LIBRARY STAFF: ROLES AND RESPONSIBILITIES, Introduction, 4.2 Staffing Pattern of Libraries, 4.3 Meaning of Roles and Responsibilities, 4.4 Changing Library Landscape, 4.4.1 Factors Impacting Library Staff Roles, 4.5 Library Professionals: Their Roles, 4.5.1 Managerial Roles and Responsibilities, 4.5.2 Specialist Roles and Responsibilities, 4.5.3 Skills and Knowledge Needed, 4.6 Library Paraprofessionals: Their Roles, 4.6.1 Changing Roles of Paraprofessionals, 4.6.2 Roles and Responsibilities, 4.6.3 Basic Skills and Knowledge Needed, 4.7 Library Non-Professionals: Their Roles, 4.8 Summary, 4.9 Answers to Self Check Exercises, 4.10 Keywords,

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UNIT 4 LIBRARY STAFF: ROLES AND
RESPONSIBILITIES
Structure
4.0 LearningOutcomes
4.1 Introduction
4.2 Staffing PatternofLibraries
4.3 Meaning ofRoles and Responsibilities
4.4 Changing LibraryLandscape
4.4.1 Factors Impacting Library Staff Roles
4.5 LibraryProfessionals:Their Roles
4.5.1 Managerial Roles and Responsibilities
4.5.2 Specialist Roles and Responsibilities
4.5.3 Skills and Knowledge Needed
4.6 LibraryParaprofessionals:Their Roles
4.6.1 Changing Roles of Paraprofessionals
4.6.2 Roles and Responsibilities
4.6.3 Basic Skills and Knowledge Needed
4.7 LibraryNon-Professionals: Their Roles
4.8 Summary
4.9 Answers to SelfCheck Exercises
4.10 Keywords
4.11 References and Further Reading
4.0 LEARNING OUTCOMES
After studyingthis Unit, you should be able to:
 identifydifference betweenprofessionaland paraprofessionallibrarians;
 explainthe functions, roles and responsibilitiesoflibrarystaff;
 define the roleand responsibilities ofprofessionaland paraprofessionallibrarians;
and
 describe the keycompetencies ofprofessionaland paraprofessionallibrarians.
4.1 INTRODUCTION
This Unit discusses in detailwhat do librarians and otherlibrarystaffmembers do in a
library,whatrolesandresponsibilitiesdotheyperforminmeetingtheirmandatedmission.
Libraryisa service-orientedorganisationandusersareitsfocus;customers’satisfaction
is their highest priority. To meet this mission, the typical tasks that librarians do are
several such as to manage and resource a library, supervise and lead staff, design,
direct, formulate policies and applythemto services to meet the informationneeds of
users.Theyprovideexpertadviceorconsultancyservicesonstrategiclibrarymanagement

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matters.Theydevelopstrategicplans, preparebudget andmakesubmissionsandbriefings
beforegeneralmanagement.Inlargerlibraries,librariansmanagemajorprojectsincluding
infusionofinformationtechnologysystemsandapplications,provideleadership,perform
managerialandspecialist roles, engage indecision making and judgement onstrategic
matters. Some librarians undertake programmes to market and promote libraryand
informationservices.Insum, librarians manageinformationorganisations, information
resources, informationservicesandapplyseveraltoolsandtechnologiesforthepurpose.
Libraryperformance depends upon how effectivelydo librarians performtheir roles
and responsibilities at different levels of management and how do they share their
responsibilitiesamongdifferent classes oflibrarystaffinmeetingtheirmission. ThisUnit
discusses indetailtheroles andresponsibilitiesoflibrarystaff, discovershow theirroles
arechanging, whatfactorsareinfluencingtheirrolesandwhat kindofcorecompetencies
do theyneed to possess at different levels ofmanagement so that theyareable to carry
out theirroles effectively.
4.2 STAFFING PATTERNS OF LIBRARIES
Libraries needstaffforrunningtheiroperationsandservicesandmeetingtheir missions.
Thestaffrecruitedforthepurposeispositionedat different levelsoflibrarymanagement.
It is grouped into three classes: professional, paraprofessional and non-professional
positions. Theprofessionals are those libraryemployees who have acquired the skills
and traininginlibrarianship and possessat least a first degree or its equivalent in library
and information studies and are employed onthe career cadre of‘librarianship’ in the
librarysystem.Theparaprofessionalsarequalifiedlibrarystaffholdingdiploma/certificate
inlibrarianship;theyassist librarians inthetechnicaland service functionsofthe library.
The non-professionalemployeescomprise libraryattendants who attendto allpatrons
and willinglygive assistance when needed. Their duties include cleaning and shelving
books, routinereading ofthe shelvesand suchother dutiesthat maybe assigned bythe
librarian. The non-professionals group also includes a wide range of staff like
administrative, clericaland office staffforadministrative services.
Grouping librarystaffinto three classes hasbeen the staffing patternoflibraries for the
last severaldecades. This pattern is stillthe mode despite the fact that over the years
librarieshavesinceundergoneaseriesoftransformationsintheirinformationenvironment,
in the library tools and technologies and in the dynamics of user behaviour. In the
composition oftotal librarystaff, paraprofessionals account for bulk ofthe staff and
theyconstitutea vitalforce inthe running oflibraryoperations and services.
The divisionoflabour betweenthetwo groups – professionalsand paraprofessionals –
is clear. While professionallibrarians do the more complex and intellectuallyrigorous
jobs entailing sophisticatedjudgment calls, supervisionandcomplexoperations, onthe
other handparaprofessionals performthose tasksthat are considered routineinnature.
Clericalwork typicallyrefers to a varietyofoffice and administrativesupport duties. In
the recent decades, libraries have seen significant blurring ofthe line between the two
groups andnow the overlap issuchthat sometimes it is frequentlydifficult to identifya
staffmemberasprofessionalorparaprofessionalbecauseofavailabilityofmorequalified
staffforjunior positions also.
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Points to Remember
The staffinlibraries is distributed into following three classes:
a) professionals: librarians and other library specialists who possess at least a
bachelor’s degree orits equivalent inlibraryand informationstudies.
b) paraprofessionals: support staffincluding libraryassistants, librarytechnicians
who possessat least diploma/ certificate in librarianship.
c) nonprofessionals: libraryattendantswho possess at least highschooleducation.
Thiscategoryoflibrarystaffalsoincludesclericalandofficestaffforadministrative
services.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
1) Brieflymentionthecategories ofstaffrequiredina libraryandtheir importance in
runninglibraryoperations.
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4.3 MEANING OF ROLES AND
RESPONSIBILITIES
Roles: Role has multiple meanings. It is used to define the exact position a person
holds ina library, say, universitylibrarian, deputylibrarian, or assistant librarian. Role
also refers to what a person does to meet a set of expectations attached to a job or
position. A job usually includes several roles. For example, a manager in business
organisation is expected to play several roles including leadership, understanding,
problemsolving, advice and encouragement. Likewisea librarianmanaging alibraryis
expected to playseveral roles including collectiondevelopment, information guide,
informationprovider, informationanalyst, or technologyapplicationleader.Roleis thus
a description of what a person does in a job or expectations attached to a job or
position.Ajobposition or job titleis just a convenient name for a role.
Responsibilities: Roles outline what functions are essentialto meeting expectations
from a job; responsibilities imply accountability for the tasks completed in a job.
Responsibilities also detailtasks to be completed, results to be achieved ina job and
for whichs/he canbe heldaccountable. Responsibilities canusuallybe quantified, such
as attendingto anaverage numberofclients onreferencedesk over a specificperiod of
time, or providing fulltext ofe-articles on demand in a week. In sum, responsibilities
are a summaryofrelated jobduties/ obligations in a job or position.
Tasks, Duties, Job: Responsibilityis about accountabilityfor actions or inactions ina
job; duties are an employee’s obligations to performtasks in a job;duties constitute a
major component ofthe job.
A task is the simplest and most basic element in the job; it is a unit ofwork, or a set of
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actions neededto produce some result.Ataskis rarelythewhole duty;rather it is a part
ofthe dutyarea, e.g., writing a memo, sorting the mail, etc. Complex positions in the
organisation mayinclude a large number oftasks, which are sometimes referred to as
jobfunctions.
A jobis a group offunctions, roles and responsibilities that an employee is obliged to
conduct. Jobshave titles.
Points to Remember
 A job usuallyincludes several roles. Role refers to what an employee does to
meet expectations attached to a jobor position.
 Responsibilities implyaccountabilityfor the tasks completed orto be completed
inmeetingtheexpectations.
 Duties are anemployee’s obligations to performtasks in ajob;duties constitute
a major component ofthe job.
 A job is a collection offunctions, roles and responsibilities that an employee is
obliged to conduct. Jobs have titles.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
2) Brieflymentionthedifferencesbetweenrolesandresponsibilitiesinajoborposition.
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4.4 CHANGING LIBRARY LANDSCAPE
The librarytechnologylandscape is changing rapidly. For managing their mandated
missions and services, llibraries are showing growing dependence on internet and
networks, library management systems and many kinds of other technologies. The
emerging digitalpublicationtrends, newformsofscholarshipandpublicationandvirtual
formsofpublicationinvariousformatshaveshiftedthefocusinlibrarianshipfromlibrary-
centeredservicetoinformationcentered service.Technologyhassincebecomemission-
critical to the libraries to manage complex collections ofprint, digitaland electronic
materials, to dealwith both owned and licensed content, to better integrate with the
enterpriseinfrastructureofthebroaderinstitutionsthroughWebservicesandApplication
Programming Interface(APIs) and to present modernuser interfaces.
4.4.1 Factors Impacting Library Staff Roles
The emerging informationenvironment — which has had a major impact in the ways
professional librarians manage library systems, resources patrons and services — is
redefining their roles. Professional librarians have begun to emerge as technology
applicationleaders, leading the change fromphysicalaccess to e-accessto information
resources. With the exponentialgrowth inthe bodyofdigitalinformation, librarians
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5. 59
havebeguntodotheroleofeducator, guide,instructorofferinginstructionsandassistance
to users onhow to useinternet and searchenginesto searche-journals, online databases
and catalogues, etc. They now offer information literacy and computer literacy
programmes for training users. Librarians nowadaysdesignlibraryaides suchas web
sites, online tutorials to improve access;theyevaluate informationresources that they
select and linkto websites and insome cases evenmanage organisationalwebsites.As
innovators, they even take up tasks to build bibliographic and citation databases,
institutionalrepositories, discoverylayers and createnew user interfaces asneeded for
fasteronline searching. Theynowadays negotiatewithpublishersas business managers
for subscriptionto e-journals onconsortiumratesand settle terms foronline access for
current e-journals and perpetualaccess for discontinued journalresources. More than
that, librariansplaytheir role asimage maker to project a better image ofthe libraryto
the outside world and to gain management support for more funds. Manya librarians
have become information analysts educating top management on institutional
performance inresearch vis-à-vis others.
Thefactorsthatseemto havebeeninstrumentalinbringingchangesintheroleoflibrarians
and informationprofessionals are several. Important ones aresummarised as follows:
 Informationexplosion
 Emergingdigitalinformationenvironment
 Searching problemsintraditionallibraries
 Emerginglowcost informationtechnologies
 Changing socialneeds
 Changing customer behaviour
 Emergingtechnologyneeds
 Changing public image oflibraries and librarians
 New generation needs – need to improve access, create literate environment.
Astheroles ofprofessionallibrarianschange, their responsibilities alsochange, because
rolesdetermineand redefinethejobresponsibilities. For example, thejobresponsibilities
of librarians in the management ofcollection development have changed ever since
libraries witnessed shift in libraryacquisitions fromownership to access and control;
instead ofpurchasing resources on ownership basis, libraries laymore emphasis now
on licenses for remote access to e-resources and accordingly we see shift in the role
andjobresponsibilitiesofacquisitionlibrarians. Theynowcoordinatetheimplementation,
process andongoing maintenance oftheelectronic resource collectionthroughthe life
cycleofeachresource. Theyliaisonwithpublishers, aggregatorstoensurethat electronic
resources are as widelyaccessible as possible, promote the use ofthese resources and
coordinate the library’s response to access issues that involve electronic resources.
Points to Remember
 Inthe contemporarylibraryinformationlandscape, technologyhas since become
mission-criticaltothelibraries to managecomplexcollections ofprint,digitaland
electronic materials.Accordingly, acquisition librarian has become electronic
resource librarian.
 Besides technology, there areseveralotherfactors that havebeeninstrumentalin
expanding andredefining the roles ofprofessionallibrarians.
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Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
3) Brieflymentionthefactors influencing the rolesofprofessionallibrarians.
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4.5 LIBRARY PROFESSIONALS: THEIR ROLES
4.5.1 Managerial Roles and Responsibilities
Libraries arehighlystructuredorganisations hierarchically.Alllibrarieshave employees
workingatdifferent levelsofresponsibilityinthe hierarchy. Hierarchyoftheseemployee
positions is called Levels ofManagement. The levelofmanagement in the hierarchy
determinesa chainofcommand, theamountofauthorityandstatusthe employee enjoys
inhis position. Libraryorganisationsdifferinthe levels ofmanagement inthehierarchy.
The number ofmanagement levelsinanylibrarydepends uponthe sizeofits collection,
librarytechnologyapplications, users’strengthand the work force.Auniversitylibrary
systemsupportsthree levels ofmanagement: top level, middle leveland baseline level.
Librarians workingat these levels playtheirrolesbothas libraryspecialist and as library
manager. The kinds ofmanagerialroles that professionallibrarians playin a university
libraryat different management levels are discussed below:
Top Level –At thetop levelofthe universitylibrarysystemis the universitylibrarian.
S/he serves as the principal manager ofthe university library. Her/his role in library
management is mainlyadministrative, managerialand/or specialist. S/he is responsible
for leadership to the library, change management in the libraryanddelegationand staff
empowerment. S/heisthesourceofauthorityto lead, direct andmanage libraryservices
of strategic significance to the university academia, students and the university
management. S/he devotes more time on planning and librarycoordinating functions.
Her/his major responsibilitiesare summarised as follows:
 To lay down the vision, mission, objectives and broad policies ofthe library in
consultationwithlibrarycommittees and top managementofthe university.
 Lead the universitylibraryto achieve thehighest levelofexcellenceinallstrategic
dimensions oflibraryactivities.
 Issue necessary instructions for preparation of library budgets, procedures,
schedules, etc.
 Prepare strategicplans and policies onlibraryservices, projects.
 Organise librarystaffinto various functionsand services.
 Controland coordinatethe activities ofalllibraryunits, departments.
 Maintaincontacts withthe outside libraryworld.
 Provide advice, guidance and directionto the staffor arrangenecessaryadvice on
libraryprogrammesand activities.
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 Exercise judgment and initiative to anticipate, conceptualise and resolve
sophisticated problems that mayhave strategic and organisationalimpact.
 Contribute substantially to organisational performance, or to the body of
professionalorsubject knowledge.
 Lead and manage significant organisationalservices, projects or programmes.
 Provideauthoritativeexpert adviceto themanagement, theorganisationasawhole,
or externalparties.
Middle Level – At the middle level are deputy librarians who head branch library
services, library teams or library departments. Their roles are both functional and
specialist.As specialists, theyare directlyresponsible for the management oflibrary
functions and services such as acquisitions, technicalprocessing, print and e-journals,
library automation, user services and others. They are required to perform several
different roles ofstrategic importance withinthe libraryfunctions under their charge.
Theyreporttothetopmanagementforthefunctioningoftheirteams. Theirresponsibilities
are summarisedas follows:
 Execute theplansoftheorganisationinaccordance withthepolicies anddirectives
ofthe top management.
 Make plansfor the units, departments under their charge.
 Send important reports and other important data to top levelmanagement.
 Evaluate performanceofjunior staff.
 Motivate lower levelmanagers towards better performance.
 Secure equipment, materialsand services required to support the performance of
theirroles.
 Exercise judgment and initiative in dealingwith a range ofcomplex and detailed
operational or conceptual problems and tasks that may extend beyond the
immediate work area.
 Undertake initiatives to develop and introduceenhancementsto existingpractices,
systems and procedures.
 Overallstaffsupervision, projects and initiatives.
 Monitoring oftechnicalstandards and practices and writing and administrating
grants.
Base Line Level –At the first leveloflibrarymanagement in a universitylibrary are
assistant librarianswho report to deputylibrarianoruniversitylibrariandepending upon
what their localpractices are inthe organisation. Theywork undergeneraldirectionof
a senior professional, deputylibrarian, or the universitylibrarian. Theyperformtheir
roles as supervisors. Their responsibilities include:
 Provide professionallibraryand informationservices.
 Assist in the development oflibraryand informationservices and systems.
 Coordinatewithotherlibraryteamsonlibraryandinformationmanagementprojects.
 Assign and supervise jobs and tasks to the support staffofthe teammembers.
 Guide and instruct support staffinthe teamfor dayto dayactivities.
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 Theyare responsiblefor the qualityas wellas quantityofoutput and service.
 Be responsible for providing training to the workers.
 Arrange necessarymaterials, resources for gettingthings done.
 Prepare periodicalperformance ofsupport staff.
 Motivate support staff.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
4) What doyouunderstandbyterm‘levelsofmanagement’inanorganisation?Briefly
describe the kindsofroles librarians performat the middle levelofmanagement in
a universitylibrary.
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4.5.2 Specialist Roles and Responsibilities
Library managers can be described by the functions they perform and the roles they
playat differentlevelsofmanagement. Inthelast sectionwediscussedrolesthat librarians
performaslibrarymanagers at different levels ofmanagement. Inthis Sub-section we
will look at the specialist roles that librarians perform in additionto their managerial
roles.TheTable4.1lists thespecialist rolesandresponsibilitiesofprofessionallibrarians
in managing technologies for libraryautomation, e-access, localto globalresources
and collaborationwithoutside libraries.
Table 4.1: Role and Responsibilities of Professional Library Staff
Roles Responsibilities
Technology
application leader
 Identifying library technologies and their
implementation.
 Developing websites, digitising/converting
content.
 Technical support, system
administration/maintenance, data
conversion, data migration, system analysis
and testing.
 Open source software development,
usability testing, interoperability, and digital
library technology.
 Metadata, access and retrieval mechanisms
(bibliographic records, finding aids, EAD,
MARC, DUBLIN Core records), quality
control.
 Databases, subject guides, library aids,
library interfaces, discovery layers, online
tutorials, etc.
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Collection
development
manager
 Collection development and management of
materials in all formats and in all models.
 Llicensing terms and agreements for
subscribing online resources.
Project manager  Write library project proposals for grants.
 Determine scope and requirements of
projects
 Coordinate, execute, schedule activities, and
control resources for projects such as digital
library system installations, technical
standards/practices, design, development
and implementation, digital preservation,
digital repository, digital contents aspects,
etc.
Educator, guide,
and service
provider
 Information literacy, computer literacy, staff
training, reference and public services,
liaison, professional activities, and user
studies.
 Educate faculty members, helping them to
understand the usefulness of e-resources and
new modes of inquiry.
 Educate students the process of gathering
information from printed materials and
electronic resources in a library.
 Raise awareness that the process of
gathering information is as important as the
information itself.
Information
Provider
 Provide access to relevant information
materials for research, teaching and
academic development.
 Create and develop motivating, flexible
physical and digital learning spaces.
 Collaborate with classroom teachers to plan,
implement and evaluate course materials
and content inquiry-based programs.
 Provide and promote quality fiction to
develop and sustain in students the habit of
reading for pleasure and to enrich their
intellectual, aesthetic, cultural and
emotional growth.
Information
analyst
 Analyse citations in the published literature
for mapping research and research
assessment.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
5) Brieflyoutlinetheroleandresponsibilitiesoftheprofessionallibrarianastechnology
applicationleader.
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4.5.3 Skills and Knowledge Needed
The libraryenvironment withinwhichlibrariansexecutetheir coremissionhaschanged
dramatically. The use of electronic information and related technologies has become
indispensable in the deliveryoflibraryservices. Users are adapting to a new and ever
changing digitalinformationenvironment. To provideinnovative, value-added services
and to meet the evolving needs, new areas of expertise are developing. These
considerations makeit clear that theprofessionallibrarians must adapt to the changing
information environment and build skills and knowledge accordingly. They need to
develop core competencies in three broad areas: i) information technologies, ii)
librarianship, andiii)organisationmanagement so that theycanplaytheirroles and fulfil
their responsibilities to the expectations ofuser clientele.
Corecompetenciesaredefinedasacombinationofskillsandknowledgeinsuchdomains
ofknowledge as are important for organisationalsuccess, personalperformance and
career development. Besides, professionallibrarians need to possess certain personal
competencies to workeffectivelyand contribute positivelytotheir organisations, users
and profession. In particular, personal competencies range from being strong
communicators to demonstrating value-addition oftheir contributions, to remaining
flexible and positiveinanever-changing environment.
Asummaryofcompetencies as needed for professionallibrarians isdisplayed inTable
4.2 to 4.4. These competencies must be studied and advanced in order to succeed in
managing libraries, resources, services and to be able to applytools and information
technologies forthe purpose.
What is givena Tables 4.2 to 4.4 is a list ofcore competencies inIT, librarianship and
organisation management. Fortunately, one need not have to acquire all of these
competencies to be aneffective libraryand informationprofessional. What you need is
just a mix of competencies fromeach category: some traditionallibrarianship skills,
some value-adding skills, some leveloffamiliaritywithIT, somegenericskillsand some
ofthe attitudes and traits and some domainknowledge. Traditionallibrarianship skills
arestillrelevantespeciallytheirknowledgeofinformationsourcesandsearching,collection
development, informationorganisationfor storage andretrieval But to remainrelevant
and effective incontemporaryIT dominated environment, professionallibrarians need
to be broad-based to know a little of everything; they also need to be an expert in a
smallnumberofareas.
One needs different sets of competencies for different types of information jobs in
different environments. Information professionals working incorporate organisations
and corporate libraries will probably need more value-adding skills, entrepreneurial
skills and domain knowledge. Professionals working in academic libraries probably
require more technologyskills as wellas traditionalskills. Public librarians mayneed
moresocialandcommunitybuildingskills.Asthe workenvironment canchange rapidly,
information professionals need to assess periodicallywhich new skills theyneed to
acquire and which current skills need to be strengthened. However, because of the
individual’s educationbackground, aptitude and personality, it maybe difficult for her/
himto acquirecertain types ofcompetencies.
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Table 4.2: IT Competencies Needed for Library Staff
Competency
Area
Competency definition and skills required
Core
Technology
Advanced understanding and knowledge of hardware and
software concepts in computers and networks, network
equipments and peripheral devices. Can apply expertise for
system administration, network administration, and security.
Can apply software programs that perform basic computer and
local area network functions.
Demonstrable Skills and knowledge
Hardware
Internet
Operating Systems
Software Applications
Networking and security
Server administration
Internet Advanced understanding of the protocols, structure,
organisation, and various web tools that make up the Internet
Demonstrable Skills and knowledge
Internet
Web Tools
E-mail Applications
Web Design & Development
Web markup languages
Library
Systems & IT
Infrastructure
Advanced understanding of the systems that support automated
library functions, including e-resources management, user
interfaces, library information services, learning tools, and
integration of information technology in libraries for
appropriate changes
Demonstrable Skills and knowledge
Library management systems
Content management systems
Digital library systems
Digital library architecture
Digital archiving and preservation
Electronic resource management systems
Software applications
Database development and management systems
Office tools
Imaging tools and technologies
Technical and quality standards
Cloud based library systems
New emerging technologies
IT Planning
/Policies
Advanced knowledge and understanding of current and
emerging trends in IT and to use this as the background to
write IT policies, IT plans, and IT training programmes for IT
infusion in libraries
Demonstrable Skills and knowledge
Create, evaluate and implement library policies for computer,
Internet, wireless usage, and technology disaster. Develop and
maintain a library technology plan including a computer
replacement plan in the context of emerging technologies.
Develop and implement programmes for staff training in
technologies.
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Table 4.3: ProfessionalCompetencies in LibrarianshipLibraries: Basics and Contexts
Competency
Area
Competency definition and skills required
Collection
Development
and
Management
Advanced knowledge of understanding the current and
emerging concepts, issues and methods related to the
selection, acquisition and management of resources in all
formats. Can provide leadership and strategic direction in
the transition from print to electronic acquisition models
and also leadership in collaborative activities.
Demonstrable Skills and knowledge
Knowledge of Information sources
life-cycle management of electronic resources
Needs of users
Group purchasing models, methods
Analyse pricing patterns
Licensing and agreements – liabilities, warranties,
perpetual access, embargos, permitted uses, cancellations
Usage statistics and analysis
User access authentication technologies
User interfaces for e-access
Consortial agreements
Vendor negotiations
Information
Organisation
and Retrieval
Advanced knowledge and understanding of information
systems for information retrieval, resource discovery,
resource description, open access scholarly indexing,
personal information management protocols, and social
tagging.
Demonstrable Skills and knowledge
Principles of Information organisation
Classification, taxonomies, and ontologies,
Cataloguing, bibliographic descriptions, metadata
Indexing
Information systems workflows
Information
and user
services
Knowledge and understanding of user service principles
and techniques to provide users access to information,
analytical and packaged information services. Design and
organise online reference service.
Demonstrable Skills and knowledge
Database searching
Federated searching
Online search aids
Assistive and adaptive technology services
Online Reference/ Enquiries
Information literacy, computer literacy, and statistical
literacy.
User services promotion skills.

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Table 4.4: Management Competencies Needed for Library Staff
Library Staff: Role and
Responsibilities
Research and
use studies
Knowledge and understanding of conducting research
studies, writing and editing research reports and papers in
the field of library and information science.
Demonstrable Skills and knowledge
Quantitative and qualitative research methods.
Literature survey to discover central research findings of
the field.
Skills to assess the actual and potential value of new
research
Knowledge of professional issues
Trends and professional development
Technical writing skills
Knowledge of
Organisation
Knowledge and understanding of the vision, mission, and
objectives of the organisation
Demonstrable behaviour
Commitment to the organisation’s mission; its services and
the materials it provides;
understand and accepts her/his role in accomplishing
branch or department priorities
adheres to the policies, principles, standards,
methodologies, procedures, rules, laws and regulations,
guidelines of the organisation in the working context;
applies policies and procedures fairly;
supports organisational goals and policies
Competency
Area
Competency definition and skills required
Leadership Be a leader, give advice, dare to think and make decision,
provide vision and guidance to library staff, contribute effective
strategies in library services and resources, set effective
leadership to teams, directions and goals for the team accurately
and appropriately, have astuteness and wit to tackle problems,
be thoughtful, reliable, persuasive such that others will willingly
follow ones lead, be a good model in terms of responsibility
Demonstrable Skills and knowledge
Communication and interpersonal skills
Vision, establishing direction
Collaborative leadership
Team leadership
Innovating
Change management skills
Overcoming obstacles
Mentoring skills
Motivation skills
Critical thinking
Communication Ability to communicate and exchange information, correctly
perceive and understand users, ability to negotiate, be a good
listener, and use language correctly.
Demonstrable Skills and knowledge
Teaching and group presentation skills
Writing skills
Grant/proposal writing skills

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Points to Remember
 To remainrelevant inthechanginginformationenvironment andtofulfiltheirroles
and responsibilities to the expectations ofuser clientele, professionallibrarians
needto developcorecompetencies inlibrarytechnologies,management oflibrary
resources andservices and leadership andorganisation management.
 One needs different sets ofcompetencies for different types ofjobs in different
informationenvironments.
 Information professionals working in corporate organisations and corporate
libraries willprobablyneed more value-adding skills, entrepreneurialskills and
domainknowledge.
 Professionals working in academic libraries probablyrequire more traditional
skills. Public librariansmayneed more socialandcommunitybuilding skills.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
Libraries: Basics and Contexts
Teamwork Ability to work with others, build reliability, encourage unity
and good relationships, make the team to achieve goals by
encouraging freedom of thinking, accepting individual
differences, exchanging knowledge, sharing responsibilities and
jobs
Demonstrable Skills and knowledge
Conflict management skills
Change management skills
Interpersonal communication skills
Motivate team members
Organisation
Management
Knowledge and understanding of new management principles
and theories appropriate for libraries
Demonstrable Skills and knowledge
Management of organisation and human resources
Financial management
Office management
Promotion and marketing management
Services and resources development
Project management/leadership
Collaboration and partnership development
Strategic management for building cooperation among
libraries, networking, and participation of stakeholders
Legal issues
Personal
attributes
Vision, adaptability, flexibility, and eagerness for new
experiences and knowledge, employee centered, risk taking,
multicultural awareness, commitment to the profession,
integrity, creativity, self-awareness, ambition, tenacity,
previous experience, tenacity, accountability (personal
responsibility), personal energy, delegation, self-confidence,
emotional intelligence, diplomacy

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6) List skills that professional librarians should acquire to become effective as a
technologyapplicationleader.
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4.6 LIBRARY PARAPROFESSIONALS: THEIR
ROLES
Paraprofessionaland clericalemployees comprise the bulk oflibrarystaffs. Ofthese,
library support staff or library paraprofessionals work in many important and often
multiple roles. Paraprofessionals work inalltypes oflibraries includingpublic libraries,
academic libraries, schoollibraries, speciallibraries andinformationcentres. Theyassist
professionallibrarians to acquire, prepare and organise materials. Theyrun day-to-day
libraryoperationsessentialto effectivefunctioningofthe libraryandperformsupportive
customer services underthe directionofa supervisor. Inaddition, theycarryout such
other tasksasare assignedbytheir supervisors. Typicaljobsfor paraprofessionallibrary
staff are: supportive customer services (circulation, public service), acquisition and
technicalservices(acquisition, preparation, organisationandmaintenanceofmaterials),
clericalwork andassisting users inlocating appropriateresources. Paraprofessionals in
smaller libraries handle a wider range ofduties, while those in large libraries usually
specialise. For example, inlarge libraries, onepersonis responsible forbinding, one for
journal check-in, another for ILL borrowing and so forth. Staff responsible for the
circulationdutiesisrequiredtoworkonlyincirculation.Insmalllibraries,paraprofessionals
performmultitaskingroles.Theyhandlethingslikecirculatingmaterials, processingnew
materials, checking inmagazines, answering the telephone and supervising students
usingthelibraryindependently.Thebudgetdetermineshowlibrarystaffrolesarehandled.
Whenever there is not enough staff, support staff members are asked to do the jobs
that aren’t specificallytheir class. Who doeswhat isdeterminedonalocallevelalthough
there arenationaltrends.
4.6.1 Changing Roles of Paraprofessionals
New trendsinlibraryinformationenvironment (as outlined inSection4.4)have caused
the libraryto reexamine, redistribute and even eliminate some functions and services.
For example,eliminationofrole ofprofessionallibrarians asthereferencedesk librarian.
The purchase ofelectronic-onlyjournals and e-books has eliminated some traditional
support staffroles. Libraries no longer subscribe print journals; libraries therefore no
longer need support staffdedicated to that task. Withnew servicesand collections, the
need for a higher level support staff member with the ability to handle functions in
multipleareasofthelibraryhasbecomemoreevident. Newtrendsarecertainlyredefining
therolesofthelibrarystaff, effectivelypropellingprofessionallibrariansoutofthephysical
libraryspace called“library” and driving theminto digitalspace- theacademichome of
the patron.
In theemerging scenario, paraprofessionals have to develop expertise inthe technical
aspectsofrunning alibrary, operatingand maintaininginformationservicesandsystems
such as the library OPAC (Online Public Access Catalogue) and maintaining web
platforms. Theyneed to spend moretime working directlywithcomputers. Theyneed
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16. 70
to take additionalresponsibilities, for instance trainlibraryusers inthe useofWebtools
andothersoftwareincludingopensourcesoftware.Theyalso needtolendgoodtechnical
support suchasto install, troubleshoot and maintainhardware andsoftware. Therange
and complexity of their duties will vary with each position, the size and type of the
librarytheywork inand eachlibrary’s specific needs, goals, or mission.
4.6.2 Roles and Responsibilities
Nowadays paraprofessionals work mainly in sixmajor areas of the library service –
technology support, helping users find information, collection development and
maintenance, technicalservicesand circulation. Givenbelow arethe kindsofroles and
responsibilitiesthatsupport staffmembersperformintheseareasroutinelyto runvarious
libraryfunctionsand services.
Technology Initiativesand Support
 Teaching users how to use theinternet, technologies and equipments relevant to
informationseeking, access and use;
 Helping people set up emailaccounts;
 Teaching users how to use online resources e.g. e-books, e-journals;
 Giving userslogindetails for librarycomputers and helping themwhen theyhave
problems/forget passwords, etc.;
 Providingtechnicalsupport onsystemsandtools(i.e. loadinge-booksfromwebsite
on to a e-reader);
 Maintaincomputerdatabases used to locatelibrarymaterials;and
 Maintain databases, web pages and localarea networks.
Helping UsersFind Information
 Provide assistance to teachers and students bylocating materials and helping to
complete specialprojects.
 Answer routine referenceinquiries and refer patrons needingfurther assistance to
librarians.
 Guide patronsinfindingandusinglibraryresources, including reference materials,
audiovisualequipment, computersand electronic resources.
 Conduct reference searches, using printed materials and in-house and online
databases.
 Search library resources, compile bibliographies and provide information on
subjects ofinterest to the organisations.
 Answer patrons’questions and help themfind libraryresources.
 Deliver and retrieve items throughout thelibrarybyhand orusing pushcart.
 Compile bibliographies andprepare abstracts onsubjects ofinterest to particular
organisations or groups.
 Helpplanandparticipateinspecialprograms, suchasused-booksalesandoutreach
programs.
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Collection Development
 Process printand non-print librarymaterialsto prepare themforinclusioninlibrary
collections;
 Verifybibliographicaldataformaterials, includingauthor,title, publisher, publication
date and edition;
 Prepare order slips for materials to be acquired, checking prices and figuring
costs;
 Promote/display/ weeding/ordering stock;
 Describe/catalogue/arrangephysicalordigitalmaterialinusefulwaysso that people
canfind it;
 Dealwithstock management / complaints, etc. inaccordance withIPR rules;
Technical Processing
 Reviewsubject matterofmaterialstobeclassifiedandselectclassificationnumbers
and headings accordingto classificationsystems.
 File catalogue cards according to systemused.
Circulation
 Loanlibrarymaterials to patrons andcollect returned materials.
 Handle interlibraryloans.
 Register new users and issue librarycards.
 Reserve, circulate, renew and discharge booksand other materials.
 Enter and update patrons’records on computers.
 Process interlibraryloans for patrons.
 Compile and maintainrecords relating to circulation, materials and equipment.
 Collect fines and respond to complaintsabout fines.
 Issue identificationcards to borrowers.
 Send out notices about lost or overdue books.
 Chase and collect books back and enforcing fines.
Collection Maintenance
 Sort and re-shelve returned books, periodicals and other materials.
 Organise andmaintainlibrarymaterials.
 Sort books, publications and other itemsaccording to procedure andreturn them
to shelves, files, or other designated storage areas.
 Performshelfrevisionona regular basis.
 Take actions to halt disruption oflibraryactivitiesbyproblempatrons.
 Organise and maintainperiodicals and reference materials.
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 Operate and maintainaudiovisualequipment such as projectors, tape recorders
and videocassette recorders.
 Prepare volumesfor binding.
 Ensure that the librarystacks areorderlyand tidy.
 Putting back in place according to floor plan.
4.6.3 Basic Skills and Knowledge Needed
To playtheirroleseffectively, paraprofessionalsneedto buildcompetenciesinimportant
areas such as technology, access, technical processing, collections, teamwork and
collection maintenance. The competencysets that theyneed to possess in each area
are described below. These competency sets are adapted from the ALA-APA
recommendations for theircertificationprogramdesigned forlibrarysupport staff.
Technology
 Abilityto assist andtrainuserstooperate publicequipment, connectto theinternet,
use librarysoftwareapplicationsand accesslibraryservicesfromremotelocations.
 Abilityto demonstrate role oftechnologyin creating, identifying, retrieving and
accessing informationresources withappropriate informationdiscoverytools.
 Ability to perform basic troubleshooting of technical problems and resolve or
refer those problems as appropriate.
 Abilityto accessandusebasicassistive technologies, where appropriate, to ensure
that allusers have equitable access to technology.
 Ability to use technologyand to use it to enhance the overalleffectiveness of a
library, including web based methods of improving technological access to
information.
Access
 Knowledge andunderstanding ofthe traditionaland non-traditionalorganisation
schemes for collections.
 Abilityto applyandmanage theappropriate processes, technologyandequipment
for circulating librarymaterials, resource sharing, reservesand user services.
 Abilityto applycopyright principles and policies pertaining to access functions
suchasreserves, document deliveryand interlibraryloan.
 Abilityto applythe policies and procedures for resource sharingamong libraries.
 Abilityto use effective communication skills to explainaccess services policies
and procedures.
 Abilityto maintaincollections byshelving, shiftingand shelfreading.
 Abilityto identifyand solve problems related to circulation and resource sharing
processes.
 Abilityto assist in data collectionand reporting on collections and services.
 Capable ofevaluating resources and findingthe best ones for addressing different
questions or issues.
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19. 73
 Ability to quickly and professionally search databases, internet resources and
catalogues to find needed information.
Technical Processing
 Abilityto applyand manage the appropriate processes, computer technologyand
equipment forcataloguingand classification.
 Abilityto use the basic cataloguing and classificationtools, bothprint and online,
including bibliographicutilitiesand format standards.
 Abilityto applyand use thebasics ofstandard metadata formats and cataloguing
rules to select, review and edit catalogue records and to generate metadata in
variousformats.
 Abilityto applyand use the basics ofclassification andorganisation schemes for
collections.
 Understands thevalue ofauthoritycontroland its basic principlesand canidentify
and applyappropriateaccess points for personalnames, corporate bodies, series
and subjects.
 Understandsthe valueandadvantages ofcooperativeorcollaborativecataloguing
practices to enhance services.
 Understands thevalue and purpose ofcataloguing and classificationto help users
find the resourcesthat theyseek.
 Understands theroleoftechnologyincreating, identifying,retrievingandaccessing
informationresourcesand demonstrate facilitywithappropriatemetadata storage
and retrievaltools.
Collections
 Understands how to use integrated librarysystems, otherappropriate online tools
and data to manage collections.
 Understands the basic principles ofcollectiondevelopment and management.
 Ability to assist with decisions regarding selection, de-selection, retention and
replacement ofalltypes oflibraryresources.
 Understands thebasic principles and canapplythe appropriate procedures to the
processes that provide users access to a wide varietyofcontent.
 Understands the various ways in whichcontent, inmultiple formats, is produced
and distributedto libraries.
 Understandsthevalue ofresourcesharingagreementsand applythemto collection
decisions.
 Understands and can use the recognised standard evaluative sources to assist
withcollectiondevelopment.
 Understands the principlesandbasic practicesregardingthepreservationoflibrary
resources.
 Abilityto applyappropriate methods and techniques for accurate preparation of
libraryresources.
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20. 74
 Abilityto explainand applypoliciesregarding librarycollections.
Teamwork
 Understands the basic concepts of interpersonal relations, customer service,
teamwork and communication.
 LSSselectthemostappropriatemediumforcommunicatingbasedonthelanguage,
communication styles and needs oflibraryusers and colleagues.
 Abilityto resolve conflict ina positive and productive manner andjudge when to
refer situationsto a supervisor.
 Abilityto use effective communication skills to enhance approachability and to
transmit information.
 Ability to practice proactive customer service byanticipating and maintaining
awareness ofusers’ needs.
 Abilityto use effective verbaland non-verbal skills that provide the libraryuser
withapositive interaction.
 Abilityto usethe tools ofdelivering difficult orsensitive information.
 Abilityto participateeffectivelyonteams, commit to meeting agreed-upongoals
and objectives, communicate respectfully and professionallyand support team
decisions.
 Ability to seek, give and accept constructive feedback from co-workers,
supervisors and users.
 Teamplayer.
 Abilityto communicatewellwithlibrarystaffas wellas with allusers and guests.
 Strong levelofcustomer service skills.
Collection Maintenance
 Attentionto Detail
 Has knowledge andunderstanding oflibraryclassification
 Has intimateknowledge of allcollections in the libraryand their arrangements
 Communication:OralandWritten
 Planning andOrganising
 Professionalism
 Service
 Excellent customerservice skills
 Familiaritywithautomatedlibrarysystems inusewithin the library
 Strongself-motivation
 Abilityto performmanualtasks suchas lifting, pushing, pullingand bending
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21. 75
Points to Remember
 Thetypicalrolesofparaprofessionallibrarystaffaresupportivecustomerservices,
acquisition and technicalservices, clerical work and assisting users in locating
appropriate resources.
 Paraprofessionals insmaller libraries handle awider range ofduties, while those
inlargelibraries usuallyspecialise.
 Nowadaysparaprofessionalswork mostlyinsixmajorareas ofthelibraryservice
– technologysupport, helping users find information, collection development,
technicalservices, acirculationand collectionmaintenance.
 To be able to play their roles effectively, paraprofessionals need to build
competenciesinimportant areassuchastechnology,access, technicalprocessing,
collections and teamwork.
Self Check Exercise
Note: i) Write youranswer inthe space given below.
ii) Check your answer with the answers givenat the endofthis Unit.
7) List skillsthat paraprofessionallibrarystaffshouldacquireto support and advance
technologyinitiativesofa library.
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4.7 LIBRARY NON-PROFESSIONALS: THEIR
ROLES
Non-professionalstaffina librarycomprises attendants and administrative staff. Their
role is to support professionaland paraprofessionallibrarians so that libraryis able to
carryout itsday-to-dayfunctions effectively.
LibraryAttendants
Libraryattendantsworkaspart ofaserviceteamassistinglibrariansandlibraryassistants,
library technicians with library and office tasks and procedures. Typical tasks may
include:
 Working aspart ofa teamina libraryorinformation service environment
 Identifyingandcorrecting minorfaults withmultimedia equipment
 Re-shelving returnedlibraryresources
 Dusting andcleaning oflibraryfurniture, stacks, office staffanduser services area
 Assisting clients withhow to use informationservicese.g. electronic catalogues
 Using electronic informationmanagement and cataloguing toolsfordata entry.
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22. 76
Administrative Staff
Theroles andresponsibilities ofthe administrativestaffmainlydepend onhowbig isthe
library. Inbiguniversitylibrariesthereis adepartment dedicatedexclusivelyforlooking
after the administrativeservices. Included inthe administrative staffcategoryis a wide
varietyofdutiesand positiontitles. Typicalpositionsina largeuniversitylibraryinclude
administrative officer, office assistants and office clerks. Admin staffmayor maynot
have a post graduate/diploma degree inlibraryand informationscience.
Administrative Officer
Functionalroles mayinclude personnelmanagement, office management and stores
andpurchasemanagement to ensureadministrativeand personnelservicessothat library
runs smoothlyand accomplishes its goals ona dailybasis.
Office Assistants, Clerks
Office assistants, clerks are support staff to admin officer. They performa varietyof
officeandadministrativesupport dutiessuchasrecordkeeping, sortingandfiling, typing,
wordprocessing,photocopyingandmailingoutmaterialandmailsorting.Clericalsupport
also involves day-to-dayoffice tasks, suchas answering phones and entering data into
spreadsheets.
4.8 SUMMARY
This Unit describes what librarians do in a library; what their functions, roles and
responsibilities are in organising and managing a libraryfor conducting various user
services. The Unit describes that staffrecruited and positioned at different levels of
management ina libraryare classed into threegroups: professionals, paraprofessionals
and non-professionals. TheUnit lists theirroles and responsibilities at different levels of
management. The Unit further explains that in the contemporarylibraryinformation
landscape, technology has since become mission-critical to the libraries to manage
complex collections ofprint, digital and electronic materials. Technology has since
influenced roles oflibrarians and paraprofessionals. Besides technology, the Unit lists
severalother factors that have beeninstrumentalinexpanding andredefining the roles
of professional and paraprofessional librarians. Librarians can be described by the
functions theyperformand the roles theycarryout. The Unit describes in detailtheir
functional roles and specialist roles. To remain relevant in the changing information
environment and to fulfil their roles and responsibilities to meet the expectations of
users, professionallibrarians need to develop core competencies. The Unit therefore
describes the core competencies that professionals andparaprofessionals should have
in library technology, management of library services, leadership and organisation
management. One needs different sets ofcompetencies for different jobs in different
environments. Information professionals working in corporate organisations and
corporate libraries willprobablyneed more value-adding skills, entrepreneurialskills
and domainknowledge. Professionals working in academiclibraries probablyrequire
more technologyskills as well as traditional skills. Public librarians may need more
socialandcommunitybuilding skills. Thetypicalroles ofparaprofessionallibrarystaff
are supportive customer services, acquisitionand technicalservices, clericalwork and
assisting users inlocating appropriate resources. Paraprofessionalsinsmaller libraries
handleawiderrangeofduties, whilethoseinlargelibrariesusuallyspecialise. Nowadays
paraprofessionals work mostly in six major areas of the library service-technology
support, helping users find information, collection development, technical services,
circulationandcollectionmaintenance. To playtheirroles effectively, paraprofessionals
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23. 77
too need to build competencies in several areas such technology, access, technical
processing, collections, teamwork and collection maintenance. The Unit describes
competencies sets for paraprofessionals also.
4.9 ANSWERS TO SELF CHECK EXERCISES
1) Thestaffinginlibrariesisdistributedintothreeclasses:professional, paraprofessional
and non-professional.
a) Professionals are librariansand other libraryspecialists who possess at least
a first degree or its equivalent inlibraryand informationstudies. Professional
librarians do the more complex and intellectually rigorous jobs entailing
sophisticated judgment calls, supervisionand complex operations.
b) Paraprofessionals are support staff including library assistants, library
technicians who possess at least diploma/ certificate in librarianship.
Paraprofessionals work in all types of libraries including public libraries,
academic libraries, school libraries, special libraries and information
centres. They assist professional librarians to acquire, prepare and organise
materials. They run day-to-day library operations essential to effective
functioning ofthe libraryand performsupportive customer services under
the direction ofa supervisor. In addition, theycarryout suchother tasks as
are assigned bytheir supervisors.
c) Nonprofessionals are library attendants who possess at least high school
education. Thiscategoryoflibrarystaffalso includes clericalandoffice staff
for administrativeservices. Thenon-professionalscompriselibraryattendants
who attend to allpatrons and willingly give assistance when needed. Their
duties includecleaning andshelvingbooks, routinereading oftheshelvesand
suchotherduties that maybeassignedbythe librarian.The non-professionals
group also includesclericaland office stafffor administrative services.
2) Role defines theexact positiona personholds ina library, say, universitylibrarian,
deputylibrarian, or assistant librarian. Role also refers to what a person does to
meet a set of expectations attached to a job or position. Ajob usually includes
severalroles. For example, a managerinbusiness organisationisexpected to play
several roles including leadership, understanding, problemsolving, advice and
encouragement. Likewisea librarianmanaging alibraryis expectedto playseveral
roles including collectiondevelopment, information guide, information provider,
informationanalyst, or technologyapplicationleader. Insum, role is a description
ofwhat a person does ina job or descriptionofexpectations attached to a job or
position. Besides, a job position or job title is just a convenient name for a role.
Responsibilities implyaccountabilityforthe taskscompleted or not completedina
job. Responsibilities are a summary of related job duties/ obligations ina job or
position.
3) Alibrarianmanaging a libraryisexpectedto playseveralroles including collection
development, information guide, information provider, informationanalyst, or
technologyapplicationleader.The factorsthatseemto beinfluencingsuchdifferent
roles are several. Important ones are summarised as follows:
 Informationexplosion
 Emergingdigitalinformationenvironment
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24. 78
 Searching problemsintraditionallibraries
 Emerginglowcost informationtechnologies
 Changing socialneeds
 Changing customer behaviour
 Emergingtechnologyneeds
 Changing public image oflibraries and librarians
 Newgenerationneeds– need to improve access, create literate environment.
4) Libraries are highly structured organisations hierarchically. All libraries have
employees working at different levels ofresponsibilityinthe hierarchy. Hierarchy
of these employee positions is called Levels of Management. The level of
management in the hierarchy determines a chain of command, the amount of
authority and status the employee enjoys in his position. Library organisations
differ inthe levels ofmanagement in the hierarchy. The number ofmanagement
levels in any library depends upon the size of its collection, library technology
applications,users’strengthandtheworkforce.Auniversitylibrarysystemsupports
three levels ofmanagement: top level, middle leveland baseline level.At the top
levelis the universitylibrarian.At the middle levelpositionare deputylibrarians
who headbranchlibraryservices, libraryteams or librarydepartments.Their roles
arebothfunctionalandspecialist. Theyaredirectlyresponsibleforthemanagement
oflibraryfunctionsand services such as acquisitions, technicalprocessing, print
and e-journals, libraryautomation, user services and others. Theyarerequired to
performseveraldifferent roles ofstrategicimportance to the library. Theyreport
to the top management for the functioning of their teams. Their responsibilities
include:
 Execute the plans of the organisation in accordance with the policies and
directives ofthe top management.
 Make plansfor the units, departments under their charge.
 Send important reports and other important data to top levelmanagement.
 Evaluate performanceofjunior staff.
 Motivate lower levelmanagers towards better performance.
 Secureequipment, materialsandservicesrequiredtosupport theperformance
oftheir roles.
 Exercisejudgmentandinitiativeindealingwitharangeofcomplexanddetailed
operationalor conceptualproblems and tasks that mayextend beyond the
immediate work area.
 Undertake initiatives to develop and introduce enhancements to existing
practices, systems and procedures.
 Overallstaffsupervision, projects and initiatives.
 Monitoringoftechnicalstandardsandpracticesandwritingandadministrating
grants.
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5) The roles andresponsibilitiesoftheprofessionallibrarianastechnologyapplication
leader aresuggested as follows:
 Identifying librarytechnologiesand their implementation,
 Developing websites, digitising/convertingcontent,
 Technicalsupport, systemadministration/maintenance, data conversion, data
migration, systemanalysis and testing,
 Open source software development, usabilitytesting, interoperability and
digitallibrarytechnology.
6) The technology application leader must develop advanced understanding and
knowledge of hardware and software concepts in computers and networks,
network equipments and peripheral devices. S/he should have the expertise in
systemadministration, networkadministrationandsecurity. S/heshouldbeableto
runsoftware programs, performbasiccomputer and localarea network functions.
S/hemust havedemonstrableskillsandknowledgeinhardware, internet, operating
systems, software applications, networking and security, server administration,
advanced understandingofthe protocols, structure, organisationand various web
tools that make up the Internet, e-mailapplications, webdesignand development
and webmarkup languages.
7) Paraprofessional librarystaffshould make efforts to acquire following skills to
support andadvance technologyinitiatives ofa library.
 Abilityto assist and train users to operate public equipment, connect to the
internet, use librarysoftware applications and access library services from
remote locations.
 Abilityto demonstrate role oftechnologyincreating, identifying, retrieving
and accessinginformationresources withappropriateinformationdiscovery
tools.
 Abilityto performbasic troubleshooting oftechnicalproblems and resolve
or refer those problems as appropriate.
 Abilityto accessand use basic assistive technologies, where appropriate, to
ensure that allusers have equitable access to technology.
 Abilityto usetechnologyand to useit to enhance theoveralleffectiveness of
a library, includingwebbased methods ofimprovingtechnologicalaccess to
information.
4.10 KEYWORDS
Accountability : takingpersonalresponsibilityforresults-positive
and negative.
Adaptability : flexibilityand eagernessfor new experiences and
knowledge.
Advocacy : effectivelyconveying theimportanceoflibraries
to their parent institutions, to their target
audiences/constituencies and advancing the
valuesofthelibraryprofession(e.g. empowering
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26. 80
users to beself-sufficient, freedomofexpression,
upholding the right to access information and
knowledge in all expressions, preserving the
corpus of human knowledge for future
generations, etc.).
Ambition : wanting to be successful, want to achieve inthe
libraryprofession.
Change Management : being able to work effectively in the face of
ambiguity; open mindedness to change and
adaptationofworkhabits/behaviour to different
conditions.
Collaboration : working withdiverse groups, in and out ofthe
library, in pursuit of shared goals and with an
appreciation ofdiverse perspectives; taking the
library’sstoryinto the community.
Commitment to the Profession : continuing education, attending conferences,
writing about programsand advances;advocate
for the profession.
Communication Skills : speaking, writing, listening;understanding your
message and conveyingit to others.
Conflict Resolution : workwithpeople to get past conflict, cutting off
conflict beforeit getsstartedorbeforeit becomes
toxic;not ignoringconflict - addressing it.
Customer Service : bothinternalandexternal;rememberingthatusers
are the focusofthe library.
Decision Making : makingwell-informeddecisionsinamanner that
is perceptive ofthe implications;committing to
actionsevenwhenfacedwithuncertaintyinorder
to fulfillorganisationalgoals.
Delegation : handing off both responsibilities and sufficient
authorityto accomplish necessarytasks.
Demonstrating Leadership : being perceived as a leader; taking charge of
situationseffectively.
Flexibility : changingcoursewhennecessary, changingplans
to be successful.
Initiative : thecapacityto identifyissues andto developand
implement solutions to address those issues.
Innovation : applying the imagination for the purpose of
devisingsolutionstoproblemsanddesigningnew
methods/procedures whenestablished ones do
not suffice ortheyare inexistent.
Integrity : followingprofessionalcode, being honest, being
a role modelfor how to behave; honesty.
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Intelligence : IQ;education, cognitive abilities.
Interpersonal Skills : effectively working together with others of
different levels or different positions (staff and
public);good socialskills;building rapport.
Knowledge : In the context ofinformation professionals it is
the knowledge andunderstanding derived from
accumulated experiences ofindividuals or from
self-learning and development. It consists of
information, knowledge, experiences related to
the workinacademic libraries.
Marketing : promotingtheexpertise,services, collectionsand
facilities of the library to a varied users (e.g.,
undergraduatestudents, graduatesandfacultyin
all disciplines) and making the case to
administrationsforthe libraryasavitalinstitution
in the research enterprise and for teaching and
learning.
Mentoring : providing useful advice and feedback to new
members ofthe professionto help themto learn
and attain success in the field and in their new
positions.
Modeling Values : beingtransparentandcommittedtovalues;acting
onvalues.
Motivating others : bringingforward thebest performance inothers;
keeping people goingtoward goals, even when
things are hard or boring.
Negotiation : working with others to arrive at mutually
acceptable/beneficialsolutions.
PersonalAttributes : Attribute refers to thoughts, feelings, opinions,
attitudes, motivation and personalneeds ofthe
informationprofessionals that are related to the
work inacademic libraries.
Planning : settinggoalsanddevelopingstrategiesto achieve
those goals.
Presentation Skills : abilityto speak in front ofanaudience –withor
without technology.
Previous Experience : experience as a manager, or inprevious library
jobs.
Problemsolving : identifying problems, determining relevance and
accuracyofrelated informationand using good
judgment to comeup withsolutions;possessing
the ability to manage and resolve conflicts/
disagreements inconstructive ways.
Resource Management : findingmoney, facilitiesto accomplishgoals.
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Risk Taking : not takingtheeasyway;takingachanceoffailure;
bold or courageous action.
Self-awareness : understanding your own motivations, knowing
your ownstrengths andlimits.
Self-confidence : knowing you canhandle the responsibilities of
your joband life.
Sense of Humor : keepingasituationlight;lookingatthefunnyside
ofthings;laughing at self.
Skills : In the context ofinformation professionals skill
refers to the abilityderived frompractices to the
level of expertise in the work related to the
operation ofacademic libraries.
Strategies : Strategies are specific plans of action that
excellent performerstypicallyemployto achieve
competencygoals.
Teamwork : working aspart ofthe group,not always leading
it.
Tenacity : staying focused on goals, continuing to work
toward goalsdespite obstacles;persistence.
Time Management : multitasking,beingpunctual,followingschedules.
Vision : looking at the future and see where the library
cango;articulatingdirections.
Writing Skills : preparing persuasive grant proposals orreports.
4.11 REFERENCES AND FURTHER READING
ALA – Allied Professional Association (ALA-APA). Library Support Staff
Certification Program : Competency Sets. Web. 12August 2013. <http://ala-apa.org/
lssc/for-candidates/competency-sets/>.
Australian Libraryand InformationAssociation. Work Level Guidelines for Library
and Information Services. 6p. PDF. Web. 12August 2013. <http://www.alia.org.au/
sites/default/files/documents/LIS%20Work%20Level%20Guidelines%2016052013.
pdf>.
Choi, Youngok and Rasmussen, ed. “What Is Needed to Educate Future Digital
Librarians:AStudyofCurrent PracticeandStaffingPatterns inAcademicandResearch
Libraries”. D-LibMagazine12.9(2006).Web. 12August 2013. <http://www.dlib.org/
dlib/september06/choi/09choi.html>.
Fama, Jane and Elaine Russo Martin. One Model for Creating a Career Ladder for
Library Support Staff. UniversityofMassachusetts MedicalSchool,Web. 12August
2013. <Elaine.martin@umassmed.edu>.
Jordan, MaryWilkins. “Developing Leadership Competencies in Librarians”. IFLA
Journal 38.1(2012):37-46.Web. 13August 2103. <http://conference.ifla.org/ifla77>.
< http://eprints.uitm.edu.my/3937/1/SP_CCF11_26.pdf>. Web. 12August 2103.
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Naylor, Richard J. Core Competencies: What They Are and How to use Them.
Stanford – California State University. Web. 13 August 2013. <http://
institute21.stanford.edu/summer/speakers/trelstad_mag.html>.
Ohio Council Library. Ohio Public Library Core Competencies. Web. 12 August
2103. Web. 12August 2103. <http://www.olc.org/CoreCompetencies.asp.>
Tanloet, Piyasuda and Kulthida Tuamsuk. Core Competencies for Information
Professionals of Thai Academic Libraries in the Next Decade (A.D. 2010-2019).
Asia-Pacific Conference ofLibrary& InformationEducation &Practice, 2011. Print.
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31. BLOCK 2
LIBRARY ROUTINES

32. .