavior, or at least a poor study habit. A partial answer may be provided by item 9, where a significant main effect for status as a full-time or part-time student exists, and a mean score of 3.37 was given for "my schedule makes it difficult to find time to come to the library." Theresponse to item 1 suggests that library programs, systems and services designed to facilitate efficient, time-saving use of the library are likely to be viewed as enhancements and advantages by all students.

The support for Information Literacy from all students shown by responses to item 4, "Learning how to find information will help me in my career", is encouraging, and may indicate a change from past attitudes about the value of library skills. An overall mean score of 3.96 may be viewed as moderately strong recognition of the fact that in the information age, adults find they must know how to locate and use knowledge. This response is evidence that students do indeed see a link between information-finding skills and career success (Toomer, 1993, p. 10).

Another type of library that deals with nontraditional students is the publicly funded academic library. In her article entitled, "Serving Unaffiliated Users in Publicly Funded Academic Libraries," Peggy Johnson addresses some interesting topics. For instance, her first issue is: "Who are unaffiliated library users, and what do they want from academic libraries?" (Johnson, 1998, p. 8).