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A g r e e m e n t s u p p l e m e n t s 271 government mAp loCAtion D, 6 threAD loCAtion Page 105 sCApe Department of Justice Government such as an example case is Different Communities Librarians Serve Author Kelly Menzel Agreement DesCription Government libraries vary just as much as public and academic libraries do in terms of size and audience.1 Some are tiny and have a narrow scope, such as the apparently volunteer-run NCTC Conservation Library, whereas others, like the Library of Congress, are large.2 Still others function more as academic or public libraries. Military base libraries , for example, are meant to support active duty members, their families, base staff, retired military members, and even military school students and local people in all their information and entertainment needs. In fact, a large number of public and academic libraries serve partially as government libraries through their function of federal depositories. Therefore, it makes sense that each has a radically different membership to serve. A university that functions as a federal depository may serve students, faculty, and researchers of its usual community, but the depository also serves the general public of the area, local government, and other libraries. Meanwhile, the NCTC serves NCTC staff, students, Aramark employees, FWS employees, and visiting scholars, although some of the collections and services are available to the general public as well.3 Each, however, shares the common goal of attempting to serve its particular communities as well as possible. This is obviously a wide range of member communities to deal with, even for a single library. What skills can unite such a wide range of member needs and library types? In other words, what does one need to be able to serve these communities? The Federal Library and Information Center Committee (FLICC) has produced a document of federal librarian competencies, which attempts to outline this. The paper’s sections for “Program Development and Outreach” and “Customer Education and Training,” which are most relevant to basing services off one’s community, suggest that an expert (the highest level of competency) should be able to do the following: 1. To see the range, see http://www.usa.gov/Topics/Reference_Shelf/Libraries. shtml#U. 2. U.S. Fish and Wildlife Service Conservation Library. “National Conservation training Center.” National Conservation Training Center. 15 July 2009. http://library. fws.gov. 3. U.S. Fish and Wildlife Service Conservation Library. “About the Conservation Library .” National Conservation Training Center. 15 July 2009. http://library.fws.gov/ About.html; U.S. Fish and Wildlife Service Conservation Library. “FWS/Open Access Publications.” National Conservation Training Center. 15 July 2009. http://library.fws. gov/FWSOpenAccess.html. Figure 138 272 A g r e e m e n t s u p p l e m e n t s Program Development and Outreach • Demonstrates ability to evaluate and adapt the principles and practices of program and event planning and development. • Demonstrates ability to evaluate and adapt the principles and practices of outreach to existing and potential clienteles. • Demonstrates ability to develop, evaluate, and support alliances and collaborative relationships in program development and outreach . • Demonstrates ability to evaluate and stratify existing and potential clienteles to customize programs and outreach.4 Customer Education and Training • Demonstrates ability to evaluate bibliographic instruction outcomes and adapt delivery methods. • Demonstrates ability to evaluate information literacy programs’ outcomes and adapt them. • Demonstrates ability to evaluate and select standard or emerging training and instructional techniques. • Demonstrates ability to evaluate and select or design the library’s instructional materials. • Demonstrates ability to evaluate and select or create education and training delivery methodologies. • Demonstrates ability to create and evaluate the library’s education and training products, services, and programs. • Demonstrates ability to apply understanding of diverse learning styles to evaluate efficacy of education and training programs. • Demonstrates ability to plan, implement, evaluate, and adapt library educational and training programs.5 All of these skills are about tailoring current practices elsewhere in the field to the librarian’s particular environment and customer base. Unfortunately , the FLICC does not see the ability to create something entirely new to fit what the “customers” need, and to jettison current best practices elsewhere if they do not fit the members’ needs, as an important skill. The biggest problem I see with these competencies, however, is that they do not mention discussing changes or decisions with the members at all, but merely applying theory of learning styles to what is...



Subject Headings

  • Library science -- Philosophy.
  • Library science -- Forecasting.
  • Libraries and community.
  • Libraries and society.
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