essay on library skills

Essay on Library and Its Uses for Students and Children

500 words essay on library and its uses.

A library is a place where books and sources of information are stored. They make it easier for people to get access to them for various purposes. Libraries are very helpful and economical too. They include books, magazines, newspapers, DVDs, manuscripts and more. In other words, they are an all-encompassing source of information.

A public library is open to everyone for fulfilling the need for information. They are run by the government, schools , colleges, and universities. The members of the society or community can visit these libraries to enhance their knowledge and complete their research.

Importance of Libraries

Libraries play a vital role in providing people with reliable content. They encourage and promote the process of learning and grasping knowledge. The book worms can get loads of books to read from and enhance their knowledge. Moreover, the variety is so wide-ranging that one mostly gets what they are looking for.

Furthermore, they help the people to get their hands on great educational material which they might not find otherwise in the market. When we read more, our social skills and academic performance improves.

Most importantly, libraries are a great platform for making progress. When we get homework in class, the libraries help us with the reference material. This, in turn, progresses our learning capabilities and knowledge. It is also helpful in our overall development.

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Uses of Library

A library is a very useful platform that brings together people willing to learn. It helps us in learning and expanding our knowledge. We develop our reading habits from a library and satisfy our thirst and curiosity for knowledge. This helps in the personal growth of a person and development.

Similarly, libraries provide authentic and reliable sources of information for researchers. They are able to complete their papers and carry out their studies using the material present in a library. Furthermore, libraries are a great place for studying alone or even in groups, without any disturbance.

Moreover, libraries also help in increasing our concentration levels. As it is a place that requires pin drop silence, a person can study or read in silence. It makes us focus on our studies more efficiently. Libraries also broaden our thinking and make us more open to modern thinking.

Most importantly, libraries are very economical. The people who cannot afford to buy new books and can simply borrow books from a library. This helps them in saving a lot of money and getting information for free.

In short, libraries are a great place to gain knowledge. They serve each person differently. They are a great source of learning and promoting the progress of knowledge. One can enjoy their free time in libraries by reading and researching. As the world has become digitized, it is now easier to browse through a library and get what you are looking for. Libraries also provide employment opportunities to people with fair pay and incredible working conditions.

Thus, libraries help all, the ones visiting it and the ones employed there. We must not give up on libraries due to the digital age. Nothing can ever replace the authenticity and reliability one gets from a library.

FAQs on Library and Its Uses

Q.1 Why are libraries important?

A.1 Libraries help in the overall development of a person. They provide us with educational material and help enhance our knowledge.

Q.2 State some uses of the library.

A.2 A library is a great platform which helps us in various things. We get the reference material for our homework. Research scholars get reliable content for their papers. They increase our concentration levels as we read there in peace.

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Essay On Library

Library means a house of books. But its true meaning is the centre of precious knowledge. It's a treasure trove of new and old ideas and insights. People who come here not only spend their time, but also expand their wealth of knowledge.People spend their whole day in library to gain knowledge in different subjects to enhance their skills. Here are a few sample essays on the topic “Library”.

100 Words Essay On Library

Our college has a really big library. There are over 10,000 books. I regularly read in the library. This place is the quietest and calmest place in the college. I feel really good when I'm there. There are two librarians who manage all the data. You can issue any book home. The library is constantly catalogued by trained staff. They are catalogued to meet community needs. Since the catalogue is also entered and saved on the computer, searching becomes easy.

You must become a member for a small annual fee to issues books and use the computer for educational purposes.There are many different kinds of books in the library.I read mostly science and history books. I am a big book lover and love reading these books at the library.I love to check out new books which come in our library every month.

200 Words Essay on Library

A library is a storehouse of books. It offers a variety of sources to read on the premises or borrow to take home.Library's collection includes books, manuscripts, journals, magazines and videos, audio, DVD, and various other formats of information. A wide variety of books are stored in the library and arranged in order on the bookshelves. You can't have that many books at home as you can have in a library. You can access various genres of books and other resources in a library. Libraries also eliminates the need to purchase expensive books and resources. Without libraries, many students who love to read would have been deprived of reading.

Importance Of Libraries | A library is a building filled with piles of books and resources. Modern libraries are also made up of electronic resources. Libraries provide a wealth of knowledge, resources, space and environment to discover and learn about the world of books, or just read for fun. Libraries have countless benefits as they play a key role in helping people by providing access to information, knowledge and entertainment resources. Libraries are an important part of educational institutions such as schools, colleges and universities. Such libraries are open to students of the institute to which they belong. As such, it contains a wide range of resources that are important to students. Libraries attract students to read new books and novels. They increase your thirst for reading and broaden your knowledge. Libraries are also essential for all types of research on various subjects. Libraries are therefore important for research, information, knowledge and the enjoyment of reading.

500 Words Essay on Library

Libraries are treasure troves of knowledge. A well-stocked library is an asset to any school, college, university, or neighbourhood. A library is a place where not only books but also magazines and newspapers are available.

Purpose Of Library

A school library is a place within a school where students, teachers, and other staff can access books and other resources. The purpose of the school library is therefore to provide all members of the school with equal access to books, resources and information technology. Throughout history, libraries have played an important role in imparting knowledge.They facilitate the social, educational and cultural growth of students. A school library differs from other public and private libraries in that its primary purpose is to support and enhance the school curriculum. School libraries support student learning and helps with the student academic performance.Teachers and students need library resources and services to enhance their knowledge. School libraries support both teachers and students and are essential to the teaching and learning process.

My First Library Experience

If you want a quiet place to work, the library is a great place. I like going to the library because it enhances my existing knowledge and the books there interest me a lot. A walk to the library clears my head and allows me to see things more clearly. In addition to this, there are many books there that are accessible to the public and can be issued home. Libraries make for a great quiet workplace.

I like reading about physics so I always start browsing from the physics section first. A library is the place where I can read peacefully and research on a particular topic. Most of the time I prefer to study in the library because it’s peaceful and less crowded. I like reading fictional novels and engineering books and the library near my place is stocked with all the books that I need.

Importance Of School Libraries

School libraries provide quality fiction and non-fiction books that encourage more reading for enjoyment. They also contribute to our intellectual, artistic, cultural and social development.The atmosphere of the school library invites you to study undisturbed and make the most of your time.This makes it easier for us to learn faster and understand better.

It provides teachers with access to professional development, relevant information, and reference materials for planning and implementing effective study programmes. School libraries provide education and entertainment to students, professionals, and other members of the school. No matter what your financial situation is, you can come here and have free access to books that will inform you and change you for the better.

The use of the school/university and research library is limited to that particular school. Although restricted to college students only, state and local libraries are open to all, and anyone can use these libraries during working hours. It is no exaggeration to say that a library is a place where books of all kinds and subjects are kept under one roof.

Need For Libraries

It is important to get into the habit of going to the library regularly. School libraries are the place where we can study a lot of things.Library is the place where students learn new things. Libraries provide each student with easy access to essential resources and learning materials for a smooth learning process. It plays an important role in student’s life. Education and libraries cannot exist in isolation, they are two sides of the same coin. Libraries are an integral part of the education system.

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School Education /

Essay on Library: 100, 200 and 250 Words

Updated on
Apr 24, 2024

A Library is a place where students and people interested in reading books visit very often. It constitutes several collections of books of variable genres to please the reader. The library is the in-person source of information. It is an easily accessible place for students and raiders. Every school and college has a library with multiple books. Besides that, it is economical for the students. This article will provide an essay on library for students and children studying in schools. Enjoy Reading.

Table of Contents

1 Sample Essay on Library
2 100 Words Essay on Library
3 200-250 Words Essay on Library
4 Short Essay on Library

Sample Essay on Library

The library is an important place for the community. It includes books, newspapers, magazines, manuscripts, DVDs, and more such informational sources. It plays a significant role in the kid’s learning phase. Despite the advancement in technology , the library still plays a critical role in everyone’s life. One can borrow books from the library. There are two types of libraries one is a private library that is controlled by the school and college authorities, whereas the other is a public library that is open to all.

100 Words Essay on Library

A library is a place where books belonging to different subjects and genres are stored. My school also has a very big library next to the computer lab. Our timetable is designed in such as format that we could visit the library twice a week and explore books apart from our syllabus. This practice of visiting and exploring books in the library induces a habit of reading in all the students.

My school library has autobiographies, picture books, comics, novels, fictional books, books on culture, art, and craft, and many other materials. Students can borrow the desirable book to read for one week and then, on a specific date we need to return that book to the school library. Thus, the library teaches us the value and importance of books and inculcates the habit of reading and imparting knowledge.

200-250 Words Essay on Library

The library is the place where people come together to learn and gain knowledge. Books are arranged on large bookshelves. Books belonging to similar genres are arranged on the same shelf by the librarian. The librarian is in charge of the library.

Some libraries have digital software to keep track of books issued and received to and from the library. Owing to technological advances, books are nowadays available on online platforms. Readers can read the book on apps like Kindle. But still, the library has its role, it is easily accessible plus it will provide a trustworthy source of information.

Good raiders prefer books to read in their physical form as they cherish the quality of pages, type of writing , and the authenticity of book covers. Thus, the library plays an important role in the student’s as well as adults’ life.

Every school allots specific hours for students to visit and read books from the library so that they can induce reading habits from childhood itself. Students also refer to books from the library to complete their assignments or summer vacation homework.

There are set rules and regulations of the library. Generally, we are not allowed to talk so that readers won’t get distracted and lose their pace of reading. Besides that, if any book issued from the library gets misplaced, damaged, or lost from the borrower then, he/she has to pay a fine to the librarian.

Thus, the library is an excellent resource for books that spread knowledge and information along with entertainment .

Also Read: One Nation One Election Essay in 500 Words

Short Essay on Library

Also Read: Speech on President of India for School Students in English

A. The library plays a critical part in every individual starting from the school itself. It helps in developing the overall personality because reading books and gaining knowledge help people to make a good career.

A. Include points like what is a library, why books are important, and the importance of a library in the life of students and children. Divide your essay into three parts introduction, body, and conclusion. End the concluding paragraph on a positive note.

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Academic Librarian

On libraries, rhetoric, poetry, history, & moral philosophy, the basic skills of all librarians.

In response to my last post, someone asked me “what are the basic skills that all librarians should have, if any?” There are several possible responses to that. The evasive response would be that if library schools can’t seem to figure out that question, the I certainly won’t be able to do so. However, I find that I can’t answer the question as it’s phrased because it needs more clarification. The phrase “basic skills” is deceptively simple, yet I think it can cover at least two different meanings which both determine how one might respond and lead to confusion and disagreement where perhaps none exists. Both basic and skills need some clarification. So here goes.

Basic in the phrase “basic skills of all librarians” can mean either 1) a basic set of skills that all librarians should have, or 2) a set of skills that all librarians should have at a basic level. I might disagree with either interpretation, although I agree with Lane Wilkinson’s argument in response to my last post that there are probably sets of skills that all libraries should have available. Though I might disagree with either interpretation, I’m more open to the second interpretation, which means we have to define what we mean by skills .

As with basic , there are at least two different meanings of skills at play here, a hard sense and a soft sense. In the hard sense, to have a skill means to be able to do something, it means knowing how and not just knowing that . In the soft sense, it means something more like knowing that, or knowing a bit about, or even being aware of. For example, let’s take a skill common in and essential to academic libraries: cataloging. To have cataloging skill in the hard sense, one must be able to catalog materials with some proficiency and efficiency. Cataloging in the hard sense is a skill developed over time and presumably improved over time. Cataloging as a skill in the soft sense means something like knowing how catalogs work, being aware of minimal cataloging standards, or something along those lines. It’s the kind of knowledge of cataloging that, say, reference librarians would need to get the most of of searching OPACs.

We can also interpret coding as a skill in a hard or soft sense. By coding as a skill, we can mean that the person is fully capable of efficiently and proficiently writing code to develop some digital object, OR we can mean that the person is aware of the basics of coding. For example, I couldn’t just sit down and start writing code of any kind. However, I know how code works and generally what it does. My last post mentioned html, and I know a bit of that as well. Just yesterday I had to go into the html of a website I was making and adjust the html because there were some problems with the margins that the editor wasn’t fixing right. I couldn’t write it, but I knew what to look for, I spotted the problem, and I fixed it. Does that mean I have “skill”? I usually interpret skill in the hard sense, so I’d say no. I do a lot of things well. That’s not one of them. Someone totally unfamiliar with how any code or markup language works might say yes.

With these distinctions in mind, let’s break “basic skills of all librarians” into two phrases: 1) Basic Set of Skills of All Librarians, and 2) Basic Skills of All Librarians. Let’s interpret the first phrase in the hard sense, that is, a basic set of skills (in the hard sense) that all librarians should have. This means that all librarians should have these skills, and they can actually employ them usefully, efficiently, and proficiently. Let’s interpret the second phrase in the softer sense, meaning that there are some number of things that all librarians should have at least a basic minimal knowledge about. As for coding, personally I don’t have skill in the first sense, but I do in the second.

We can apply these distinction to the initial question. Now, are we asking (in my terms) “What basic set of skills should all librarians have?” in the hard sense, or are we asking “What are some basic-level skills of all librarian?” in the soft sense? Our answers might still differ, but at least we’re clearer on what we’re talking about.

Answering the first question, I’d have to say “none.” I can’t think of any library-specific skills (in the hard sense) that all librarians should have, while again agreeing that there are skills that all libraries should probably have. No library operates on this principle, and the larger the library the more specialized the skills get. In smaller libraries, librarians might need minimal proficiency in a larger number of skills, but no one will achieve complete proficiency (skill in the hard sense) in everything necessary to run a library. There’s neither the time nor the necessity. If that’s what people mean when they say “every librarian needs to learn coding,” then it’s very easy to point out the fact that every library in existence gets on without all the librarians having this skill (in the hard sense).

If instead we’re asking “what are some skills or knowledges that librarians should have or be aware of in at least a minimal sense?”, then my answer might change. I would still be very reluctant to claim that there were too many skills in the soft sense that all librarians should have. The world of librarianship is too complicated and diverse for there to be many. I might include things like knowing how catalogs and databases work, understanding the role of libraries in the support of students and faculty, or some other very general things. Regardless, it’s this second question that I think is the most useful one to discuss. Coding might be a good candidate for inclusion in that list, but only if we’re clear on what we mean by basic, skills , and even coding . I’d still say no, but I’m much more likely to be persuaded by others if this is the sense we mean.

Short Essay on Importance of Library [100, 200, 400 Words] With PDF

Libraries play an important role in the lives of readers and learners alike. In this lesson, you will learn to write essays in three different sets on the importance of libraries. It will help you in articulating your thoughts in the upcoming exams.

Feature image of Short Essay on Importance of Library

Short Essay on Importance of Library in 100 Words

A collection of books is called a library. It is a place that plays many primary and functional roles in the lives of both readers and learners. Many people like to visit libraries weekly, and book aficionados pay their visit religiously every day. A bookworm’s favourite location is the library.

Extroverts explore the unexplored territory in the numerous novels the library offers, while introverts take sanctuary in its quiet nooks. A person with resources goes to the library to improve their talents, while a person with limited resources goes to the library because books are the most cost-effective way to learn new skills. It is the only place that provides something to all who seek comfort under its roof.

Short Essay on Importance of Library in 200 Words

A library is a place that maintains a collection of all forms of literature and important journals. The importance of a library in the lives of both readers and learners cannot be overstated. Many people go there once a week, while book enthusiasts go there every day. For a bookworm, the library is the best place to be.

Extroverts explore the unexplored territory in the numerous novels it has to offer, while introverts take solace in its snug corners. A person of means goes to the library to improve their talents, but a person of limited means goes to the library because books are the most cost-effective way to learn new skills. A student visits the library searching for reference books to boost his confidence for impending tests. A teacher, on the other hand, goes to the library to find latent information that isn’t readily apparent in the set curriculum.

Libraries are gaining more importance in the lives of one and all with digitalisation. As more and more things become digitised, several libraries have created their digital versions. It is user-friendly and simply accessible. It is even less expensive than a traditional library’s annual subscription. The value of libraries cannot be adequately expressed in words. It also has something to do with aesthetic enjoyment. Readers enjoy reading, learners enjoy learning, and educators enjoy exploring, yet neither can get enough of the library as a whole.

Short Essay on Importance of Library in 400 Words

A library is a place that maintains a collection of all forms of literature, reference books, periodicals and important journals. It plays a vital role in the lives of readers and learners alike. It is the most favourite place for a bookworm. While introverts seek refuge in its cosy corners, extroverts explore the uncharted territories in the many books it has to offer.

A student looks for reference books in the library to earn more confidence for the upcoming exams. In contrast, a teacher picks up reference books from the library to discover the latent knowledge that is not easily found in the prescribed curriculum. A keen learner wants to leave no book untouched, whereas a writer wants to read and write all the books at once. A person with obsessive-compulsive disorder visits the library to adore its different sections and, in the process, picks up new ways to or organised reorganise their bookshelves

Library memberships make reading economical and help one in taking up reading as a hobby. It makes one more informative, wise and knowledgeable. It also makes us more disciplined and gives our minds a place to think. The silence maintained in the library helps one focus and concentrate on the right things.

It channelises and re-channelises our thoughts by bringing us new ideas. It is an escape from reality. Under its roof, the old and the young come together to read the celebrated classics. It maintains a record and helps us understand the importance of keeping a journal. A library, most importantly, makes one fall in love with the pages of books time and again.

Libraries charge membership fees and take late charges if the book is not returned on time. This makes the borrower time-bound, and they try to complete the entire book within the given time interval. It makes one time-efficient and improves time management skills. It also nurtures self-discipline and teaches us to value all the resources such as time, money and knowledge alike.

Many libraries, such as the British Council, conduct important seminars and sessions that expose keen academicians. It acts as a venue for exchanging creative ideas and helps one with their respective career goals. Some libraries also conduct English speaking sessions to improve speaking skills and vocabulary. These days, as everything is getting digital, many libraries have come up with their digital version too.

It is user friendly and accessible easily. It is even cheaper than the annual membership of the physical library. One cannot estimate all the importance of libraries in words. It has got to do with aesthetic pleasure as well. Readers like to read, learners like to learn, educationists like to explore, and neither can have enough of the library as a whole.

Hopefully, after going through this lesson, you have a holistic idea about the importance of libraries in our lives. I have tried to cover every aspect of a library’s need and significance within and outside the lives of learners within limited words. If you still have any doubts regarding this session, kindly let me know through the comment section below. To read more such essays on many important topics, keep browsing our website.

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Essay on Library for Kids

A library is a fantastic place for kids to read and learn effectively and play an important role in the kids learning phase. It is a place where they can find academic books, novels and journals to keep them engaged in learning. It is also a place where they can learn new things. A library is where people borrow books, check out magazines, and search for information. Libraries are essential because they provide access to knowledge that people might not find elsewhere. In addition, libraries serve as community centres, providing social interaction and learning opportunities. BYJU’S importance of library essay helps children learn the significance of libraries in this digital age.

The role of libraries in a digital world, library services, benefits of libraries.

The library is a valuable resource in today’s world of technology . Libraries offer books, music, movies, and even computer software. They are also where people can get help with homework and research. Libraries are essential for access to information about the world around us and their role in helping people access research activities. A short essay on library helps kids understand the role of libraries in a digital world.

Libraries have always been important in the digital world. However, with the advent of the internet influence on kids and digital technology, libraries have become even more critical.

For example, many people now rely on libraries to access information online. According to a study, 76 per cent of adults ages 18 and older say that they use the internet at least occasionally for research. This means that many people turn to their local library to find information online through the digital library system.

A library is not just a room with books, it is a place that provides access to information and community service . A library offers its members resources to help them better understand the world around them in their educational pursuits. Libraries also provide programmes and services to help people meet their personal needs, such as book clubs and computer classes. After understanding the role of libraries in this digital era, let us now know about library services by reading BYJU’S essay on library in English.

Libraries are essential to a community because they allow people to come together and learn. They provide a space where people can find information on anything they want, from history to science to literature. Libraries are also important because they offer programmes and services to help community members. Libraries often offer book clubs that allow members to discuss various books together. Moreover, libraries provide computer classes, which would enable people to learn how to use the internet safely.

When it comes to finding information, a library is one of the best places to look. There is no doubt that the library has played a significant role in the history of civilisation. From providing information on everything from ancient world history to current events, libraries have been instrumental in helping people learn and grow. BYJU’S essay on library allows kids to understand the advantages of a library:

Libraries provide access to information and resources not available anywhere else.
Libraries are often a place where people can come to know new things.
Libraries offer free programmes and services to help people stay ahead of the curve.
Many libraries have Wi-Fi, so patrons can access the internet while in the library.
Libraries often offer literacy tutoring, business support, and computer lab access to use their resources in the most efficient way possible.
Libraries are spacious and well-lit.
Libraries typically have comfortable chairs and tables for reading.
Library staff are always happy to help you find what you are looking for.
Many libraries offer free or discounted admission to members.
Libraries usually have different floors with different sections.

Libraries are essential parts of our society and should be maintained and supported in any way possible. They are an excellent resource for everyone and should not be taken lightly. For more kids learning activities like worksheets , poems and stories , visit BYJU’S website.

Frequently Asked Questions

Which is the first library in the world.

The Library of Ashurbanipal is the first library in the world.

Why should kids go to the library?

A library is an excellent place for children to explore their learning and discovery needs. They can learn new skills and interests with the help of many different library resources. They can also go to libraries to borrow books they cannot afford.

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Essay on Library

Students are often asked to write an essay on Library in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Library

Introduction to libraries.

Libraries are places filled with knowledge. They house books, magazines, newspapers, and digital media, providing a space for people to learn and explore.

Importance of Libraries

Libraries play a crucial role in education. They nurture curiosity, foster learning, and encourage reading habits. They’re a treasure trove of information.

Types of Libraries

There are many types of libraries. Public libraries serve communities, while academic libraries are part of schools or universities. Special libraries focus on specific subjects.

Libraries are essential for learning and growth. They’re a haven for knowledge seekers, fostering a love for reading and exploration.

250 Words Essay on Library

Introduction.

Libraries, the repositories of knowledge, have been the cornerstone of human civilization, fostering learning, innovation, and cultural enrichment. They have evolved over centuries to adapt to the changing needs of society, yet their core function remains the same: to democratize access to information.

The Role of Libraries in Society

Libraries play a pivotal role in society, serving as community centers where individuals can gather to explore, interact, and imagine. They provide access to a vast array of resources, both physical and digital, that cater to diverse learning styles and interests. Libraries also contribute to social cohesion, offering a safe and inclusive space for people of all backgrounds.

Libraries and Education

In the educational realm, libraries are indispensable. They support academic achievement by providing students with the tools to conduct research, deepen their understanding, and cultivate critical thinking skills. Libraries also foster lifelong learning, encouraging curiosity and intellectual growth beyond formal education.

The Digital Transformation of Libraries

The advent of the digital age has transformed libraries, expanding their reach and capabilities. Digital libraries provide remote access to a wealth of resources, facilitating self-paced learning and research. Moreover, they exhibit the potential to democratize education, breaking down geographical and socio-economic barriers to information.

In conclusion, libraries, whether physical or digital, are vital institutions that uphold the principles of knowledge, learning, and community. As they continue to evolve with societal needs and technological advancements, their enduring relevance is a testament to their inherent value.

500 Words Essay on Library

The significance of libraries.

Libraries have been an integral part of human civilization, serving as repositories of knowledge, culture, and history. They are more than mere collections of books; they are social institutions that foster learning, stimulate intellectual growth, and facilitate community engagement.

Libraries as Knowledge Repositories

Libraries play a crucial role in preserving and disseminating knowledge. They house a vast array of resources, from books and manuscripts to digital media, providing access to a wealth of information spanning various disciplines. This vastness of knowledge stimulates intellectual curiosity, encourages independent learning, and fosters an informed society.

The Role of Libraries in Education

Libraries are vital to the educational process, serving as learning hubs for students and educators alike. They provide access to academic resources, assist with research, and offer a conducive environment for study and contemplation. Libraries also promote literacy and lifelong learning, providing resources for self-directed education beyond the confines of formal schooling.

Libraries and Community Engagement

Libraries often serve as community centers, offering a space for individuals to connect, share ideas, and engage in cultural activities. They host events, workshops, and discussions that encourage community participation and foster social cohesion. In this way, libraries contribute to the social and cultural vitality of a community.

Libraries in the Digital Age

The future of libraries.

The future of libraries lies in their ability to adapt and innovate in response to societal changes. Libraries must continue to evolve, embracing new technologies and adapting their services to meet the changing needs of their patrons. They must also remain committed to their core mission: to provide access to information, foster learning, and serve as community hubs.

In conclusion, libraries are vital institutions that contribute significantly to individual and societal development. They are repositories of knowledge, catalysts for learning, facilitators of community engagement, and champions of digital literacy. As they navigate the challenges of the digital age, libraries must remain steadfast in their commitment to serving their communities, ensuring access to information, and promoting lifelong learning.

Apart from these, you can look at all the essays by clicking here .

Reading, note-taking and library skills

Enhance your reading, note-taking and library skills to help you to research your assignment topics in a quicker, more effective, way.

Making effective use of libraries at Oxford

Developing your IT skills

Reading Skills: using different sources
Getting started with your reading
Focusing reading on your essay question
Accessing reading materials online
Making effective use of your reading time
A practical approach to managing your reading time: the 'Pomodoro Method'
Three top tips for note-taking
The 'Cornell Method' for note-taking
Using mind maps for taking notes

Key points for successful note-taking

Making effective use of the libraries at Oxford

As part of your orientation as an Oxford student, take a look at the Getting Started pages to find out how the libraries can help you. For many subjects, departments will schedule library sessions into your induction timetable. Specialist librarians are available to discuss your research topic and literature searching needs as well as offering expert help on how to locate online and print material. Training sessions are also provided for those embarking on independent research.

It is important to develop your IT skills while at university and there are many resources to help you to do so. In addition to software training provided by IT Services, there is a wide range of information skills training available through the Bodleian Libraries’, including practical Bodleian iSkills workshops. You may register for free taught courses or pursue online self-directed courses at your own pace. Visit the IT Services website .

Reading skills: using different sources

Reading is a key academic skill that requires you to be able to identify and find appropriate materials, then prioritise these and then read them with a specific aim in mind, for example research for a tutorial. Thinking about the purpose of why you’re reading what you are can help you to more effectively tackle a reading list.

If you are just beginning to learn about a particular topic you may well be reading to get some background information. If you want a broader context for something you already know lots about, a general text or textbook can be a helpful starting point. If, however, you are looking for particular examples or research data to support an argument or to get into a topic in more depth you should be reading peer-reviewed journal articles and chapters in edited collections.

Getting started with your reading Rather than starting a book on page one and working through it in a linear fashion, look first for key terms relating to your topic, read the beginnings and endings of chapters, and find summaries of the main arguments. Similarly with research papers you may find it helpful to start with the abstract, then read the conclusion and discussion. You will then be primed with a sense of the argument and structure of the book or paper. This should help you both to read more quickly and to engage more closely with the author’s main ideas.

Focusing your reading on the essay question If you are reading materials in preparation for an assignment, such as writing an essay, report or project, then as you read, regularly remind yourself of your assignment brief, such as what the assignment is asking of you; for example ‘write an essay to illustrate the impact of x and y upon z’. This will help you to focus your reading to make sure it is relevant to what you actually need to be preparing.

Accessing online material A lot of what you will be reading may be online and this can create some additional challenges. Do remember that there are a range of technologies available to help make reading on a screen easier including for you. Add-ons such as ‘Immersive Reader’ built into Microsoft Edge and ‘Read Aloud’ to allow you to listen to your readings in Microsoft Office and in Microsoft Edge. If you are using a phone or tablet as an e-reader you might want to try Speak Screen (in the accessibility settings on iOS) or VoiceDream reader to listen to your readings. Further information about assistive technologies to help you study effectively and efficiently at Oxford is available on the IT courses website .

Making effective use of your time Above all, don’t be scared to put a book or a research paper aside and move on to another source if it isn’t relevant or if you’re not finding it useful. You can always come back to it later, or make a note to ask your tutor about it in your next tutorial. Having a specific aim of why you are reading will help you to read more analytically and more effectively. Watch this brief video from the Oxford Study Skills Centre to find out more about how to manage your reading list (2mins 19 sec).

A practical way to manage your reading list: the Pomodoro Method A top tip if you find it hard to concentrate on reading for extended periods is to use something called the ‘Pomodoro method’. This is a technique to focus your studying and it has a few easy steps to follow, as below:

Choose your reading task and identify how much time you realistically have to spend on it.
Set a timer for 25 minutes and then read for this length of time without any other distractions—no phones, no social media, no talking—until the timer alarm sounds.
Take a five minute mini-break from reading. This is then one ‘Pomodoro’ round completed.
Set the timer again and work solidly for another 25 minutes without distractions, followed by another five minute break.
Repeat this process, taking a longer break after completing four such ‘Pomodoro’ rounds.

Breaking up a reading task using the Pomodoro method can help if the reading list feels a bit overwhelming or if the material you’re reading is unfamiliar to you. It is also a really useful method if you find you are easily distracted or prone to procrastination. A downloadable handout on the Pomodoro method is available for you here: embed link into text as above

Note-taking: Three top tips

You may find it helpful to develop more strategic approaches to note-taking that are more than simply writing down everything that looks important (strategic note-taking is often referred to as ‘note-making’, rather than note-taking). This can not only help you to focus on the task at hand, but it can also save you time. This section will show you how to do this.

1. Identify the main points When taking notes in a class or lecture, try to identify the speaker’s main points and note them, together with any useful supporting evidence. Don’t try to record everything the lecturer is saying verbatim.

2. Keep a record of all the sources you have read Remember to include full citation details for all your sources, online and in hard copy, and ensure that you note down the page number or URL of each example, argument or quote that you select. This is important as you may need to revisit some sources and so having complete citation information to hand will save you time later on.

3. Avoiding plagiarism When making notes from reading materials, whether those are textbooks, papers or materials online, try to confine yourself to identifying the main points and writing these in your own words. This avoids something called close paraphrasing, which can lead to inadvertent plagiarism . It is really important to make it clear in your notes when you are quoting something verbatim by enclosing the material in quotation marks.

If you are watching recorded lectures there are some ideas to develop your note-taking skills on the Oxford Students website .

A technique for note-taking: the Cornell Method A well-known approach for note-taking is called the Cornell Method (also discussed in the video below) and while it has been designed for classes and lectures, you may also find it useful for taking notes while you’re reading. The idea is that you divide a page up into three sections to create your notes as follows:

Section 1. Notes : make a note of key points from the class or lecture during the session, or make notes whilst you are reading a text.

Section 2. Main Ideas : this is where you make connections and further develop your understanding, for example, in the form of writing down your questions. This is likely to be most helpful for you if you do it after the class or lecture you’ve attended, or having finished your reading.

Section 3. Summary : draft a very short overview of the class, lecture or reading material to make it easier for you to return to your notes at a later date.

Here’s a template for you to download if you’d like to try this approach to note-taking.

A visual method to take notes: using mind maps Some people find taking written notes doesn’t work for them, so you might want to try creating ‘mind map’ notes instead. These are a visual representation of what you’ve noted from attending a class or lecture or having undertaken some reading; the topic is written in the centre and then lines are drawn to indicate connections and their relative importance between your notes.

Watch this five minute video on how to create a mind map . You can also see further examples of mind maps used for note taking on the Open University webpage . If you are using a tablet as an e-reader and to take notes on digital readings you might want to try MarginNote 3 or LiquidText to annotate texts using a keyboard or OneNote or Notability to take hand-written notes. Further information about the study tools can be accessed with your Oxford Single Sign On (SSO) .

Try not to be a perfectionist. Spending time in a lecture or class trying to perfect your notes may lead you to miss an important point if you’re spending too long writing out one specific point.
Develop your own shorthand methods to make your note-taking as efficient as possible.
Don’t worry if your hand-written notes look scruffy – the main thing is that you are able to read and understand them when you come to revisit them later.
Make a note of the class or lecture, or full citation of your reading material, along with the date at the top of your notes. This will help you keep your notes more organised and make it easier for you to find them at a later date.
Experiment with different approaches to taking notes – what works for one person may not be the best way for you.

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Skill Development and Librarians: A Study

34(1-2):120-126

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Boosting Students’ Literacy Skills With Help From the School Librarian

Teachers in every content area can build partnerships with the school librarian to support students’ academic literacy across the curriculum.

Librarian talking to visitor at front desk

Raising literacy levels has always been a priority for schools, and even more so since the pandemic. Literacy is a fundamental skill that can be applied across all academic subjects. As we know, students who are literate are more able to engage with and understand the information they are being given or find for themselves and, in turn, are able to gain a deeper understanding of each subject. It’s widely recognized that a student who is literate is more likely to become a confident, self-motivated independent learner.

School librarians have always had a role to play in promoting literacy—especially through reading for pleasure—and because of this, it’s often linked to the English department. This is not something that should be dismissed. As we know, students who read widely do better academically, as it introduces them to lots more vocabulary and also supports and engages their imagination.

The Librarian’s Role Can Support Policy Development

However, the conversation around literacy seems to have changed over the last few months. There’s far more talk about literacy across the curriculum and the need to create cross-school literacy policies. I feel that this is a massive opportunity for the school librarian to demonstrate their role in the wider context.

School librarians have always been a cross-curricula resource. They provide physical and online resources to meet the needs of the teachers and students, but they are also able to teach information literacy skills (including academic reading) through inquiry across all subjects. School libraries and librarians should be included in these policies in order to help teachers understand their wealth of expertise and remind them that the school librarian is there for everyone.

Harness Librarians’ Expertise in Academic Reading

There are three aspects to raising literacy levels: first, teaching children how to read; second, supporting those students who need extra help through interventions; and finally, helping students to read academically—the skill that school librarians have the expertise to support.

Academic reading comprises three tiers of vocabulary:

Tier 1: This level includes everyday words that children come across regularly through reading; conversations with their peers; listening to the world around them; watching TV, YouTube, TikTok, etc., such as happy , baby , table , and cloth .

Tier 2: This level relates to academic vocabulary that appears frequently across content areas, such as analyze and evaluate .

Tier 3: This is subject-specific vocabulary , such as quadratic , hemoglobin , and suburbanization .

To gain access to vocabulary in Tiers 2 and 3, it’s important for students to read nonfiction from either physical books or online resources, as fiction doesn’t often include these types of words. Because Tier 3 vocabulary is subject specific, our specialist teachers will make sure that students know and understand the keywords for their subject. Tier 2 vocabulary can be found across the curriculum, so it’s often the vocabulary that everyone presumes someone else will be teaching.

Inquiry-Based Resources Support Vocabulary Through Reading

School librarians not only can provide the resources that each subject needs but also can ensure, by working alongside teachers, that the topic keywords and Tier 2 vocabulary are accessible (at the right age level or appropriate for students with special needs) within those resources. Because they have an overview of the whole school, they are likely to be aware of what is being taught in various grade levels.

School librarians have a wealth of resources through the IFLA School Library Guidelines and FOSIL (Framework of Skills for Inquiry Learning) that allow them to support teachers across the curriculum. FOSIL is a free framework that can be used worldwide and supports students from prekindergarten to 12th grade. It uses inquiry as the building block of skills that can be taught across all subjects.

School librarians can use inquiry skills to not only teach teachers and students how to find quality resources but also support reading with purpose and understanding and so much more. Inquiry is about helping our students become high-level critical thinkers. Through supporting reading skills, we’re helping our students go beyond the list of facts to gain understanding and meaning.

This is best done by a strong library program linked to the whole school curriculum policy, which will help teachers understand the expertise and role of the librarian within their own subject. Alongside research skills, academic reading needs to be embedded at all levels of inquiry, which means that the resources that the school librarian provides are hugely important.

Collaboration Between Teachers and Librarians is Key

Teachers and the school librarian need to work together to ensure that the resources needed are not only available but also age appropriate. This is only possible through collaboration. It’s important that the school librarian not be an afterthought in this process. If teachers need time to plan a lesson, school librarians also need planning time, and ideally this should be done together.

Some school libraries might stock only a small number of resources. However, if given time, it’s possible to provide online and physical resources for specific lessons. Planning together will also provide the opportunity to create lessons that include the skills and appropriate keywords to engage students in academic reading with purpose.

If teachers are unsure how to get started, they can use an initial inquiry planning form that is available via the FOSIL website and which helps teachers understand the information that school librarians need in order to be able to help them and their students. This type of planning tool can lead to some great collaboration.

If you want to raise literacy levels at your school, include your school library and librarian. Why struggle to do this on your own if you have an expert in your school who can help? Maybe it’s time to have a conversation with your school librarian and find out how they can support academic reading across the curriculum. Finally, check to see if your school library and librarian are mentioned in your literacy policy; if not, that is also a good place to start.

Tutorials: Basic Library Skills

SUNY Cobleskill's Van Wagenen Library
Basic Library Skills
Advanced Library Skills
Library Search Engine Tutorials

Library Skills Toolkit

Librarians at academic institutions around the world have created hundreds of hours of content intended to help students develop and strengthen basic library and research skills. This toolkit is a carefully-curated collection of interactive tutorials and instructional videos that faculty may use as in-class activities or assign to be completed outside of class time. Likewise, students may consult these materials as reference sources to brush up basic skills or learn new approaches to finding and using information. Most of these materials were developed by librarians at institutions other than SUNY Cobleskill; while they sometimes reference the libraries at other institutions, the bulk of the content covered is applicable to students doing library research and academic writing at any institution.

The majority of links provided here connect users to content offered under Creative Commons licenses. Faculty members interested in embedding this content directly into a Moodle page (rather than merely linking to the original material) are encouraged to carefully follow Creative Commons guidelines for use and attribution.

Topic Selection

Types of Articles

Using Call Numbers

Research Questions

Understanding Plagiarism

(Not) Using Google

Evaluating Sources

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Next: Advanced Library Skills >>
Last Updated: Apr 12, 2024 3:33 PM
URL: https://libraryguides.cobleskill.edu/tutorials

Learning Library Skills is Still Important

Although Google seems to be an omniscient entity and searching it seems the most effective way of finding information, for academic research, this may not be so.

Google searches are great preliminary starting points for research but once students make it to the academic big time of college, they need to know how to navigate an academic library to ensure optimal success.

When I was in college, the enormity of the college library overwhelmed me and therefore I avoided it at first, only to realize much later the foolishness of my choices. The sheer size often promoted anxiety and after walking in, I’d quickly walk out no better for the experience.

Of course, I didn’t have the option of doing all of my research from my dorm room even if I wanted to, as the internet was only in its infancy.

Despite knowing how to use my public library and my high school library, no amount of practice in those settings would have adequately prepared me for the wonder that is a university or college library and who better than a college librarian to help navigate this new space. But being relatively shy, even asking someone I knew who was there as an expert was scary.

Librarians are tremendous resources and the same way teachers love to help students succeed, librarians are very knowledgeable in how to navigate information both online and in the building. Knowing this as an adult, and having had the experience I did as a student, I knew if I could get students into an academic library while still in high school, this would demystify it in a meaningful way for their immediate futures.

So a trip to the local college library was planned and it has become a staple of spring learning in the AP class once the exam is over. In an effort to prepare them for the kinds of papers they will have to write, the year ends with a 12-15 page research paper that allows students to show their mastery in most of the skills they have learned and practice throughout the year.

When the students arrived at the library the first time, they learned about developing a thesis statement and developing key words for searching. They were led through an activity showing them how to think of their topics in terms of Boolean Operators during the morning session.

Beyond that students were taught about searching the book catalogue and understanding the Library of Congress classification system. We were taken on a tour of the stacks that they would likely be visiting where and the areas where reference books were located as well.

Students did an activity to review the kinds of materials inside of different reference books and had to consider how they are organized, thinking of applications to their individual assignments.

The afternoon session centered on academic databases and searching for keywords.

Kids are eager to start work on their projects, but I keep urging them to listen to the librarians as they won’t be with us when we return for our second, third and fourth visits unless they seek them out at the help desk area.

Admittedly I’m hanging back, trying to give them a college experience without stepping on their toes. It’s interesting to see which students are doing what and to see what will happen when they are on their own next year. As an observer, I need to bite my tongue to allow students to find their own way like I would my son. Sometimes you just can’t protect them from their mistakes and you shouldn’t.

That being said, I suspect there will be frustration in the future of some that probably could have been avoided to some degree. This is their lesson to learn though and I will be there to support when it happens.

How can we continue to support our outgoing seniors to be strong, independent learners without enabling them? Please share your thoughts.

The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Empowering Lifelong Learning: The Vital Role of Libraries in Today’s Society

Introduction: The world we live in today demands continuous learning and adaptability, both professionally and personally. Lifelong learning has transcended the confines of formal education , becoming a fundamental principle for personal growth, career advancement, and societal development. At the core of this transformative paradigm is an age-old institution that has stood the test of time- the library.

Libraries, with their rich history dating back centuries, have constantly adapted to the evolving needs of society. These institutions have transformed from simple repositories of books into dynamic knowledge centers, embracing technology, fostering inclusivity, and championing the cause of lifelong learning. They are no longer confined to the role of passive custodians of knowledge; libraries have become active enablers and catalysts for education throughout one’s life .

This article explores libraries’ profound and critical role in empowering lifelong learning in contemporary society. We will unravel the layers of innovation, community engagement, digital integration, and educational programming that characterize modern libraries. They are not merely repositories of information but vibrant spaces that facilitate learning, spark curiosity, and provide equal opportunities for all to access knowledge.

1.1 The Lifelong Learning Paradigm

The adage “learning is a lifelong journey” has never been more relevant in a world that never ceases to evolve. Lifelong learning, a concept that emphasizes the ongoing acquisition of knowledge and skills, is crucial for personal and professional growth in today’s fast-paced, ever-changing society. It transcends the boundaries of formal education and enables individuals to adapt, innovate, and remain relevant throughout their lives.

Lifelong learning is a holistic approach to education encompassing various forms of learning, including formal education, informal experiences, self-directed learning, and more. It begins with early childhood education, nurtured by parents and educators who lay the foundation for future learning. However, it does not end with graduation; it continues through adulthood and into the golden years.

This paradigm shift acknowledges that learning is not confined to a specific age or stage of life. Instead, it is an ongoing process that provides opportunities for personal development, skill enhancement, and broadening horizons. Lifelong learning instills a mindset of curiosity, critical thinking, adaptability, and resilience, traits essential for success in today’s dynamic world.

The advantages of embracing lifelong learning are vast and encompass all aspects of life. Here are some key benefits:

Lifelong learning keeps individuals updated with advancements in their respective fields. It enhances employability, expands career opportunities, and helps stay ahead in a competitive job market.
Learning new skills and gaining knowledge provides a sense of achievement and satisfaction. It contributes to personal growth, boosts self-esteem, and enriches life experiences.
Lifelong learners are better equipped to adapt to change and navigate uncertainties. They possess the resilience to bounce back from setbacks and view challenges as opportunities for growth.
Continuously learning and exposing oneself to diverse ideas fosters creativity and innovative thinking. Lifelong learners often catalyze groundbreaking discoveries and advancements in various domains.
Lifelong learning opportunities encourage social engagement and networking, leading to enriched relationships and a broader understanding of diverse perspectives.

1.2 Access to Lifelong Learning:

Lifelong learning, often regarded as the cornerstone of personal growth and societal progress, has leaped into the digital realm, revolutionizing how knowledge is acquired and skills are honed throughout one’s lifetime. With the advent of technology and the rise of the internet, access to lifelong learning has become more democratized and widespread, breaking down barriers and empowering minds irrespective of location, age, or economic circumstances.

The Digital Era: A Gateway to Learning Opportunities In the digital era, access to lifelong learning has been dramatically democratized, making knowledge accessible to a global audience. Online platforms, educational websites, and mobile applications offer various courses, tutorials, and educational materials in diverse fields. From academic subjects to professional skills, from arts and humanities to science and technology, learners can choose from many options that suit their interests and goals. These platforms provide flexibility in terms of scheduling, allowing individuals to learn at their own pace and convenience. Whether someone wants to upskill for a job, explore a hobby, or dive into a new academic discipline, the digital realm offers the tools and resources to facilitate this ongoing learning journey.
Online Courses and E-Learning Platforms Online courses by renowned universities, institutions, and even individual educators have gained immense popularity. Platforms like Coursera, edX, Udemy, Khan Academy, and LinkedIn Learning host courses taught by experts worldwide. These platforms provide diverse subjects, from data science to music theory, enabling individuals to tailor their learning experiences to their unique preferences and aspirations. Furthermore, e-learning platforms often offer certifications upon course completion, enhancing one’s professional credentials and employability. This incentivizes individuals to invest in their continuous learning journey, reinforcing that learning is a lifelong endeavor.
Open Educational Resources (OER) and Public Libraries Open Educational Resources (OER), such as textbooks, articles, and educational videos, are accessible online. These resources break down financial barriers to education and provide high-quality educational materials to learners globally. Initiatives like OpenStax and Project Gutenberg offer access to a vast repository of textbooks and literature, enabling individuals to educate themselves on various subjects. Public libraries also play a significant role in providing access to lifelong learning. Libraries have evolved into hubs of information and learning, offering physical books and digital resources, e-books, audiobooks, and online databases. They serve as inclusive spaces where communities can access knowledge and participate in various educational programs and workshops.
Bridging the Digital Divide While the digital revolution has significantly expanded access to lifelong learning, it’s essential to acknowledge the digital divide that still exists. Not everyone has equal internet access or the necessary digital literacy skills. Bridging this divide requires concerted efforts from governments, organizations, and communities to ensure equitable access to online resources and technology for all individuals.
Empowering the Future Access to lifelong learning has transcended traditional barriers, paving the way for a future where education is continuous and accessible to all. As technology advances and initiatives are implemented to bridge gaps in access, we can expect even greater inclusivity and empowerment through lifelong learning. With the world at our fingertips, the possibilities for continuous growth and knowledge acquisition are limitless. Let us embrace this age of access to lifelong learning and empower minds to flourish throughout their lifetime.

1.3 Cultivating a Culture of Lifelong Learning:

Cultivating a culture of lifelong learning goes beyond individual self-improvement; it is about fostering an environment where continuous learning is celebrated, encouraged, and accessible to all. Such a culture enhances personal and professional development and contributes to the progress of communities and nations.

1. Understanding the Importance:

Lifelong learning acknowledges that education is not confined to formal institutions and a specific period of life. It emphasizes that learning is a lifelong journey, and every experience, whether formal or informal, contributes to personal growth and societal advancement. By understanding the importance of continuous learning, we can lay the foundation for a culture that values knowledge acquisition at all stages of life.

2. Encouraging Lifelong Learning:

Cultivating a culture of lifelong learning begins with nurturing curiosity. Encourage individuals, especially children, to ask questions, explore new topics, and seek answers. Curiosity is the driving force behind learning.
Ensure that education is accessible to everyone. This includes equitable access to quality formal education and access to resources like books, libraries, and digital learning platforms.
Acknowledge and value informal learning experiences. People can gain valuable knowledge and skills through hobbies, travel, volunteering, and everyday life. Celebrate these experiences as opportunities for growth.
Encourage the belief that dedication and hard work can develop abilities and intelligence. A growth mindset fosters resilience and a willingness to embrace challenges.
Create opportunities for learning in various settings, such as workplaces, community centers, and online platforms. Offer workshops, seminars, and courses that cater to diverse interests and needs.
Employers can play a significant role in promoting lifelong learning by offering training and development programs, mentorship opportunities, and a supportive learning culture within the workplace.

3. Education for All Ages:

Cultivating a culture of lifelong learning means recognizing that learning knows no age limits. It involves creating pathways for individuals to return to education at any point, whether to pursue new careers, acquire new skills, or satisfy intellectual curiosity. Higher education institutions can offer flexible programs and support services to accommodate adult learners, ensuring that education remains a lifelong pursuit.

4. Benefits for Society

A culture of lifelong learning has numerous societal benefits:

Lifelong learners are more likely to adapt to change and contribute to innovation, making societies more resilient in facing challenges.
A highly skilled and adaptable workforce drives economic growth, attracting businesses and investment.
Lifelong learning fosters inclusivity by providing opportunities for individuals from diverse backgrounds to participate in education and contribute to society.
Informed citizens are more likely to participate in civic activities, making informed decisions that benefit their communities.

Cultivating a culture of lifelong learning is a collective endeavor that involves individuals, families, communities, educational institutions, and governments. By nurturing curiosity, providing access to education, and recognizing the value of continuous learning, we can create a society that thrives on knowledge, innovation, and personal growth. In such a culture, pursuing learning becomes a lifelong adventure, and the seeds of knowledge continue to flourish, benefiting individuals and society.

1.4 The Impact of Libraries on Lifelong Learning:

Libraries have stood as beacons of knowledge and enlightenment for centuries, serving as community hubs that democratize access to information, education, and the joy of reading. Beyond their traditional role as repositories of books, libraries have evolved into dynamic learning centers, playing a pivotal role in promoting lifelong learning. The profound impact of libraries on lifelong learning is a testament to their enduring significance in the modern world.

A Repository of Knowledge: Libraries are treasure troves of knowledge, housing an extensive array of books, periodicals, journals, and other informational resources. These resources cover a vast spectrum of subjects and disciplines, allowing individuals to delve into diverse topics and cultivate a broad understanding of the world. This accessibility to a plethora of knowledge nurtures intellectual curiosity and fosters a love for learning from an early age, setting the stage for a lifelong education journey.
Early Literacy and Lifelong Learning: Libraries serve as nurturing grounds for early literacy, playing a crucial role in fostering a love for reading and learning among young children. Storytelling sessions, interactive programs, and reading initiatives organized by libraries help children develop essential literacy skills, setting a solid foundation for their educational journey. By instilling a passion for reading and learning in the early years, libraries encourage a lifelong habit of continuous exploration and intellectual growth.
Adult Education and Skill Enhancement: Libraries support adult education and skill enhancement throughout one’s life. They offer resources and programs catering to adult learners, providing opportunities for skill development, career advancement, and personal growth. Workshops, seminars, and courses organized by libraries help adults acquire new skills, stay updated with industry trends, and adapt to the changing job market, reinforcing the concept of lifelong learning.
Digital Transformation: Libraries in the Modern Era: Now, libraries have embraced technological advancements, expanding their reach and impact. Digital libraries and online platforms provide an extensive collection of e-books, audiobooks, educational videos, and interactive learning modules, making information accessible anytime and anywhere. This digital transformation has democratized learning, allowing individuals to engage in lifelong learning beyond the physical constraints of a traditional library.
Community Engagement and Inclusivity: Libraries promote community engagement and inclusivity, ensuring diverse populations can access educational resources and opportunities. They actively reach out to underserved communities, providing tailored programs and services to bridge educational gaps. By focusing on inclusivity, libraries empower individuals from all walks of life to embark on a lifelong learning journey, contributing to a more informed and educated society.
Measuring Impact and Future Prospects: The impact of libraries on lifelong learning is profound and enduring, yet quantifying this impact can be a complex endeavor. Various measures such as user engagement, program participation, literacy rates, and community feedback offer insights into the influence of libraries on lifelong learning outcomes. As libraries continue to evolve and adapt to the changing needs of society, measuring and understanding their impact will pave the way for innovative strategies to enhance lifelong learning opportunities.

Libraries are vital catalysts for lifelong learning, enriching lives, and empowering communities through education, knowledge, and inclusivity. Their evolving role as dynamic learning centers underscores the enduring importance of libraries in promoting a culture of continuous learning. As society advances, libraries will continue to shape and nurture the minds of individuals, ensuring that the pursuit of knowledge remains an everlasting voyage.

1.5 The Crucial Role of Libraries in Fostering Early Childhood Literacy and Lifelong _ Learning:

Libraries, often seen as quiet sanctuaries of books, are, in fact, bustling centers of activity and learning, especially for young minds embarking on their educational journey. The role of libraries in fostering early childhood literacy and setting the foundation for lifelong learning cannot be overstated. These community hubs play a pivotal role in shaping a love for learning from the beginning of a child’s life, setting them on a path of continuous exploration and education.

A Gateway to Books and Imagination: Libraries are the first encounter many children have with the magical world of books. They provide an extensive collection of age-appropriate books, captivating stories, and vibrant illustrations that capture a child’s imagination. This exposure to literature at an early age cultivates a love for reading, sparking curiosity and laying the groundwork for a lifelong relationship with books.
Early Literacy Programs and Storytelling Sessions: Libraries organize interactive early literacy programs and engaging storytelling sessions for young children. These programs enhance language development, vocabulary, and comprehension skills. Through rhymes, songs, interactive stories, and playful activities, children are introduced to the joy of language, making the learning process enjoyable and stimulating.
Parent-Child Bonding and Education: Libraries often encourage parental involvement through family reading programs. Parents are encouraged to read to their children, promoting bonding and language acquisition. Additionally, libraries provide resources and guidance to parents on early childhood development, offering a valuable support system for families in nurturing their child’s cognitive and social growth.
Educational Play Spaces: Modern libraries have transformed into dynamic educational spaces featuring play corners and interactive areas dedicated to young learners. These spaces incorporate games, puzzles, and hands-on activities that promote sensory development, problem-solving, and motor skills. The integration of play and learning instills a positive association with education in children, setting a solid foundation for future learning.
Accessible Digital Resources: In the digital age, libraries provide access to a wide range of digital resources, including e-books and educational apps suitable for young children. This digital dimension augments traditional reading, incorporating multimedia elements to make learning more engaging and interactive. Libraries embrace technology to meet the evolving needs of young learners while emphasizing responsible digital usage.
Encouragement of Curiosity and Inquiry: Libraries encourage children to ask questions, explore, and seek answers. The librarians, often skilled in child development and education, guide children in finding age-appropriate books and resources. This guidance instills a sense of curiosity and fosters an early understanding of the importance of asking questions and seeking knowledge.
Bridging the Socioeconomic Gap: Libraries are crucial in bridging the socioeconomic gap by providing free access to educational resources. They ensure that children from diverse backgrounds have equal opportunities to access books, educational programs, and literacy materials. This inclusive approach at an early age sets the tone for a society that values equal access to learning for all.

Libraries are fundamental partners in early childhood literacy and lifelong learning. They cultivate a love for reading, enhance language skills, and encourage exploration, setting the stage for a lifetime of learning. Libraries become the cornerstone of a literate and intellectually engaged society by providing a nurturing environment that promotes intellectual growth and a thirst for knowledge.

1.6 Transformation of Lifelong _ Learning: The Impact of Digital Resources and Technology in Libraries

Integrating digital resources and technology into libraries has revolutionized how patrons access and engage with information, significantly enhancing lifelong learning experiences. This technological transformation has propelled libraries into the digital age, broadening their reach and enabling a more dynamic and personalized learning environment. Now, we explore how digital resources and technology have reshaped the lifelong learning landscape for library patrons.

Enhanced Accessibility and Convenience: Digital resources have made information accessible anytime, anywhere. Patrons can now access a vast array of e-books, audiobooks, online journals, and educational databases from the comfort of their homes or on-the-go through laptops, tablets, or smartphones. This level of convenience has encouraged more individuals to engage in continuous learning, as barriers related to physical location and operating hours have been significantly reduced.
Diverse and Abundant Learning Materials: Digital libraries offer extensive learning materials catering to diverse interests and preferences. From academic textbooks to specialized courses, patrons can access a rich tapestry of subjects and topics, allowing them to tailor their learning experiences based on their specific needs and aspirations. The abundance of materials ensures patrons can explore and expand their knowledge across multiple domains.
Interactive Learning Platforms and Tools: Technology has facilitated the creation of interactive learning platforms and tools that engage and challenge learners. Online courses, interactive tutorials, virtual classrooms, and educational apps provide interactive experiences, quizzes, and assessments, enriching learning. Patrons can now participate in discussions, collaborate with peers, and receive immediate feedback, mimicking a classroom-like environment.
Personalized Learning Journeys: Advanced algorithms and machine learning technologies enable libraries to personalize the learning journey for each patron. By analyzing their preferences, browsing history, and learning patterns, libraries can recommend tailored content, courses, or activities that align with the individual’s interests and goals. This personalized approach enhances engagement and encourages patrons to explore new areas of learning.
Multi-sensory Learning Experience: Digital resources often incorporate multimedia elements, such as videos, animations, and interactive graphics, creating a multi-sensory learning experience. This approach caters to different learning styles and enhances comprehension and retention of information. Patrons can now choose from various formats and engage with content that best suits their learning preferences.
Global Learning Communities and Collaboration: Digital platforms foster the creation of online learning communities, enabling patrons to connect with individuals worldwide who share similar interests. These communities provide collaboration, knowledge sharing, and discussion opportunities, enhancing the overall learning experience. Patrons can learn from different perspectives and gain insights from diverse learners.
Real-time Updates and Current Information: Digital platforms allow real-time updates and instant access to current information and research findings. This ensures patrons have access to the latest developments in their fields of interest, keeping them informed and up-to-date with the ever-evolving knowledge landscape.

In conclusion, the infusion of digital resources and technology into libraries has democratized access to knowledge and transformed how patrons engage with learning materials. The seamless integration of technology has enriched lifelong learning experiences, making education more inclusive, interactive, and adaptive to the diverse learning needs of individuals. The future of lifelong learning in libraries undoubtedly lies in continued innovation and leveraging technology to enhance the educational journey for all.

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Examples of Library Research Assignments

Every student must develop library research skills in order to complete academic work in most subjects throughout their academic careers. More specifically, they will apply these skills along with library support services when researching information for essays, reports and projects.

However, library research skills are applicable well beyond the classroom, as adults benefit from library research for work as well as for leisure. Students who complete assignments that develop their ability to conduct library research are establishing a lifelong knowledge on how to find, decipher, and interpret information.

There are many ways to develop good library research skills. Here are tips that will help students get started.

Lead with librarians

Librarians are key to the success of assignments for students related to library research abilities. Utilize the opportunity to involve librarians by asking them for ideas for creating assignments. Librarians can also evaluate an assignment to determine its effectiveness and offer advice for making assignments more relevant. Also, contacting a librarian ahead of time regarding an assignment will alert them that students will be in the library doing a particular activity. Creating a partnership with the librarian will be beneficial for students who are dealing with multiple instructors while learning about skills with library research.

Establish concrete objectives

The first step for conducting solid library research is to set concrete objectives. Also, the student must understand what the skill is that they are implementing in an assignment. For example, the student might be learning how to write citations in a bibliography or how to research databases. However, if the assignment makes assumptions that the student already understands the reason for learning these research skills, it will not be as conducive. The assignment must include clear goals, along with supplemental information, such as how the particular skill relates to the library or other academic subjects.

Application of the skill

Learning about any particular research skill can be a tedious chore if the assignment is not made interesting for the student. Integrate a library research activity in with other assignments to create a meaningful connection. For instance, if introducing how to search for scholarly sources, an assignment could be a part of a research project on a topic of interest to the student. Assignments that encourage students to put their new research skill into action have more staying power compared to a straightforward assignment that simply focuses on the skill.

Relevance is key

Making the research skill assignment relevant and exciting to the student is essential. When a new skill for library research is introduced, by incorporating it with other related activities, the student is more likely to recall the skill later on. For example, for an assignment that is focused on how to research primary resources, a trip to a museum or historical site would be highly relevant and interactive. The student would have the chance to see a skill put to use in the real world while learning how to conduct the appropriate steps for success.

Involve library support services

Given that library research skills involve the library, it is only natural to incorporate support services at the library. Involve the library research department and applicable services when creating assignments that teach research skills. For example, a librarian could visit a classroom to teach the students how to look for scholarly reference sources on the Internet. Additionally, librarians may be willing to work with students in groups or individually to conduct research in the classrooms.

Instructors who are tasked to teach skills related to library research, such as the difference in primary and secondary sources or how to conduct scholarly research, have an important job. With preparation and planning, these assignments can be beneficial for students. The most important things to remember when creating these assignments are relevance and application. By creating a partnership with a library and its librarian, instructors are more capable of assisting students with library research.

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When you start working on academic assignments, you will need to look for information beyond your reading lists.

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Core Competencies Of Librarianship

Librarianship refers to the field of working in a library in various ways. Whether in a basic librarian position or as an administrator, there are numerous positions within the field and numerous types of libraries that one may find employment in. However, while anyone can earn a degree and enter this field, there are certain people who are more well-suited to the job based on their overall personality and their natural skillset. There are also numerous core competencies that make up the knowledge base of a good librarian. These are usually taught within classes that lead to library science degrees. In all cases, understanding the core competencies of librarianship is a good first step towards success in the field.

Personal Qualities for a Librarian

Before one ever sits in a library science related classroom, there are numerous skills and abilities that help highlight someone as being right for a position in this field. These natural talents and personality traits help one stand out as a good candidate for a position as a librarian. Basic personal traits and skills that are important to have include:

A love of knowledge and learning
A desire to work around people
Love of books
Broad overall knowledge of life and the world
Strong organizational skills
Good with numbers
Basic affinity for working with large volumes of information
Computer skills

Note that these skills and traits aren’t necessarily required to become a professional librarian, but they are important components of thriving in the position and as such it’s important to consider the presence of one or more of them in one’s own personality to determine if librarianship is a good career choice to make.

Basic Librarian Skills and Competencies

While those personal qualities are all important aspects of a career in this field, they only make up the foundation on which to build. Learning various skills through classwork is a must for entering a position as a librarian and there are numerous core competencies worth taking a look at. These basic competencies include:

Ability to use technology and to use it to enhance the overall effectiveness of a library, including web based methods of improving technological access to information.
Good overall knowledge of archiving and filing information as well as maintaining databases and reference information.
Capable of evaluating resources and finding the best ones for addressing different questions or issues.
Ability to quickly and professionally search databases, internet resources, and catalogs to find needed information.
Ability to communicate well with library staff as well as with all patrons and guests
Deep knowledge of books. Good librarians usually read a variety of genres and types of books so that they can help to advise readers as to good books for their reading level and their interests.
Ability to promote reading
Ability to present information clearly and in an interesting manner
Some public speaking skills may be required as well
Strong level of customer service skills
Ability to adapt to new tools, systems, and situations as they arise – library and information technology is constantly evolving and shifting and librarians must be able to evolve along with it
Good overall knowledge of pop culture and current events may not be needed but can help with facilitating patrons’ needs
Team player
Ability to help overcome issues by focusing on solutions instead of on the problems
Organizational skills that are enhanced through regular additional efforts
Must maintain a solid overall understanding of different issues that confront libraries of all sizes

Obviously some of these competencies are taught while others are gradually learned and mastered during an education and on the job experience. For example, while classes can help teach one the finer points of organization or statistics, one will have to gradually learn how to hone their communication skills.

Additionally, some of these skills may not be as important as others. The place of employment will have a large impact on exactly what is needed to thrive in a particular position in a particular job and the specific competencies most important in that occupation.

The field of librarianship is a rewarding one to enter, particular for those who love knowledge, learning, and reading. However, while several personal traits and skills will help one be better suited overall for a position in the field, there are also numerous skills and competencies that must be studied and advanced in order to succeed in this field. It takes much more to thrive as a librarian than many people realize, and the above lists should help give you an idea of just what it takes to succeed in this important and constantly evolving field.

With your master’s in library science (MLS) , help lead the expanding and dynamic field of librarianship.

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Research is an Activity and a Subject of Study: A Proposed Metaconcept and Its Practical Application (76398 views)
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Core Knowledge and Specialized Skills in Academic Libraries

Laura Saunders *

Academic libraries are challenged to keep pace with major changes and trends in the fields of library and information science and higher education generally. Through a nationwide survey of information professionals and LIS faculty, this study explores the knowledge, skills, and abilities (KSAs) currently in demand for academic librarians and compares them to those expected of information professionals in other areas of the field. The results show a strong emphasis on interpersonal and communication skills as well as certain domain knowledge. The results also suggest some significant differences between expectations for academic librarians compared to other information professionals.

Academic libraries are challenged to keep pace with major changes and trends in the fields of library and information science and higher education generally. Changes in technology are impacting patron expectations of when, where, and how resources and services are accessed, including access to instruction and degree programs. Shifts in pedagogy are driving a need for tools and the physical and virtual spaces to support active and collaborative learning. Vast increases in information and data sources and changes in scholarly communications are impacting how scholars find and use information and require people to organize, manage, and provide access to those sources. Information and related literacies such as news literacy, digital literacy, and so on continue to be recognized as essential skills for college students, offering opportunities for librarians to support the educational mission of the college by providing instructional support in these areas. At the same time, stakeholders ranging from accreditation organizations to the federal government to parents and students are increasing their scrutiny of higher education and demanding evidence that these institutions are achieving their missions and goals. In turn, campuses are looking to departments, including libraries, to gather and analyze data to demonstrate their contribution to these missions and goals and their value to the campus community.

These trends have implications for the knowledge, skills, and abilities (KSAs) that current and emerging information professionals need to succeed in the academic library workplace and, in turn, will impact curricula as iSchools strive to prepare emerging professionals to meet these needs. Some of the trend areas build and expand on the traditional library functions of collecting and organizing information and facilitating access through reference and instruction services, while others suggest the need for entirely new skill sets. Further, academic librarianship encompasses many roles and responsibilities, and the specific knowledge and skill sets needed could vary depending on job functions. Through a nationwide survey of information professionals and LIS faculty, this study explores the knowledge, skills, and abilities (KSAs) currently in demand for academic librarians. Specifically, this study examines the following questions: Which KSAs are specific to academic librarianship? How do those KSAs compare to those expected of information professionals in other areas of the field? What KSAs are considered core for academic librarians, regardless of their specific position or job functions? The results of this study will be of interest to academic library directors, campus administrators, and others concerned with trends in academic libraries, as well as LIS students interested in academic library careers. The results of this study could also be of interest to LIS faculty as they review and develop curricula to prepare emerging academic library professionals.

Literature Review

Professional associations often codify the knowledge and skills related to their professions, and librarianship is no different. The American Library Association (ALA) provides a statement on the Core Competences of Librarianship , which lays out specific skills, qualities, and areas of knowledge organized around 8 main areas of: foundations of the profession; information resources; organization of recorded knowledge and information; technological knowledge and skills; reference and user services; research; continuing education and lifelong learning; and administration and management. 1 As the accrediting body for master’s programs in library and information science, ALA also provides standards for accreditation related to curriculum, which state that all graduates from such programs should be able to “assume a leadership role in providing services and collections appropriate for the communities that are served,” be familiar with “findings of basic and applied research from relevant fields,” integrate “technology and the theories that underpin its design, application, and use,” and respond “to the needs of a diverse and global society, including the needs of underserved groups.” 2 These standards and competencies are meant to apply across the field of LIS, while the Association for College and Research Libraries, a division of ALA, publishes additional standards and guidelines specific to academic librarianship. These include standards of proficiencies for assessment librarians, which acknowledge the increased attention to accountability and need to demonstrate evidence of achievement. Assessment librarians are expected to understand research design and assessment methods and strategies and be able to collect and analyze data. 3 Similarly, the Roles and Strengths of Teaching Librarians underscores the centrality of information literacy and library instruction within academic libraries and defines core areas for instruction librarians including pedagogy, instructional design, advocacy, and assessment. 4 Diversity Standards: Cultural Competency for Academic Librarians highlights the importance of cultural sensitivity and attention to underserved and marginalized groups in provision of services, 5 while Standards for Distance Learning outlines skills and knowledge areas necessary to providing equitable distance services for remote and online students. 6

While these standards and guidelines are useful baselines, they are generally written at a broad level and are only updated irregularly. ALA’s Core Competencies , for example, are more than a decade old; as such, they might not reflect the most current and specific needs of the field. These standards can be supplemented by other sources. For example, trend reports identify current issues in the field, many of which will have implications in terms of knowledge and skills needed to respond to those issues, while research studies analyze job postings and use interviews and focus groups to identify skills and qualifications currently of interest to hiring managers in academic libraries. For instance, every other year, ACRL publishes a list of the top ten trends impacting academic libraries. Issues related to data services, including research data management, data science, and research dataset acquisitions, appeared on both the 2016 and 2018 lists. 7 An increase in data services in academic libraries could signal a need for new knowledge and skills. Indeed, several studies have analyzed job postings for data services positions. For example, Lisa Federer surveyed practitioners to develop a taxonomy of skills and expertise necessary for data librarians. She identified a range of skills clustered around the areas of data management, IT, evaluation and assessment, instruction, and outreach. 8 Jingfeng Xia and Minglu Wang 9 and Hsin-liang Chen and Yin Zhang 10 analyzed job descriptions for data science librarians and likewise found an emphasis on skills related to data management and curation, quantitative and qualitative analysis, and statistics, as well as experience with teaching and training related to data.

Information literacy and instruction, as well as related areas such as assessment of student learning outcomes, continue to be major areas for academic libraries. ACRL’s Top Trends for 2018 11 included information literacy and fake news, while the 2016 12 list identified applications of the Framework for Information Literacy for Higher Education 13 and critical information literacy programs as well as learning outcomes assessment as major trends. These trends related to information literacy and instruction are supported by Ithaka S+R surveys, which found that more than 60 percent of resources are allocated to three key service areas, which are to enable academic success through supporting instruction, facilitating learning, and promoting information literacy; to facilitate information access by promoting discovery and usage of information sources across formats; and to provide study space. 14 Further, the report suggests that, during the next few years, academic libraries expect to shift resources away from services focused on information access and collections as they concentrate more on enabling student learning. These results align with earlier studies in which library directors identified instruction services as their top priority and predicted the most growth in positions related to teaching and research support, specifically instruction, instructional design, information literacy, and faculty research support. 15 Indeed, in each survey since Ithaka began these studies in 2010, more than 90 percent of academic library directors have rated the statement that “the library helps undergraduates develop research, critical analysis, and information literacy skills” as important, and it is the most highly rated function in terms of importance for baccalaureate, master, and doctoral institutions.

The emphasis on information literacy and library instruction in these surveys suggests the importance of pedagogy and instructional skills for academic librarians, a suggestion that is confirmed by several studies. One study of job ads found a steady increase over 40 years in reference services positions in academic libraries, including instruction as a core area of those jobs. 16 Robert Detmering and Claudene Sproles found that nearly 98 percent of academic library reference jobs included responsibilities for information literacy and instruction. 17 Russell Hall confirmed that academic library directors identify instruction as highly important, finding that more than a quarter of librarians with instructional responsibilities spend 50 percent or more of their time on instruction. 18 Other studies have focused on the need for skills related to distance learning and designing and delivering online instruction. 19

Of course, changes in technology have permeated all aspects of academic libraries, and a number of studies point to the importance of technical skills. In fact, Janie M. Mathews and Harold Pardue suggested “a significant intersection between the skill sets of librarians and the skill sets of IT professionals.” 20 Their review of job ads found that 72 percent included at least one IT skill set, with web development skills being among the most frequently listed. Technical skills related to project management, systems development, and systems applications were also popular. Another study estimated that nearly three-quarters of academic library job postings in South Africa called for advanced technical skills ranging from general computer skills to specific knowledge of ILS systems, metadata standards, and digital repository, content management, and open source publishing software. 21 A series of focus groups of Australian library professionals determined that technology qualifications for librarians are less about specific hardware and software skills and more about a mindset of being open to new technology and willing to engage in continual learning. 22 Indeed, a series of focus groups in the United States indicated that, while librarians agreed that technology skills were among the most important for librarians, there was little agreement about which specific skills were most sought. 23

Other studies have identified a wide range of additional skills and knowledge areas for academic librarians, including management and leadership abilities, 24 cultural competencies and the ability to work with diverse communities, 25 outreach and marketing, 26 development and fundraising, 27 and copyright literacy. 28 Acknowledging the increasing need of academic librarians to gather data to demonstrate value, a number of studies have underscored the importance of skills related to evaluation and assessment, 29 including specific skills with tools such as SPSS and Stat. 30 A couple of studies have examined the extent to which academic libraries seek specific skills and qualifications such as knowledge of a foreign language 31 or an advanced subject degree. 32 Several studies have emphasized the importance of “soft skills” including interpersonal skills, writing and communication, and customer service skills, as well as adaptability, flexibility, and a willingness to learn. 33 Indeed, many of the studies cited here signaled the importance of communication, interpersonal, and other “soft skills,” even when those were not the focus of the study.

This study was initially undertaken as part of a curriculum review at an ALA-accredited Master’s of Library and Information Science program. Faculty and administrators in this program were reviewing the core curriculum and defining various paths to specialization within the broader curriculum. To determine how well the curriculum was meeting the perceived needs of the field, the faculty decided to conduct a survey of current practitioners who are actual and potential employers of program graduates, as well as LIS faculty, on which knowledge, skills, and abilities are considered core for information professionals and which are specialized. Thus, the focus of the initial study was to look broadly across all information settings and job functions. A large sample was necessary to obtain this broad view of the field. A survey was the most appropriate data collection method for this study because it allows for wide distribution to gather a greater number and variety of responses compared to other methods like focus groups or interviews. The larger sample ensured greater representation from the field and, thus a better baseline of consensus on which KSAs are core to the field.

The survey was developed by the researcher and piloted with the program faculty. After final revisions, the survey was distributed in March of 2017 to the total available list of the program’s alumni, which numbered more than 4,000 people, as well as all internship and practicum supervisors, and all adjunct faculty. A link to the survey was also sent to several area listservs including local chapters of ASIS&T, SAA, and SLA, the state library network, and a listserv of state public library directors. Subsequently, the researcher and the Dean of the iSchool shared the executive summary of the initial study with colleagues, and several other iSchools expressed interest in replicating the survey. Between April 2017 and September of 2018, four additional schools administered the survey to their respective populations. Each school chose their own distribution method and population for the study. Some directly emailed alumni and faculty, some provided a link in an alumni newsletter, and others sent the link through listservs.

The survey consisted of a list of 53 skills, aptitudes, and knowledge areas broken down into five categories: general, communication, user services, management, and technology (see appendix A for full survey). The list of skills was compiled from LIS literature, professional competency statements, and job postings. The purpose of the survey was to discover not just which skills and knowledge areas are considered important, but which are core to the field, meaning that every graduate of an ALA-accredited program should have some grounding in the area. Thus, respondents were asked to rate each of the KSAs on the following scale: Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path); Very Important (most professionals will need to know/be able to do this); Important (many professionals will need to be familiar with this skill/content); Specialized (only professionals in specialized positions are likely to need this skill/knowledge); and Not Important . The survey concluded with demographic questions, and an open-ended question asking respondents if there were any skills omitted from the original list that should have been included.

The survey resulted in more than 2,400 responses from all five distributions of the survey. This article reports the findings from the academic librarians who participated in the survey, with comparison to the total population. Specifically, this report focuses on the following questions:

Which knowledge, skills, and abilities are considered core for academic librarians? Which KSAs should all emerging professionals interested in an academic library career have firm grounding in, regardless of their particular job function or area of specialization?
Which KSAs might be relevant only to practitioners in specialized academic library positions?
How do the KSAs considered core by academic librarians compare to those identified as core from the larger survey population?
How do the KSAs considered core by academic librarians align with current trends in the field?

Limitations

Surveys always run the risk of responder bias. It is possible that people who chose to respond to the survey share characteristics that differ from those who did not respond and that those differences skewed the survey outcomes. In particular, although the originating institution posted the survey to listservs and distributed it to area employers, including internship and field work supervisors who might not be alums of the program, the majority of respondents to this survey are primarily alumni and faculty of five iSchools in the United States. It is possible that these respondents have more traditional approaches to LIS and might not be reflective of the wider field. Indeed, the results indicate that the survey does not include many respondents without an MSLIS and thus does not represent the growing population of non-MLS degree holders now working in the field. Finally, the vast majority of respondents were from public and academic libraries, indicating that the survey results might not reflect the preferred skills and qualifications of information professionals working in less traditional settings. Thus, care must be taken in generalizing the results of this survey too broadly.

In total, 830 academic librarians responded to the survey, representing 34 percent of all survey respondents. Ninety-four percent of the academic library respondents have an MSLIS degree. These respondents held a variety of positions within academic libraries, with the largest percentage identifying as staff librarians (37%) followed by department managers (20%) and library directors/deans (19%). The next largest position category was “other” (12%). This category included some MSLIS students and paraprofessionals and some retirees, but the bulk of the write-in responses were subject/liaison librarians and librarians with faculty status, either tenured or on tenure track. Figure 1 illustrates the breakdown of respondents by position.

Figure 1

Survey Respondents by Position

Out of 53 skills and knowledge areas, 10 were ranked as core by 50 percent or more of academic librarians: knowledge of professional ethics; evaluating and selecting information sources; cultural competence; reflective practice grounded in diversity and inclusion; interpersonal communication; writing; customer service; search skills; interacting with diverse communities; and teamwork. Figure 2 shows the percentage of academic librarians who ranked each of these skills as core.

Figure 2

KSAs Ranked Core by 50%+ Academic Librarians

Skills not ranked as core were not necessarily considered unimportant or irrelevant. Many of the remaining 53 KSAs were ranked as very important or important, indicating that most academic librarians would need some familiarity with those skills and concepts, but they are not considered a necessary grounding for all academic librarians across positions. In fact, none of the 53 KSAs were ranked as “not important” by more than a handful of people. Further, only four KSAs of 53 were identified as specialized by 50 percent or more of participants, meaning those participants believe that only professionals in specialized positions are likely to need those skills or that knowledge. Those four areas included preservation of digital sources (50%), preservation of nondigital sources (61%), management of archival records and manuscripts (73%), and managing network systems (65%). Figures 3–7 show the rankings of all 53 KSAs, broken down by the survey categories of General, Communications, User Services, Management, and Technology.

Figure 3

General Skills Ranked

Figure 4

Communications Skills Ranked

Figure 5

User Services Skills Ranked

Figure 6

User Services Skills Ranked

Figure 7

Technology Skills Ranked

One aim of this study was to compare core KSAs as identified by academic librarians to those ranked core by all other information professionals. After eliminating the 830 academic librarians from the responses, there were 1,624 respondents representing public, special, school, and corporate libraries, various archives, and some nontraditional settings such as database vendors. Looking just at the nonacademic librarian responses, 11 KSAs were ranked as core by 50 percent or more of participants. These included the 10 selected by the academic librarians, as well as reference interview skills, which were identified as core by 53 percent of nonacademic librarian respondents. Only 45 percent of academic librarians ranked the reference interview as a core skill. While academic and nonacademic respondents ranked nearly all the same KSAs as core, they often did so at somewhat different rates. In fact, chi-square tests revealed that seven of the 11 skills showed a statistically significant difference in the rate at which each group ranked the KSAs as core. Table 1 shows the top 11 KSAs along with the percentage of academic and nonacademic librarians ranking each as core and whether there was a statistically significant difference in the ranking.

Table 1
Top Ten Skills Ranked by Academic and Non-Academic Respondents
KSA	Percentage of Academic Librarians Ranking KSA as Core	Percentage of All Other Information Professionals Ranking KSA as Core	p-value	Significance
Interpersonal communication	89%	86%	.0256	Significant
Knowledge of professional ethics	81%	82%	.65	NOT Significant
Writing	80%	77%	.00085	Significant
Search skills	76%	81%	.0057	Significant
Teamwork	76%	76%	.7507	NOT Significant
Evaluating and selecting information resources	72%	80%	.00005	Significant
Cultural competence	66%	65%	.703	NOT Significant
Customer service skills	66%	75%	.00001	Significant
Interacting with diverse communities	65%	60%	.0442	Significant
Reflective practice grounded in diversity & inclusion	55%	51%	.053	NOT Significant
Reference interview/question negotiation	45%	53%	.00001	Significant

Chi-square tests revealed there were statistically significant differences in how academic and nonacademic respondents rated many of the other skills, in addition to these 11 “core” KSAs. In fact, there were statistically significant differences in rankings for 24 of the remaining 42 skills. Table 2 lists those 42 skills along with the percentage of academic and nonacademic librarians ranking each as core, telling whether there was a statistically significant difference in the ranking.

Table 2
Significance in Skills Ranking between Academic and Non-Academic Respondents
Skill	Percentage of Academic Librarians Ranking KSA as Core	Percentage of All Other Information Professionals Ranking KSA as Core	p-value	Significance
General
Describing information resources	39%	49%	0.000015	Significant
Legal issues (copyright, etc.)	37%	44%	0.00151	Significant
Knowledge management	22%	27%	0.0065	Significant
Research data management	17%	27%	0	Significant
Taxonomy/classification development	8%	13%	0.000089	Significant
Metadata creation	7%	10%	0.01571	Significant
Metadata management	7%	10%	0.0082	Significant
Preservation of digital resources	5%	9%	0.0001	Significant
Preservation of non-digital resources	3%	7%	0.0004	Significant
Knowledge of user information behaviors	43%	43%	0.817	NOT significant
Information literacy standards	36%	40%	0.0875	NOT significant
Grounding in history of library and information practices and professions	34%	30%	0.0677	NOT significant
Evaluation research (collecting and analyzing data for purposes of improvement)	33%	31%	0.302	NOT significant
Reporting basic descriptive statistics	32%	30%	0.2858	NOT significant
Basic data collection methods (surveys, focus groups, etc.)	32%	29%	0.2327	NOT significant
Grounding in social justice	29%	30%	0.8042	NOT significant
Design thinking (approach or strategy for innovation)	19%	21%	0.1666	NOT significant
Management of archival records and manuscripts	2%	3%	0.3566	NOT significant
Communication
Advocacy (representing organizational interests to stakeholders)	38%	45%	0.00042	Significant
Marketing/outreach	23%	32%	0.000001	Significant
Making effective visual presentations	33%	32%	0.6567	NOT significant
Public speaking	33%	31%	0.4674	NOT significant
User Services
Community/user needs assessment	30%	38%	0.0002	Significant
Reader's advisory	4%	23%	0	Significant
Instruction/teaching (f2f & online)	28%	31%	0.27	NOT significant
Management
Fundamentals of management	36%	44%	0.00018	Significant
Leadership	33%	43%	0.000004	Significant
Budgeting	17%	31%	0	Significant
Grant writing	11%	18%	0.000003	Significant
HR/personnel management	10%	15%	0.00047	Significant
Facilities management	4%	11%	0	Significant
Project management	43%	43%	0.9126	NOT significant
Change management	34%	37%	0.1471	NOT significant
Data-driven decision-making	32%	31%	0.5781	NOT significant
Technology
Knowledge of online security issues	33%	37%	0.0476	Significant
Usability testing for improvement	16%	11%	0.00041	Significant
Troubleshooting hardware	15%	22%	0.00002	Significant
Social networking application in information settings	13%	22%	0	Significant
Managing network systems	2%	5%	0.0095	Significant
Troubleshooting software	24%	27%	0.0776	NOT significant
Website design	9%	8%	1.622	NOT significant
Coding/programming	4%	5%	0.4103	NOT significant

Participants in this survey identified 10 KSAs as core to academic librarianship. Seven of the 10 core KSAs are what might be considered “soft” or personal skills. Specifically, these seven KSAs include interpersonal communication, writing, teamwork, customer service skills, cultural competence, interacting with diverse communities, and reflective practice grounded in diversity and inclusion. The three remaining KSAs—knowledge of professional ethics, evaluating and selecting resources, and search skills—are more firmly rooted in the domain knowledge of the field of librarianship. Broadly speaking, those KSAs seem to align with previous research and reports on core competencies and critical areas.

For example, several previous studies have identified soft skills as among the most important for librarians and as the top priorities of hiring managers when reviewing applicants. 34 Further, these soft skills underpin many of the other domain-specific skills and knowledge areas that, while not identified as core, still ranked as very important for academic librarians. For instance, interpersonal communication, customer service skills, cultural competence, and the ability to interact with diverse communities are all necessary to providing front-line, public-facing user services jobs such as reference and instruction. Many of these skills also align with student learning outcome areas defined in ALA’s Standards for Accreditation . For example, cultural competence and interacting with diverse communities directly align with ALA standard I.2.6, which states that all graduates of ALA-accredited master’s programs should understand “The role of library and information services in a diverse global society, including the role of serving the needs of underserved groups.” 35 Nevertheless, it is interesting that three-quarters of the core skills of academic librarians are essentially generic soft skills. As discussed in more detail below, these results raise questions about education and training for a specialization in academic libraries, as well as questions about the extent to which certain soft skills, such as interpersonal skills, can be taught and assessed.

Three of the 10 core skills are more solidly situated within the specific domain of library and information science: knowledge of professional ethics, evaluating and selecting information resources, and search skills. Again, these results seem to align with previous research identifying core skills or areas. For example, even as academic libraries look to diversify their roles and use of space, a review of strategic plans found that collections are still a top priority for academic libraries, appearing as a strategic goal area in 100 percent of those plans. 36 In addition, the library’s role of procuring and making available resources is one of the areas most highly valued by faculty, especially in the sciences. 37 Similarly, reference positions, often with instruction responsibilities, continue to remain steady in academic libraries, 38 and previous studies have confirmed the importance of search skills to reference positions. 39 As noted above, information literacy and instruction are currently considered one of the most important areas for academic librarians. Librarians in these positions indicate that teaching users to locate and access information is one of their primary areas of responsibility, as well as an area on which they spend much of their instruction time. 40 Thus, it makes sense that selection and evaluation of resources and search skills would be considered core areas.

While the 10 skills identified as core KSAs are perhaps not surprising in and of themselves, one striking aspect of the results is that not a single technology skill was identified as core by at least 50 percent of respondents. In fact, the top-ranked technology skill, knowledge of online security, was only ranked as core by one-third of respondents, followed by trouble-shooting hardware at just under 25 percent. All other technology skills were identified as core by fewer than one-quarter of respondents. This lack of attention to technology skills might seem surprising at first, given the impact of technology on the field and the fact that nearly every aspect of librarians’ jobs involve interaction with, understanding of, and instruction in various technologies. However, even these findings seem to align with previous research. For instance, in a series of focus groups on library competencies, researchers in Australia noted “participants observed that library 2.0 should not be tied to specific technological tools (e.g., blogs or wiki), as this may impede scope for libraries and their services to continue to evolve. The focus needs to be on change and how to meet the changing needs of users.” 41 Likewise, Saunders found that, though hiring managers in United States focus groups often mentioned technology as a necessary skill, there was little agreement about which technologies, specifically, were in demand. 42 Participants in both studies seemed to agree that, when discussing librarianship broadly rather than specific technology skills, emerging professionals had to achieve a certain level of comfort with technology generally, which included learning how to learn and being willing to continuously upgrade their skills. Specific software and hardware or other technical knowledge would be dependent on the setting and position. The results of this study suggest a similar pattern. It is worth noting, too, that this survey was asking respondents to identify skills that are core, or necessary for all emerging professionals regardless of role or job function. This survey suggests that technology skills are not unimportant, but they are more likely to vary by position and over time. Thus, academic librarians generally need to have strong technology skills and a general facility with technology and willingness to learn, but the specific programs, skills, and technologies will depend on the specific job.

In a similar way, the fact that KSAs associated with trend areas, such as data management, evaluation research, or design thinking, were not identified as core skills does not necessarily mean that they are unimportant. As noted above, many of the skills not ranked as core were still rated as highly important. For example, while only 16 percent of academic library respondents rated data research management as core, an additional 66 percent said it is very important or important. Likewise, only one-third of respondents said that the ability to carry out evaluation research is core, but another 60 percent ranked it as very important or important. There are two possible implications of these findings. The first is that not every emerging academic librarian needs to be grounded in these particular KSAs, but many librarians will need to be familiar with them. As with technology, the suggestion is that the extent of knowledge or ability necessary is more dependent on job function.

Another possibility is that some of these areas are still emerging themselves. For example, many academic libraries are only beginning to offer data management services to their faculty, and others are still exploring the possibility but have not implemented such a service. Thus, some of these trending areas might still be too new to be considered core. Over time, however, they might begin to take on a more central role within academic libraries. Further, some of these emerging areas entail traditional skills as well. Data research management, for instance, can include acquiring, organizing, and providing access to data sets, as well as offering instruction in the location, evaluation, and use of these sets. Thus, data research management incorporates KSAs such as evaluating and selecting information sources, describing information resources, search skills, and providing instruction, some of which have been identified as core.

Finally, it is worth noting that there were a number of statistically significant differences between academic librarians and other information professionals across the KSAs, both core and not. These findings suggest that there are some fundamental differences in terms of the skills and qualifications for information professionals preparing to work in academic libraries compared to other settings. In all cases but one, academic librarians identified the KSA in question as core in lower proportions than the broader group. The only exception to this finding was for usability testing for improvement, where 16 percent of academic librarians ranked the skill as core, compared to 11 percent of the broader population. This suggests that some skills, such as describing information sources, metadata creation and management, and knowledge management are more likely to be considered core skills in settings other than academic libraries.

Conclusions

The findings of this study suggest a number of implications both for current and emerging academic library professionals as well as for LIS faculty in charge of program curriculum. Perhaps one of the most striking aspects of the study results is that, of the top 10 skills considered to be core by academic librarians, all but three are what might be considered “soft” or personal skills. Areas like writing, interpersonal skills, and teamwork, while certainly important, are not specific to the field of librarianship or to the domain knowledge that defines the field. As noted above, these findings beg the question, raised in other studies with similar findings, of whether and how LIS programs can teach soft skills, as well as how employers balance soft skills against domain-specific knowledge and abilities when hiring. As Saunders speculated in earlier research, the importance of soft skills to library employers signals a need for LIS faculty to directly teach and assess those skills in the classroom. 43

One might imagine that writing skills are incorporated across any graduate curriculum, including LIS, but to what extent are interpersonal, customer service, cultural competence, or reflective practice taught and assessed? The findings of this study suggest that LIS faculty need to find clear and specific ways to integrate these topics directly into the curriculum to ensure that emerging professionals are adequately prepared in these areas. Certainly, these KSAs can likely be integrated into existing courses in many cases. It seems likely that many user services–oriented courses, like reference and instruction, probably incorporate attention to customer service and interpersonal skills. For instance, instructors likely discuss the importance of active listening, open-ended questioning, approachability, interest, and reservation of judgment as part of the reference interview process. Courses on user instruction might integrate content on reflective teaching practice. Group assignments could be a way to introduce and foster teamwork. As noted in the literature review, Jaeger et al. discuss how LIS faculty can integrate more attention to issues of diversity and inclusion in their courses. 44

An additional question, however, is whether these topics are merely addressed through lectures and readings or whether students are engaged in hands-on practice and are assessed on performance in these areas. For these KSAs to be fully addressed as learning outcomes of an MSLIS program, faculty should provide direct instruction and opportunities for students to demonstrate and be assessed on their abilities. For example, students in a reference course might engage in a practice reference interview in which they would be assessed not just on their ability to correctly and completely answer the question posed but also on their adherence to behavioral aspects of the interview such as active listening and approachability. Likewise, instructors cannot necessarily assume that simply assigning group projects will result in an understanding of and ability to work in teams. Rather, instructors should provide direct instruction on team building, including assessing strengths and assigning roles. Team members might reflect on their own and their teammates’ performance throughout the assignment as well as providing a summative assessment at the end. LIS students and emerging professionals will want to consider how to build and showcase experience in these areas. This might mean choosing courses that integrate attention to soft skills as well as highlighting relevant transferable skills from other work experience or extracurricular activities.

This study also compared the relative importance of various KSAs in academic libraries to the broader professions. The results showed that in a number of cases there are significant differences between skills expected of academic librarians compared to the broader information professions, which might initially suggest particular career preparation for academic librarians. At the same time, however, the findings revealed that, while there are a number of KSAs that academic librarians consider to be very important or important, there are only a very few domain-specific skills that they consider to be core for all academic librarians. Rather, the results seem to suggest that the specific skills and knowledge necessary might have more to do with one’s role or job function within an academic library setting, rather than being dependent on the setting itself.

Once again, these findings have particular implications for the professional preparation of academic librarians and for LIS faculty designing library curricula. It is not uncommon for MSLIS programs to offer formal or informal paths to specialization within the degree program. For example, Simmons University School of Library and Information Science outlines recommended courses for students interested in user services, youth services, organization of information, and management and leadership. Similarly, Syracuse’s iSchool offers specializations in areas such as instructional librarianship, data librarianship, and management. Within its program of library and information studies, the University of Rhode Island offers tracks in organization of digital media and libraries, leadership, and transforming communities.

Such tracks and specializations can be very helpful to students, especially in programs with few required courses and many electives. Tracks and specializations help students focus their programs and select courses that will provide them with the depth they need to pursue specific career paths within the information professions. However, given the limited scope of domain-knowledge ranked as core for academic librarians, this study suggests that, when organizing curricula and choosing courses, MSLIS instructors and their students might do better to focus on job roles and functions rather than on the academic library setting as an area of specialization. In other words, while LIS students might well be interested in working in an academic library, they might need to consider what types of positions they hope to gain within that setting and plan their courses and programs around those job functions. In other words, a student interested in user services might take courses focused on information literacy, library instruction, reference, and collection development, while a student interested in data sciences might take courses on data management, information visualization, and statistics. Likewise, iSchools might continue to organize advising and tracks around these functions rather than on information settings.

Appendix A: KSA Survey

Q1 The purpose of this survey is to identify foundational skills and knowledge areas for LIS professionals. Please rate the importance of the skills and content areas along the following scale

General Skills and Content Areas

	Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path) (1)	Very Important (most professionals will need to know/be able to do this) (2)	Important (many professionals will need to be familiar with this skill/content) (3)	Specialized (only professionals in specialized positions are likely to need this skill/knowledge) (4)	Not Important (5)
Evaluating and selecting information resources (1)
Describing information resources (2)
Taxonomy/classification development (3)
Knowledge management (4)
Research data management (collecting, organizing, and making data accessible) (5)
Evaluation research (collecting and analyzing data for purposes of improvement) (6)
Management of archival records and manuscripts (7)
Basic data collection methods (surveys, focus groups, etc) (8)
Reflective practice grounded in diversity & inclusion (9)
Knowledge of professional ethics (10)
Metadata creation (11)
Metadata management (12)
Knowledge of user information behaviors (13)
Legal issues (copyright, etc.) (14)
Information literacy standards (15)
Design thinking (approach or strategy for innovation) (16)
Cultural competence (ability to work effectively in cross-cultural situations/with people of various cultural backgrounds) (17)
Reporting basic descriptive statistics (18)
Preservation of non-digital resources (19)
Preservation of digital resources (20)
Grounding in social justice (21)
Grounding in history of library and information practices and professions (22)

Q2 Communication

	Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path)(1)	Very Important (most professionals will need to know/be able to do this) (2)	Important (many professionals will need to be familiar with this skill/content) (3)	Specialized (only professionals in specialized positions are likely to need this skill/knowledge) (4)	Not Important (5)
Writing (1)
Interpersonal communication (2)
Customer service skills (3)
Public speaking (4)
Advocacy (representing organizational interests to stakeholders) (5)
Marketing/outreach (6)
Making effective visual presentations (7)

Q4 User Services

	Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path) (1)	Very Important (most professionals will need to know/be able to do this) (2)	Important (many professionals will need to be familiar with this skill/content) (3)	Specialized (only professionals in specialized positions are likely to need this skill/knowledge) (4)	Not Important (5)
Instruction/teaching (face to face and online) (1)
Reference interview/ question negotiation (2)
Interacting with diverse communities (3)
Reader’s advisory (4)
Search skills (ability to search databases, internet resources, and catalogs efficiently and effectively) (5)
Community/user needs assessment (6)

Q5 Management

	Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path) (1)	Very Important (most professionals will need to know/be able to do this) (2)	Important (many professionals will need to be familiar with this skill/content) (3)	Specialized (only professionals in specialized positions are likely to need this skill/knowledge) (4)	Not Important (5)
Fundamentals of management (1)
Project management (2)
Budgeting (3)
Grant writing (4)
HR/personnel management (5)
Facilities management (6)
Data-driven decision-making (7)
Leadership (8)
Change management (9)
Teamwork (10)

Q6 Technology

	Core (ALL MSLIS graduates should have a strong foundation regardless of area of concentration/career path) (1)	Very Important (most professionals will need to know/be able to do this) (2)	Important (many professionals will need to be familiar with this skill/content) (3)	Specialized (only professionals in specialized positions are likely to need this skill/knowledge) (4)	Not Important (5)
Coding/programming (1)
Troubleshooting software (2)
Troubleshooting hardware (3)
Knowledge of online security issues (4)
Web site design (5)
Social networking application in information settings (6)
Usability testing for improvement (7)
Managing network systems (8)

Q7 Are there any additional skills or content areas that you believe should be covered in the MSLIS curriculum?

Q8 Do you have an MSLIS degree

Q9 Which of the following best describes your current position?

Director/Dean/Head (1)
Department Manager (2)
Staff Librarian (3)
Staff Archivist (4)
Library/archival Assistant (5)
LIS Faculty (6)
Adjunct Faculty (7)
Other (8) ____________________

Q10 Which of the following best describes your place of employment?

Public Library (1)
Academic Library (2)
Corporate Library (3)
School Library (4)
Special Library (5)
Academic Archive (6)
Community Archive (7)
Government Archive (9)
Technology Provider or Vendor (10)
Other (11) ____________________

Q11 Please tell us which organization invited you to take this survey?

1. “ALA’s Core Competences of Librarianship,” American Library Association (last modified Jan. 27, 2009), available online at www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf [accessed 16 January 2020].

2. “Standards for Accreditation of Master’s Programs in Libraries and Information Studies,” American Library Association (last modified Feb. 2, 2015), available online at www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/standards/Standards_2015_adopted_02-02-15.pdf [accessed 16 January 2020].

3. “ACRL Proficiencies for Assessment Librarians and Coordinators,” Association of College & Research Libraries (last modified Jan. 2017), available online at www.ala.org/acrl/standards/assessment_proficiencies [accessed 16 January 2020].

4. “Roles and Strengths of Teaching Librarians,” Association of College & Research Libraries (last modified Apr. 28, 2017), available online at www.ala.org/acrl/standards/teachinglibrarians [accessed 16 January 2020].

5. “Diversity Standards: Cultural Competency for Academic Librarians,” Association of College & Research Libraries (last modified 2012), available online at www.ala.org/acrl/standards/diversity [accessed 16 January 2020].

6. “Standards for Distance Learning Library Services,” Association of College & Research Libraries (last modified June 2016), available online at www.ala.org/acrl/standards/guidelinesdistancelearning [accessed 16 January 2020].

7. ACRL Research Planning and Review Committee, “2016 Top Trends in Academic Libraries,” College & Research Libraries 77, no. 6 (2016), available online at https://crln.acrl.org/index.php/crlnews/article/view/9505/10798 [accessed 26 October 2018]; ACRL Research Planning and Review Committee, “2018 Top Trends in Academic Libraries,” College & Research Libraries 79, no. 6 (2018), available online at https://crln.acrl.org/index.php/crlnews/article/view/17001/18750 [accessed 26 October 2018].

8. Lisa Federer, “Defining Data Librarianship: A Survey of Competencies, Skills, and Training ,” Journal of the Medical Library Association 106, no. 3 (2018), dx.doi.org/10.5195/jmla.2018.306 .

9. Jingfeng Xia and Minglu Wang, “Competencies and Responsibilities of Social Science Data Librarians: An Analysis of Job Descriptions,” College & Research Libraries 75, no. 3 (2014), available online at https://crl.acrl.org/index.php/crl/article/view/16367 [accessed 27 October 2018].

10. Hsin-liang Chen and Yin Zhang, “Educating Data Management Professionals: A Content Analysis of Job Descriptions,” Journal of Academic Librarianship 43, no. 1 (2017): 18–24, https://doi.org/10.1016/j.acalib.2016.11.002 .

11. ACRL Research Planning and Review Committee, “2018 Top Trends in Academic Libraries.”

12. ACRL Research Planning and Review Committee, “2016 Top Trends in Academic Libraries.”

13. “Framework for Information Literacy for Higher Education,” Association of College and Research Libraries (last updated Jan. 11, 2016), available online at www.ala.org/acrl/standards/ilframework [accessed 16 January 2020].

14. Deanna Marcum and Roger C. Schonfeld, “Universities Are Changing and So Are Their Libraries,” Ithaka S+R (last updated Oct. 18, 2018), available online at https://sr.ithaka.org/blog/universities-are-changing-and-so-are-their-libraries/ [accessed 16 January 2020].

15. Christine Wolf, “Ithaka S+R US Library Report,” Ithaka S+R (Apr. 3, 2017), available online at https://sr.ithaka.org/wp-content/uploads/2017/03/SR_Report_Library_Survey_2016_04032017.pdf [accessed 16 January 2020].

16. Hanrong Wang, Yingqi Tang, and Carley Knight, “Contemporary Development of Academic Reference Librarianship in the United States: A 44-year Content Analysis,” Journal of Academic Librarianship 36, no. 6 (2010): 484–94.

17. Robert Detmering and Claudene Sproles, “Forget the Desk Job: Current Roles and Responsibilities in Entry-Level Reference Job Advertisements,” College & Research Libraries 73, no. 6 (2012), available online at https://crl.acrl.org/index.php/crl/article/view/16265 [accessed 16 January 2020].

18. Russell A. Hall, “Beyond the Job Ad: Employers and Library Instruction,” College & Research Libraries 74, no. 1 (2014) (retrieved Oct. 27, 2018), available online at https://crl.acrl.org/index.php/crl/article/view/16276/0 [accessed 16 January 2020].

19. Kristen Radsliff Rebmann, Simone Molitor, and Bonnie Rainey, “Distance Learning Skills and Responsibilities: A Content Analysis of Job Announcements 1996–2010,” Journal of Library & Information Services in Distance Learning 6, no. 2 (2012): 100–16; Yingqi Tang, “Distance Education Librarians in the United States: A Study of Job Announcements,” Journal of Academic Librarianship 39, no. 6 (2013): 500–05, https://doi.org/10.1016/j.acalib.2013.08.012 .

20. Janie M. Mathews and Harold Pardue, “The Presence of IT Skill Sets in Librarian Position Announcements,” College & Research Libraries 70, no. 3 (2009): 255, available online at https://crl.acrl.org/index.php/crl/article/view/16009/17455 [accessed 27 October 2018].

21. Jaya Raju, “Information Professional or IT Professional? The Knowledge and Skills Required by Academic Librarians in the Digital Library Environment,” portal: Libraries and the Academy 17, no. 4 (2017): 163–70.

22. Helen Partridge, Julie Lee, and Carrie Munro, “Becoming Librarian 2.0: The Skills, Knowledge, and Attributes Required by Library and Information Science Professionals in a Web 2.0 World (and Beyond),” Library Trends 59, no. 1/2 (2010): 315–36.

23. Laura Saunders, “Employer Perspectives on Library and Information Science Education,” Library Quarterly 85, no. 4 (2015): 427–53.

24. See, for example, Anne Goulding, Graham Walton, and Derek Stephens, “The Importance of Political and Strategic Skills for UK Library Leaders,” Australian Library Journal 61, no. 2 (2012): 105–18; Colleen S. Harris-Keith, “What Academic Library Leadership Lacks: Leadership Skills Directors Are Least Likely to Develop, and Which Positions Offer Development Opportunity,” Journal of Academic Librarianship 42, no. 4 (2016): 313–18.

25. See, for example, Denice Adkins, Christina Verdin, and Charles Yier, “Learning about Diversity: The Roles of LIS Education, LIS Associations, and Lived Experience,” Library Quarterly 85, no. 2 (2015): 139–49; Paul T. Jaeger et al., “The Virtuous Circle Revisited: Injecting Diversity, Inclusion, Rights, Justice, and Equity into LIS from Education to Advocacy,” Library Quarterly 85, no. 2 (2015): 150–71.

26. Karen Okamoto and Mark Aaron Polger, “Off to Market We Go,” Library Leadership & Management 26, no. 1 (2012): 1–20.

27. Mark D. Winston and Lisa Dunkley, “Leadership Competencies for Academic Librarians: The Importance of Development and Fundraising,” College & Research Libraries 63, no 2 (2002): 171–82, available online at https://crl.acrl.org/index.php/crl/article/view/15515/0 [accessed 27 October 2018].

28. See, for example, Dick Kawooya, Amber Veverka, and Thomas Lipinski, “The Copyright Librarian: A Study of Advertising Trends for the Period 2006–2013,” Journal of Academic Librarianship 41, no. 3 (2015): 341–49; Deborah H. Charbonneau and Michael Priehs, “Copyright Awareness, Partnerships, and Training in Academic Libraries,” Journal of Academic Librarianship 40, no. 3/4 (2014): 228–33.

29. Rachel Applegate, “Educating Assessors: Preparing Librarians with Micro and Macro Skills,” Evidence-Based Library and Information Practice 11, no. 2 (2016): 74–86, https://doi.org/10.18438/B89D0P .

30. Sarah Passoneau and Susan Erickson, “Core Competencies for Assessment in Libraries,” Library Leadership & Management , 28, no. 4 (2014): 1–19.

31. Li Zhang, “Foreign Language Skills and Academic Library Job Announcements: A Survey and Trends Analysis 1966–2006,” Journal of Academic Librarianship 34, no. 4 (2008): 322–31.

32. Jennifer Ferguson, “Additional Degree Required? Advanced Subject Knowledge and Academic Librarianship,” portal: Libraries and the Academy 16, no. 4 (2016): 721–36.

33. See, for example, Partridge, Lee, and Munro, “Becoming Librarian 2.0”; Saunders, “Employer Perspectives on Library and Information Science Education.”

34. See, for example, Partridge, Lee, and Munro, “Becoming Librarian 2.0”; Saunders, “Employer Perspectives on Library and Information Science Education.”

35. American Library Association, “Standards for Accreditation of Master’s Programs in Libraries and Information Studies.”

36. Laura Saunders, “Academic Libraries’ Strategic Plans: Top Priorities and Under-Recognized Areas,” Journal of Academic Librarianship 41, no. 3 (2015): 285–91.

37. Ross Housewright, Roger C. Shonfeld, and Kate Wulfson, “Ithaka S+R US: Faculty Survey 2012,” Ithaka S+R , available online at https://sr.ithaka.org/wp-content/uploads/2015/08/Ithaka_SR_US_Faculty_Survey_2012_FINAL.pdf [accessed 3 November 2018].

38. Wang, Tang, and Knight, “Contemporary Development of Academic Reference Librarianship in the United States.”

39. Laura Saunders, “Identifying Core Reference Competencies from an Employers’ Perspective: Implications for Instruction,” College & Research Libraries 73, no. 4 (2012): 390–404, available online at https://crl.acrl.org/index.php/crl/article/view/16244/17690 [accessed 16 January 2020].

40. Heidi Julien, Melissa Gross, and Don Latham, “Survey of Information Literacy Instructional Practices in U.S. Academic Libraries,” College & Research Libraries 79, no. 2 (2018): 179–99, available online at https://crl.acrl.org/index.php/crl/article/view/16606 [accessed 16 January 2020].

41. Helen Partridge et al., “The Contemporary Librarian: Skills, Knowledge and Attributes Required in a World of Emerging Technologies,” Library and Information Science Research in Australia 32, no. 4 (2010): 271.

42. Saunders, “Employer Perspectives on Library and Information Science Education.”

43. Saunders, “Employer Perspectives on Library and Information Science Education.”

44. Jaeger et al., “The Virtuous Circle Revisited.”

* Laura Saunders is Associate Professor in the School of Library and Information Science at Simmons University; email: [email protected] . ©2020 Laura Saunders, Attribution-NonCommercial ( http://creativecommons.org/licenses/by-nc/4.0/ ) CC BY-NC.

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What is an Argument Essay?

More information, sources for topics, finding a topic, more databases.

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An argument essay is one which explores a controversial topic and takes a particular standpoint. It is important to pick a topic which has two conflicting points of view and one which you are passionate about. Read background information about the topic and find enough information for and against the topic in order to make sound arguments about your position.

How is an argumentative essay different from an expository essay? An expository essay merely describes the topic and provides information. An argument essay examines the pros and cons of a debatable issue and provides sound evidence to support your claim. So it is necessary that the information you gather is current, detailed, and accurate.

Your initial paragraph should give a brief description of the topic, state why the topic is important, and must present your thesis statement. The body of the essay should discuss the pros and cons with supporting evidence for each. The conclusion must restate your claim and say why you think your standpoint is correct based on the evidence you have gathered.

Fore more information on the argument essay consult Purdue's Online Writing Lab

Please see the Controversial Issues/Argument Essay guide for more information.

CQ Researcher This link opens in a new window Reports background chronology current events tables maps pro/con opposing hot topics Agriculture Arts Culture Sports Business Economics Defense National Security Education Employment Labor Energy Environment Climate Natural Resources Government Budget Taxes Health Housing Development Human Rights International Relations Trade Law Justice Media Personal Family Relations Religion Science Technology Social Movements Services Disabilities Transportation United States U.S. Congress Presidency Supreme Court Judicial System War Conflict finance manufacturing investment inflation insurance retail small business more... less... 1923 - January 31, 2013. CQ Researcher is noted for its in-depth, unbiased coverage of health, social trends, criminal justice, international affairs, education, the environment, technology, and the economy. Reports include an introductory overview; background and chronology on the topic; an assessment of the current situation; tables and maps; pro/con statements from representatives of opposing positions; and bibliographies of key sources.
Issues & Controversies This link opens in a new window Issues & Controversies offers extensive, exclusive, and objective analysis of hundreds of today’s hot topics and conflicts by presenting the key facts, arguments, history, and current context of today’s most important issues, along with a wealth of primary sources, videos, and relevant media coverage, making it an ideal resource for research papers, debate preparation, and persuasive writing assignments.
Opposing Viewpoints (Gale) This link opens in a new window pro con argument persuasive taking sides statistics images photos more... less... Opposing Viewpoints Resource Center is a one-stop source for information on today's hottest social issues. OVRC features viewpoint articles, topic overviews, full-text magazine, academic journal, and newspaper articles, primary source documents, statistics, images and podcasts, and links to Websites.

The first step in the research process is to identify a topic.

A topic is the subject you will be writing about. You may be assigned a topic by the instructor, or you may be given a list of topics to choose from, or you may be asked to write an essay on a topic of your choice. The last choice is often the most difficult for students. If you are stumped and don't know what to write about, the sources on the left may help you choose a topic.

Guidelines for choosing a topic:

Find a topic that interests you.
Find a topic that is just the right size, just the right scope. You may have to do some initial research on your topic to see how much information is available. Reading what has already been written about your topic may generate some ideas that you may want to explore. To find background information on your topic consult the sources on the left under "Background Information".
Your topic should not be too broad or general as there may be too much information. Examples of broad topics: computers, 2012 elections, homelessness, drug abuse
Your topic should not be too narrow as there may not be enough information. Example of a a narrow topic: homelessness and drug abuse in the town of West Haven, Connecticut. If you are writing about computers think of what interests you about computers.

Ask yourself questions about the topic to arrive at a reasonable thesis statement about your stand on the topic. Sometimes asking the questions how, when, what, where, and why might help you narrow your topic. If you choose to write about social networks, here are some questions to ponder: Are social network sites good or bad? Does social networking improve the quality of our lives? What are the psychological and sociological effects of social networking? Is social networking affecting the labor market?

Search Terms

Once you decide on your topic, write down as many related words and ideas that come to mind such as "social networking" "online networking", "social tools", "online communication tools" or you could search by specific social networking tools such as Facebook, Tinder, Twitter, Bebo, Linkedin, etc.

For more help on choosing a topic, consult Purdue's Online Writing Lab site:

To find journal, magazine or newspaper articles, you must search a database. The library subscribes to several databases. Some are general and some are subject specific. Opposing Viewpoints in Context is a great database for the hottest controversial issue topics in all subjects and provides topic overviews, magazine and journal articles, news, primary sources, statistics, websites, podcasts, and videos. You can search Opposing Viewpoints by entering your search terms in the search box below.

To access any database that the library subscribes to, go to the library home page and select "More Databases" from the left panel under "Popular Databases". On the databases page, click on the down arrow next to Choose a Subject, select the subject that you want and click on Go. A list of relevant subject databases for that discipline will appear and you can search the ones you want.

Alternatively, select the relevant database from the A-Z list of databases. To search Opposing Viewpoints, click on the letter O and then select Opposing Viewpoints from the list of O databases.

Below are links to some additional databases that are good for research on controversial issues:

Academic Search Premier This link opens in a new window more... less... This multi-disciplinary database provides indexing, abstracts and much full text for academic journals, magazines, trade publications, and newspapers on every topic.
CQ Researcher This link opens in a new window more... less... 1923 - January 31, 2013. CQ Researcher is noted for its in-depth, unbiased coverage of health, social trends, criminal justice, international affairs, education, the environment, technology, and the economy. Reports include an introductory overview; background and chronology on the topic; an assessment of the current situation; tables and maps; pro/con statements from representatives of opposing positions; and bibliographies of key sources.
JSTOR This link opens in a new window

Access World News This link opens in a new window more... less... Research diverse perspectives, topics and trends that align with curricular areas such as Political Science, English, Sociology, Humanities, Business, International Studies and more. Features reliable, credible information from a wide variety of international, national and local news sources. Also available remotely 24/7 on any device.
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Having Difficulties with Academic Referencing?

Approaching deadline season.

on May 15, 2024

Stuck with searching? Six quick tips for finding information for your research

on May 1, 2024

Intro.9.2.22 Gonzalez v. Trevino : Free Speech, Retaliation, First Amendment

The Free Speech Clause of the First Amendment prevents the government from unduly abridging the freedom of speech. 1 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote U.S. Const. amend. I ( Congress shall make no law . . . abridging the freedom of speech . . . . ). The Supreme Court has held that some restrictions on speech are permissible. See Amdt1.7.5.1 Overview of Categorical Approach to Restricting Speech ; see also Amdt1.7.3.1 Overview of Content-Based and Content-Neutral Regulation of Speech . Though the Clause refers to Congress and making law, its prohibition extends beyond legislative acts to all branches and offices of government. 2 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote See Miami Herald Pub’g Co. v. To rnillo , 418 U.S. 241 (1974) (observing that the Free Speech Clause applies to any government agency—local, state, or federal ) (quoting Pittsburgh Press Co. v. Pittsburgh Comm’n on Hum. Rels. , 413 U.S. 376, 400 (1973) (Stewart, J., dissenting)). In particular, individuals may initiate legal proceedings against federal or state officials for violating their right to free speech. 3 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote An action brought against a federal official for violating constitutional right s is known as a Bivens action, after the Supreme Court case that established the right to file such an action. Bivens v. Six Unknown Named Agents , 403 U.S 388 (1971) . An individual may bring an action against a state official for violating constitutional right s under a federal civil right s statute known as Section 1983. 42 United States Code, Section 1983. For more information on these actions, see ArtIII.S2.C1.13.4 Suits Against the United States and Sovereign Immunity . One basis for such a claim may be that an official to ok adverse action against the individual in response to the individual engaging in protected speech.

The Supreme Court has held that a plaintiff claiming to have suffered retaliation in violation of the Free Speech Clause must first demonstrate that the plaintiff engaged in constitutionally protected speech and such speech was a motivating fac to r behind the official’s adverse action. 4 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Mt. Healthy City Sch. Dist. Bd. Of Educ. v. Doyle , 429 U.S. 274, 287 (1977) . If the plaintiff demonstrates this, the official must show that it would have taken the same action absent the protected speech. 5 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. The Supreme Court has held that a plaintiff alleging retalia to ry prosecution—that is, being charged with a crime in retaliation for speech—must also prove that their prosecution was not supported by probable cause, as required by the Fourth Amendment. 6 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Hartman v. Moore , 547 U.S. 250, 265–66 (2006) ; U.S. Const. amend. IV ( The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause . . . . ). In Nieves v. Bartlett , the Court recognized an exception to the probable cause rule, holding that a plaintiff alleging retalia to ry arrest need not show a lack of probable cause if the plaintiff presents objective evidence that he was arrested when otherwise similarly situated individuals not engaged in the same sort of protected speech had not been. 7 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Nieves v. Bartlett , 587 U.S. 391, 406 (2019) .

In Gonzalez v. Trevino , the Court was asked to weigh in on the scope and application of the probable cause exception articulated in Nieves . Sylvia Gonzalez, a former city council member, organized a petition while in office to oust the city manager. 8 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Gonzalez v. City of Castle Hills , No. 5:20-CV-1151-DAE, 2021 WL 4046758, at *1 (W.D. Tex. Mar. 12, 2021) , rev’d sub nom. Gonzalez v. Trevino , 42 F.4th 487 (5th Cir. 2022) , cert. granted , 144 S. Ct. 325 (2023) ; see Joint App. at JA-2, Gonzalez v. Trevino , No. 22-1025 (U.S. Dec. 11, 2023) . Later, Gonzalez was arrested on charges that she violated a government records law after placing the petition in her personal binder at the conclusion of a city council meeting. 9 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote See Petition for a Writ of Certiorari at 6–7, Gonzalez v. Trevino , No. 22-1025 (U.S. Apr. 20, 2023) ; Brief in Opposition at 2–3, Gonzalez v. Trevino , No. 22-1025 (U.S. June 8, 2023) . The charges against Gonzalez were later dismissed by the district at to rney. 10 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Gonzalez , 2021 WL 4046758,at *2 . Gonzalez brought a federal civil action against three city officials alleging that her arrest was retalia to ry in violation of the First Amendment. 11 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. Gonzalez provided data taken from county records indicating that, of the past indictments, prosecu to rs did not apply the law to situations resembling her circumstances. 12 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. at *6 .

A federal district court held that Gonzalez’s evidence of general charging data was sufficient to invoke the Nieves exception and she therefore did not need to demonstrate a lack of probable cause for her arrest. 13 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. The U.S. Court of Appeals for the Fifth Circuit reversed. 14 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Gonzalez , 42 F.4th 487 . The Fifth Circuit observed that the language of Nieves speaks of comparative evidence . . . of otherwise similarly situated individuals who engage in the same conduct. 15 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. at 492 (quoting Nieves v. Bartlett , 587 U.S. 391, 406 (2019) ). The court concluded that general data that the charge had never been used in similar circumstances did not meet this standard. 16 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id. Gonzalez appealed to the Supreme Court. In addition to arguing that objective evidence, including charging data, may satisfy the Nieves exception, Gonzalez argued more broadly that the lack of probable cause requirement applicable in retalia to ry arrest cases should not apply to her case, because the requirement applies only when the claims are based on split-second decisions to arrest. 17 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Petition for a Writ of Certiorari, supra note 9, at 25–26.

On June 20, 2024, the Supreme Court reversed in a per curiam opinion, holding that the Fifth Circuit misapplied the principles of Nieves . 18 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Gonzalez v. Trevino , No. 22-1025, slip op. (U.S. June 20, 2024) . The Court explained that the Nieves exception does not require evidence of virtually identical and identifiable compara to rs. 19 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id . at 4 . Instead, the Court recognized that evidence that no one has ever been arrested for engaging in a certain kind of conduct—especially when the criminal prohibition is longstanding and the conduct at issue is not novel, — is sufficient to invoke Nieves . 20 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id . at 5. The Court declined to address Gonzalez’s second argument that Nieves did not apply to her case, having resolved the case on the basis of Gonzalez’s first argument. 21 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Id .

Whether the Nieves probable cause exception can be satisfied by objective evidence other than specific examples of arrests that never happened.

Whether the Nieves probable cause rule is limited to individual claims against arresting officers for split-second arrests. 22 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Supreme Court of the United States Granted & Noted List , Oc to ber Term 2023 Cases for Argument, No. 22-1025 , https://www.supremecourt.gov/docket/docketfiles/html/qp/22-01025qp.pdf .

CONSTITUTIONAL PROVISION IMPLICATED: First Amendment, Free Speech Clause

CONSTITUTIONAL TO PIC: Freedom of Speech

SUPREME COURT DOCKET NUMBERS: 22-1025 23 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Docket for 22-1025 , U.S. Supreme Court , https://www.supremecourt.gov/docket/docketfiles/html/public/22-1025.html .

APPEAL FROM: U.S. Court of Appeals for the Fifth Circuit

LOWER COURT CASE NUMBER: 21-50276

DECISION BELOW: 42 F.4th 487

ORAL ARGUMENT: March 20, 2024 24 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Oral Argument Transcript, Gonzalez v. Trevino , No. 22-1025 (U.S. Mar. 20, 2024) , https://www.supremecourt.gov/oral_arguments/argument_transcripts/2023/22-1025_8m58.pdf .

FINAL DECISION: June 20, 2024

Justice Ali to concurring

Justice Kavanaugh concurring

Justice Jackson (joined by Justice So to mayor) concurring

Justice Thomas dissenting

to essay-1"> Jump to essay-1 U.S. Const. amend. I ( Congress shall make no law . . . abridging the freedom of speech . . . . ). The Supreme Court has held that some restrictions on speech are permissible. See Amdt1.7.5.1 Overview of Categorical Approach to Restricting Speech ; see also Amdt1.7.3.1 Overview of Content-Based and Content-Neutral Regulation of Speech .
to essay-2"> Jump to essay-2 See Miami Herald Pub’g Co. v. To rnillo , 418 U.S. 241 (1974) (observing that the Free Speech Clause applies to any government agency—local, state, or federal ) (quoting Pittsburgh Press Co. v. Pittsburgh Comm’n on Hum. Rels. , 413 U.S. 376, 400 (1973) (Stewart, J., dissenting)).
to essay-3"> Jump to essay-3 An action brought against a federal official for violating constitutional right s is known as a Bivens action, after the Supreme Court case that established the right to file such an action. Bivens v. Six Unknown Named Agents , 403 U.S 388 (1971) . An individual may bring an action against a state official for violating constitutional right s under a federal civil right s statute known as Section 1983. 42 United States Code, Section 1983. For more information on these actions, see ArtIII.S2.C1.13.4 Suits Against the United States and Sovereign Immunity .
to essay-4"> Jump to essay-4 Mt. Healthy City Sch. Dist. Bd. Of Educ. v. Doyle , 429 U.S. 274, 287 (1977) .
to essay-5"> Jump to essay-5 Id.
to essay-6"> Jump to essay-6 Hartman v. Moore , 547 U.S. 250, 265–66 (2006) ; U.S. Const. amend. IV ( The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause . . . . ).
to essay-7"> Jump to essay-7 Nieves v. Bartlett , 587 U.S. 391, 406 (2019) .
to essay-8"> Jump to essay-8 Gonzalez v. City of Castle Hills , No. 5:20-CV-1151-DAE, 2021 WL 4046758, at *1 (W.D. Tex. Mar. 12, 2021) , rev’d sub nom. Gonzalez v. Trevino , 42 F.4th 487 (5th Cir. 2022) , cert. granted , 144 S. Ct. 325 (2023) ; see Joint App. at JA-2, Gonzalez v. Trevino , No. 22-1025 (U.S. Dec. 11, 2023) .
to essay-9"> Jump to essay-9 See Petition for a Writ of Certiorari at 6–7, Gonzalez v. Trevino , No. 22-1025 (U.S. Apr. 20, 2023) ; Brief in Opposition at 2–3, Gonzalez v. Trevino , No. 22-1025 (U.S. June 8, 2023) .
to essay-10"> Jump to essay-10 Gonzalez , 2021 WL 4046758,at *2 .
to essay-11"> Jump to essay-11 Id.
to essay-12"> Jump to essay-12 Id. at *6 .
to essay-13"> Jump to essay-13 Id.
to essay-14"> Jump to essay-14 Gonzalez , 42 F.4th 487 .
to essay-15"> Jump to essay-15 Id. at 492 (quoting Nieves v. Bartlett , 587 U.S. 391, 406 (2019) ).
to essay-16"> Jump to essay-16 Id.
to essay-17"> Jump to essay-17 Petition for a Writ of Certiorari, supra note 9, at 25–26.
to essay-18"> Jump to essay-18 Gonzalez v. Trevino , No. 22-1025, slip op. (U.S. June 20, 2024) .
to essay-19"> Jump to essay-19 Id . at 4 .
to essay-20"> Jump to essay-20 Id . at 5.
to essay-21"> Jump to essay-21 Id .
to essay-22"> Jump to essay-22 Supreme Court of the United States Granted & Noted List , Oc to ber Term 2023 Cases for Argument, No. 22-1025 , https://www.supremecourt.gov/docket/docketfiles/html/qp/22-01025qp.pdf .
to essay-23"> Jump to essay-23 Docket for 22-1025 , U.S. Supreme Court , https://www.supremecourt.gov/docket/docketfiles/html/public/22-1025.html .
to essay-24"> Jump to essay-24 Oral Argument Transcript, Gonzalez v. Trevino , No. 22-1025 (U.S. Mar. 20, 2024) , https://www.supremecourt.gov/oral_arguments/argument_transcripts/2023/22-1025_8m58.pdf .

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Poet of the Natural World: Mary Oliver Papers Newly Available in the Manuscript Division

June 20, 2024

Posted by: Julie Miller

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This is a guest blog by Barbara Bair, historian of Literature, Culture, and the Arts in the Manuscript Division

In honor of Pride Month, the recently acquired personal papers of best-selling Pulitzer Prize-winning poet, essayist, literary critic, and teacher Mary Oliver (1935-2019) are now open to researchers in the Library of Congress Manuscript Division. The Mary Oliver Papers include some 40,000 items in more than 118 containers, dating primarily from 1934 to 2019. The collection documents Oliver’s creative life, friendships, and professional writing and academic careers. It includes correspondence, prose writings, poetry, notebooks, teaching materials, drafts, photographs, interviews, and speeches representative of Oliver’s love of nature, birds, and the seaside.

One sheet of paper with two columns listing handwritten names of birds, numbered 1-40. Headed 1991.

The Mary Oliver Papers were received by the Library in December 2023 as a generous gift of Amalie Moses Reichblum and Bill Reichblum, NW Orchard LLC. The Reichblums, who are members of the Library’s James Madison Council, were close friends of Oliver and executors of her estate. In addition to the archival collection, they established the Mary Oliver Memorial Event Fund for Emerging Poets at the Library, in keeping with wishes expressed by Oliver. A public inaugural poetry reading and interview sponsored by the fund was facilitated by U.S. Poet Laureate Ada Limón at the Library in April. The Mary Oliver Papers were processed in the Manuscript Division in spring 2024 by archivist Elizabeth Livesey with the assistance of archives technicians Shandra Morehouse and Tammi Taylor.

Prominent in this newly available collection are materials pertaining to Oliver’s creative process and the publication of her work. Also represented is her life in the artist and LGBTQ+ communities of Provincetown, Massachusetts, on Cape Cod, and her personal and professional relationship with her longtime partner, the photographer and bookstore owner Molly Malone Cook (1925-2005). Cook served as manager of Oliver’s literary career and public appearances. As a member of the Provincetown community, she promoted photography as a fine art and maintained a friendship network that included filmmaker John Waters and other local writers, artists, and photographers. Oliver praised Cook as her best and most discerning reader. She dedicated her book Long Life (2004) to Cook, and their book, Our World, features photographs by Cook and text by Oliver.

Two women holding paper cartons of popcorn, outdoors, in front of a shingled building, passersby in the background.

Photographs of Oliver by Cook taken in Provincetown, as well as snapshots of their life together, including their dogs and home, are available in the collection, as is a 1995 issue of Provincetown Arts featuring a photograph of Oliver on the cover taken by her friend Barbara Savage Cheresh. That issue of the magazine includes a few Oliver poems and an article on her importance as a nature poet by fellow poet and Walt Whitman aficionado Mark Doty.

Oliver’s papers reveal her to be a witty and expressive letter writer. Correspondence with friends, such as dancer and potter Paulus Berensohn (1933-2017) demonstrate her closeness to those who shared her love of walking in nature, and her feelings about meadows, marshes, woodlands, and waterways, and the herons, hawks, insects, and animals who inhabited them. Like Walt Whitman , whose personal papers are also held in the Manuscript Division, and whom Oliver memorialized along with Wordsworth and Emerson as key influences in her essays, Oliver carried small pocket notebooks with her as she went about her days. She used them to jot down trial lines of poetry and descriptions of the world around her. In one notebook, created during her time teaching at Sweet Briar College in Virginia in 1991, she described the sight of brown bats flying over the quad at night. In her poem “The Morning Walk,” published in Long Life , she writes of thankfulness expressed in the peewee’s whistle, the twisting of the snake, or by the beaver who slaps his tail on the water of a pond—or by a person (such as herself) who may reach out to embrace the oak tree, or take out a notebook to record what was being observed.

Sheet of paper headed "statement of plan," typed statement with square of newspring glued on.

An application for a Guggenheim fellowship, meanwhile, reveals Oliver’s uneasiness at being pegged only as a nature poet, when in fact she was interested in many things, including democracy in the United States and the regional variety of its people. When awarded the fellowship, she used it to work on her poetry collection, American Primitive, for which she was awarded the Pulitzer Prize for Poetry in 1984.

Spirituality and eco-consciousness are also important parts of Oliver’s orientation to living reflected in the collection. She kept a copy of the poems of the Persian poet Rumi on her writing desk. An Anglican, she also kept a Book of Common Prayer nearby and pasted times for daily prayer on her typewriter. She emblazoned the typewriter with a bold message to her writer-self, positioned just above the keyboard, that read simply “COURAGE.” In trial lines jotted in her notebooks and in her published poems, she posited that every tree, every bush, and every flower is a reason to expound, and that the gladness she felt in response to the natural world is its own form of prayer. She continued to support the importance of environmental sustainability and stewardship after moving to Florida late in her life.

Image of a poster, reading at left: "Rachel Carson Distinguished Lecture" a yellow half circle, a bird, grasses, information about Oliver's poetry reading.

On June 14, 2024, United States Poet Laureate Ada Limón dedicated a tribute to a Mary Oliver poem titled “Can You Imagine” at the Cape Cod National Seashore, Massachusetts. The event inaugurated her “You are Here: Poetry in the Parks” site-specific poetry installation initiative focused on poetry of the natural world, cosponsored by the National Park Service and the Poetry Society of America.

Photograph of an electric typewriter, printed sign with Courage in caps taped above the keyboard.

As Mark Doty observed in his Provincetown Arts article, Mary Oliver teaches us that “the created world is something to cherish” and the central part of her “art is … to return us to wonder.”

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“The created world,” Mark Doty, “Natural Science: In Praise of Mary Oliver,” Provincetown Arts 11 (1995), 27.

I am thrilled that Mary Oliver’s collection will be available at the Library. Many, many thanks to the Reichblums and to everyone at the Library who helped make it possible — Barbara Bair not least among them.

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Papers of Talk Show Host and Sex Therapist Ruth Westheimer Open for Research at Library of Congress

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Papers of Talk Show Host and Sex Therapist Ruth Westheimer Open for Research at Library of Congress Papers and Correspondence of “Dr. Ruth” Acquired in 2022, Now Open for Research

The papers of talk show host and sex therapist Ruth Westheimer have been acquired by the Library of Congress and are now opening for research in the Library’s Manuscript Division.

Westheimer became a household name as “Dr. Ruth” in the 1980s, filling radio airwaves, television screens, and bookshelves with advice on sex and relationships. Westheimer was a pioneering voice in sex education, speaking openly about sex and the male and female anatomy at a time when such topics were publicly taboo.

The collection contains thousands of letters sent by listeners of her radio program, viewers of her television show, and readers of her books, providing insight into the sexual questions and concerns of her audience. There are also some of Westheimer’s written responses to those letters. The papers also document the dynamic rise in popularity of “Dr. Ruth.” There are publicity packets, production files and show notes related to Westheimer’s shows.

“I am delighted that the many letters I received requesting sexual advice will now be available to the research community,” Westheimer said. “I hope it helps us better understand the issues people struggled with then and also serves to promote better awareness today.”

Westheimer first went on the air in 1980 on WYNY-FM, broadcasting in New York City. Only radio listeners with antennae strong enough to pick up New York’s 97.1 FM station could hear her German-accented voice until 1984, when NBC Radio nationally syndicated her program, “Sexually Speaking.” Her audience grew with the premiere of “Good Sex! with Dr. Ruth Westheimer” on Lifetime Television in 1984. Both listeners and viewers sent in questions, comments, and requests for information or the occasional autograph.

Researchers may contact the Manuscript Reading Room for more information about this collection. The collection finding aid will be posted online next month. Researchers consulting the collection will be required to sign a form promising not to disclose personally identifiable information found in letters sent by the public to Westheimer.

The Library of Congress is the world’s largest library, offering access to the creative record of the United States — and extensive materials from around the world — both on-site and online. It is the main research arm of the U.S. Congress and the home of the U.S. Copyright Office. Explore collections, reference services and other programs and plan a visit at loc.gov ; access the official site for U.S. federal legislative information at congress.gov ; and register creative works of authorship at copyright.gov .

Media Contacts: Brett Zongker, [email protected] , Elaina Finkelstein, [email protected] PR 24-054 06/21/2024 ISSN 0731-3527

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