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| This article was published in Incite, Jan/Feb 2015 |
By Alycia Bailey
In conversation with an
older colleague, Alycia Bailey was informed she was no longer a new librarian,
but a librarian toddler: still learning to walk on her own, but no longer
likely to slump into a ‘death position’ if left unsupervised. Now, having
completed her fifth year as a library professional, Alycia has found herself
compelled to reflect on the things she learned over those short years, and to
share some of her lessons learned with new librarians who are only just
learning to walk.
older colleague, Alycia Bailey was informed she was no longer a new librarian,
but a librarian toddler: still learning to walk on her own, but no longer
likely to slump into a ‘death position’ if left unsupervised. Now, having
completed her fifth year as a library professional, Alycia has found herself
compelled to reflect on the things she learned over those short years, and to
share some of her lessons learned with new librarians who are only just
learning to walk.
Collect evidence
In the past two and a half years since I started at my
current position, I have joined LARK (Library Applied Research Kollektive) and
completed a master’s research project. In the process I’ve learned the value of
data. Even if you’re not studying formally, you should always be collecting
data. Not just circulation statistics and door counts, but qualitative data as
well. Get patron feedback about programs, write stream of consciousness notes
after events or get a colleague to observe your practice and give you feedback.
No matter how well you’re doing, it can always get better. Reflect on what
you’ve done and how it can be improved.
current position, I have joined LARK (Library Applied Research Kollektive) and
completed a master’s research project. In the process I’ve learned the value of
data. Even if you’re not studying formally, you should always be collecting
data. Not just circulation statistics and door counts, but qualitative data as
well. Get patron feedback about programs, write stream of consciousness notes
after events or get a colleague to observe your practice and give you feedback.
No matter how well you’re doing, it can always get better. Reflect on what
you’ve done and how it can be improved.
Make programs interesting for you
If you’ve got to run a program while smiling and engaged for
at least an hour, then it may as well be something you enjoy. My thing has been
gaming. I’ve used games to encourage students to engage in critical thinking,
word play and story-telling. In my master’s project I also used video games to
get students interested in coding, mathematics and science. My participants
could see that I was excited to be there, with them, sharing something amazing.
My enthusiasm has infected them with a love of learning and makes them come
back for more.
at least an hour, then it may as well be something you enjoy. My thing has been
gaming. I’ve used games to encourage students to engage in critical thinking,
word play and story-telling. In my master’s project I also used video games to
get students interested in coding, mathematics and science. My participants
could see that I was excited to be there, with them, sharing something amazing.
My enthusiasm has infected them with a love of learning and makes them come
back for more.
Smarter planning makes better programs
Even for regular lunchtime club meetings, I have learned to always
make a short, reusable session plan. Sometimes it’s nothing more than dot
points and I usually don’t bring it with me to meetings, but I find that the act
of writing out a plan cements in my mind the purpose of the program and keeps
me on track. Writing plans also helps you to focus your energy on what really
matters and means your participants get the most out of the experience.
make a short, reusable session plan. Sometimes it’s nothing more than dot
points and I usually don’t bring it with me to meetings, but I find that the act
of writing out a plan cements in my mind the purpose of the program and keeps
me on track. Writing plans also helps you to focus your energy on what really
matters and means your participants get the most out of the experience.
Get a life
When I started as a librarian, I would work all the time.
I’m talking twelve hour days, skipped lunch breaks, late nights, early
mornings, planning programs on my days off and checking work emails in bed. I
was unhappy, tired and my work was suffering. I still work late occasionally
and sometimes I skip lunch, but life is a lot more balanced and I’m better at
work for it.
I’m talking twelve hour days, skipped lunch breaks, late nights, early
mornings, planning programs on my days off and checking work emails in bed. I
was unhappy, tired and my work was suffering. I still work late occasionally
and sometimes I skip lunch, but life is a lot more balanced and I’m better at
work for it.
Alycia Bailey is librarian at St.Vincent’s College, Potts Point and LARK’s Treasurer.
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