The effects of technology on midcareer librarians

Library Trends, Spring, 2002 by Marilyn P. Lewis

Prior to distance learning and/or the Internet of present-day technology, formal courses in emerging technology were few or nonexistent. Even when they became available, it took a major commitment for both librarian and the library to invest in the course. Formal and informal networking grew out of necessity to cope with a technology that had, as yet, no set rules. But as the technology proved not to be a temporary anomaly, libraries found that positions would have to reflect the growing field.

SETTING

When a position in a library becomes available, it is customary to advertise the position--very often in publications and sources that would ensure maximum exposure to potential applicants. American Libraries is the official journal of the ALA. It has always provided a section where position vacancies are printed for its readership. The wide range of library and position coverage in this publication has made it a natural place for job seekers and job providers to meet in a common arena.

METHODOLOGY

Using position advertisements from American Libraries, this study will categorize the qualifications stated in the advertisements. It is anticipated that the written requirements for "technology" skills might increase over the years. It was determined to not categorize every year, but rather the following sample years as a database: 1970, 1975, 1980, 1985, and 1990. It was felt that these years would adequately cover positions held or sought by librarians either in "midcareer" or in "midlife" from the information taken from Wilder's ARL sample of academic librarians. If librarians were to seek their initial position after those years, the author assumed that the librarian had acquired the necessary skills in formal coursework in a M.L.S. program. The ads from American Libraries were used because the author initially expected the job descriptions to be consistent and to ensure that the study would give a consistent cross-section of available positions during the sample years. It was felt that five-year increments would show the possible measurable change in any of the categories and years. The following categories were noted:

* Type of library: Academic, government, public, special, teaching, or other.

* Qualifications: Technology, administration.

Database total: A total of 5,160 ads were reviewed from the sample years. The following table breaks down the number of ads by years and shows the percentage increase/decrease between years.

Table 1

                Percentage
       Number   Increase/Decrease
Year   of Ads   over Previous Years

1970   646        --
1975   350      -45.83
1980   942       62.85
1985   1443      34.72
1990   1779      18.89

DEFINITION OF TERMS

Library Types

* Academic: Libraries supporting two-year, four-year, and graduate programs.

* Government: Libraries/programs that support a wider range of formal entities. State and federal libraries are included in this group.

* Public: Libraries supporting a regional, county, or city patron base.

* Special: School libraries, libraries for a specific patron base (i.e., medical, organizational, music libraries).