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The Professional Developmentof Reference LibrariansGary W. White aa Schreyer Business Library , The Pennsylvania StateUniversity , 309 Paterno Library, University Park, PA,16802, USAPublished online: 20 Oct 2008.

To cite this article: Gary W. White (2001) The Professional Development of ReferenceLibrarians, The Reference Librarian, 35:73, 337-350, DOI: 10.1300/J120v35n73_09

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SERVING THE PROFESSION

The Professional Developmentof Reference Librarians:Implications of Research,Publication, and Service

Gary W. White

SUMMARY. Professional activities can have a profound impact on theprofessional development of reference librarians in all types of li-braries. This article discusses the positive impacts that research andpublication, conference attendance and presentations at professionalassociation meetings, and service activities have on the professionaldevelopment and growth of reference librarians. Also included arepractical tips and strategies for becoming more involved in these pro-fessional development activities. [Article copies available for a fee from TheHaworth Document Delivery Service: 1-800-342-9678. E-mail address: <getinfo@haworthpressinc.com> Website: <http://www.HaworthPress.com> E 2001 byThe Haworth Press, Inc. All rights reserved.]

Gary W. White is Head, Schreyer Business Library, The Pennsylvania State Univer-sity, 309 Paterno Library, University Park, PA 16802 (E-mail: gww2@psu.edu).

The author would like to thank Daniel Mack for editorial assistance and MatthewHarris for research assistance.

[Haworth co-indexing entry note]: ‘‘The Professional Development of Reference Librarians: Implica-tions of Research, Publication, and Service.’’ White, Gary W. Co-published simultaneously in The Refer-ence Librarian (The Haworth Information Press, an imprint of The Haworth Press, Inc.) No. 73, 2001, pp. 337-350; and: Doing the Work of Reference: Practical Tips for Excelling as a Reference Librarian (ed: CeliaHales Mabry) The Haworth Information Press, an imprint of The Haworth Press, Inc., 2001, pp. 337-350.Single or multiple copies of this article are available for a fee from The Haworth Document DeliveryService [1-800-342-9678, 9:00 a.m. - 5:00 p.m. (EST). E-mail address: getinfo@haworthpressinc.com].

E 2001 by The Haworth Press, Inc. All rights reserved. 337

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KEYWORDS. Professional development, research, presentations, pro-fessional associations, service

Professional development is a concept that has long been espousedby the library profession and its professional associations. The Associ-ation of College and Research Libraries (ACRL) of the AmericanLibrary Association (ALA) lists that its number one goal is to ‘‘pro-vide development opportunities for academic and research librariansand other library personnel that enhance their ability to deliver superi-or services and resources’’ (American Library Association, 1997). Inaddition, the Reference and User Services Association (RUSA), alsoof ALA, recognizes the importance of professional development forreference librarians and lists two of its specific responsibilities as the‘‘conduct of activities and projects within the association’s areas ofresponsibility’’ [primarily the delivery of reference/information ser-vices] and ‘‘encouragement of the development of librarians engagedin these activities’’ (American Library Association, 1997). A numberof other professional associations, including the American MedicalAssociation (AMA) and the National Education Association (NEA),contain similar statements (American Medical Association, 1999; Na-tional Education Association, 1999).What does ‘‘professional development’’ entail? Julia Gelfand, for-

mer chair of RUSA’s Committee on Professional Development, statesthat it ‘‘is commonly defined as activity to enhance one’s ability toperform work-related functions’’ (Gelfand, 1985). She goes on to givesuch examples as attending relevant workshops and seminars at local,national, or international meetings; participating in continuing educa-tion courses and programs; enrolling in academic courses; and ‘‘avail-ing oneself of professional literature.’’Irene F. Rockman gives a broader list of activities, including ‘‘ac-

tive involvement with association work; presentation of papers; publi-cation of books, articles, reviews, abstracts, and bibliographies; grantwriting; consulting; research and study leaves; staff exchanges; andother contributions which enable one to perform at a higher level ofproficiency’’ (Rockman, 1989). She goes on to explain that these typesof professional development activities are increasing in importanceamong academic librarians who are ‘‘now expected to engage inscholarly pursuits to gain reappointment, tenure, and/or promotion.’’An article by G. Charles Newman, Amy L. Dibartolo, and Levirn Hill

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(1991) agrees with Rockman’s lists of activities, stating that profes-sional development programs could consist of ‘‘several components,including advanced degrees in a subject discipline, personal research,numerous short-term courses, seminars, workshops, and extended pro-grams.’’ Therefore, it appears that there is some variation in definingprofessional development, with some librarians viewing it as encom-passing specific training/educational opportunities and others lookingat professional development as activities which are requirements, oraid in the attainment, of specific academic or faculty rank.This paper will outline professional development activities as they

relate to the reference librarian, with a special focus on research,publication and service. Included will be a discussion of the positiveimpacts of these areas and practical strategies for reference librarianswishing to become more involved in these professional developmentactivities. Attendance and participation in conferences, which can fallunder the research or service categories, will also be addressed.

LITERATURE REVIEW

While the literature on professional development for librarians isquite abundant, there is little written especially for the referencelibrarian. Johannah Sherrer (1996), in an article outlining the compe-tencies needed by contemporary reference librarians, writes that ‘‘li-brary schools need to impart to their graduates that responsibility forcontinued professional growth and development is as much a personalresponsibility as an institutional one. The importance of self-directedlearning and the ability to grow and evolve in the practice of referencework are the distinguishing characteristics that mark successful refer-ence librarianship.’’Other studies look at the professional development of reference

librarians from the perspective of continuing education. Leslie M.Kong (1996) states, ‘‘Reference librarians should avail themselves ofcontinuing education opportunities, especially those focused on elec-tronic resources.’’ She also encourages reference librarians to developtheir critical thinking skills as these are required for the ‘‘continuingprocess of evaluating information resources in the provision of effec-tive reference services.’’ Gary E. Strong (1996) advocates educationalopportunities for training reference librarians for the library of thefuture, adding that managers must allocate resources for this function.

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Most studies of professional development are of academic librari-ans, and are not limited to reference librarians per se. W. MichaelHavener and Wilbur A. Stolt (1994) study the impact of institutionalsupport on professional development activities of academic librarians.By correlating institutional support measures, including release timeand financial support, with successful professional development activ-ities, such as publication activity, professional meetings attended,workshops, professional association involvement, and reading of pro-fessional literature, the authors find that a ‘‘supportive organizationalclimate has a major positive impact on a librarian’s professional devel-opment activities,’’ a sentiment the authors found expressed in anearlier article by Grace Saw (1989).Dennis K. Grumling and Carolyn A. Sheehy (1993) describe the

professional development program developed and implemented atNorthwestern University, the University of Chicago, and the Universi-ty of Illinois at Chicago. This cooperative program is designed to‘‘address concerns about integrating younger, newer professional staffmembers into the complex structure of large research libraries andabout encouraging them to look broadly at the issues facing theselibraries.’’ Librarians with less than seven years of service were se-lected to participate in programs which consisted of a series of semi-nars led by experienced librarians. Surveys of program participantsand program administrators indicate that the program achieved its goalof integrating newer professional staff into the research library struc-ture.The integration of new library professionals into large academic

libraries was also the focus of a series of case studies published in theJournal of Academic Librarianship (Clemens and Trevvett, 1991).The Council on Library Resources offered grants to a number of largeresearch libraries, including Columbia University, Northwestern Uni-versity, the University of Chicago, the University of Illinois at Chica-go, the University of Georgia, and the University of Missouri-Colum-bia. Each of these articles outlines the institution’s program, itsparticipants, evaluation methods, and conclusions. Each program dif-fered in its offerings, but most offered some form of mentoring andseminar structure. All of the participating institutions reported thatthey viewed the programs as successful. Peer-coaching is the focus ofan article by Levene and Frank (1993) on professional developmentprograms. The authors examine peer coaching as a tool for profession-

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al development and growth among instruction librarians. Peer coach-ing differs from mentoring in that the ‘‘participants are at the samehierarchical level.’’Professional development as reflected through participation in li-

brary associations is outlined by Donald J. Kenney and Gail McMillan(1992). They surveyed all fifty state library associations to gatherinformation on the professional development and continuing educa-tion of their members. Forty out of forty-one responding libraries offercontinuing education and professional development opportunities andall reported offering ‘‘skill-enhancement’’ workshops.An article by Darrell L. Jenkins, M. Kathleen Cook, and Mary Anne

Fox (1981) looks at development in the other major area for academiclibrarians, research and publication. They acknowledge the increasednumber of academic librarians with faculty status or tenure require-ments and the resulting increased pressure to conduct research andpublish. The authors recommend a professional development programconsisting of such items as graduate assistants and release time.

PROFESSIONAL DEVELOPMENTAND REFERENCE LIBRARIANS

The literature on professional development strongly indicates thatthese activities are useful to the individual and, ultimately, to theprofession. Albritton (1990) writes, ‘‘In order to function effectivelyas a professional, one must have continuing learning experiences toreinforce his or her formal education. Due to rapid growth in newknowledge and technology, it is estimated that within 10 to 12 years ofreceiving their formal professional education, most librarians will be-come approximately half as competent as they were upon graduationto meet the needs of their profession.’’ While this may be difficult tosubstantiate quantitatively, the sentiment that professional develop-ment is necessary is apparent.An important issue, however, is whether professional development

activities are the responsibility of the individual or of the institution towhich the reference librarian belongs. Clearly, there has to be someindividual initiative for successful professional development. Howev-er, there must also be encouragement and support at the institutionallevel to motivate employees to seek such opportunities. The Associa-tion of Research Libraries (1982), writes that ‘‘current evidence sug-

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gests that libraries and their parent institutions are assuming greaterresponsibility for planning, encouraging, and facilitating (professionaldevelopment) programs.’’ ARL suggests that increased pressures forproductivity as well as organizational and operational changes arereasons for this change. Newman, Dibartolo, and Hill (1991) agree,stating, ‘‘The profession has begun to assume greater responsibilityfor the provision of adequate programs of continuing education for itsmembers.’’For academic librarians, the importance of professional develop-

ment activities, especially those of research, publication, and service,are implicitly tied to performance and success factors related to facultystatus, reappointment, and promotion and tenure. A study by EmilyWerrell and Laura Sullivan (1987) states that 79 percent of academicshave some form of faculty status and, therefore, must pursue activitiessuch as research, publication, and professional service. A more recentsurvey of research, doctoral and master’s level institutions shows that54.3 percent have tenure-track librarians (Mitchell and Reichel, 1999).The literature is abundant with articles on issues related to publishingand tenure, including Janet Swan Hill’s article on librarians as facultymembers (1994); W. Bede Mitchell and L. Stanislava Swieszkowski’sarticle on publication requirements and tenure approval rates (1985);Robert Boice, Jordan M. Scepanski and Wayne Wilson’s publicationon coping with pressures to publish (1987); and Bradigan and Mular-ski’s analysis of publication requirements for tenure and promotion(1996). In another vein, Lynne E. Gamble (1989) has written on theimportance and value of university service for academic librarians.John N. Olsgaard (1984) looked at ‘‘success’’ among academic librari-ans, including such items as publications, professional activities andparticipation in service organization.For public and other non-academic librarians, there is usually not as

strong a mandate, if any, to participate in such activities in order toretain employment or professional status. In addition, there is oftennot as much institutional support for such activities. Also, as men-tioned earlier, the types of activities considered to fall under the um-brella of professional development tend to consist of continuingeducation programs or workshops. As indicated above, these activitiesundoubtedly can be very useful in terms of gaining new skills andknowledge. However, as this paper attempts to show, participation in

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other activities, which are typically conducted primarily by academiclibrarians, can also yield great benefits to the non-academic librarian.

POSITIVE IMPACT OF RESEARCH AND PUBLICATION

In academic libraries, the growth of faculty status over the years hasyielded a number of positive benefits. First, librarians in many institu-tions have achieved the position as members of the faculty, allowinglibrarians to serve on governing bodies and to participate in the sameeducational activities as their teaching counterparts. The increasedpublication output in the field of librarianship, primarily accomplishedby academic librarians, provides a second benefit of increased visibili-ty among all disciplines in the academic arena and an increased shar-ing of knowledge throughout the library profession. The increasedstatus that comes with sharing the same rank as teaching facultyheightens the reputation of the library profession and the importanceof scholarship in the field.The benefits of research and publication are not limited to academic

librarians. Research and publication increases the professional reputa-tion of the author and fosters an acknowledgement of subject expertiseamong professional colleagues. Subsequently, it also increases thereputation of the institution to which the author belongs, as well as theauthor’s status within the organization. Publication constitutes a con-tribution to the scholarly discipline of librarianship, an endeavor inwhich all professional librarians should participate. Other personalbenefits to the author include an increased understanding of trends andresearch in the field; an opportunity to develop further research pro-jects; and increased marketability if seeking a promotion or new posi-tion elsewhere.

STRATEGIES FOR BEGINNING RESEARCH

There are many strategies that reference librarians, particularly be-ginning librarians, can adopt to embark on a research project. Prob-ably most important is to read the professional literature in librarian-ship. Most research projects are in areas that have previously beencovered; they build in some way on past research. Reading and ana-

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lyzing current studies can often prompt researchers into thinking of aresearch project which builds on the study. Reading the guidelines forauthor submissions to professional journals provides the scope of thejournal, the types of articles that are accepted, and formal proceduresto follow.Another important area is mentoring. Golian and Galbraith (1996)

give two definitions of mentors, including ‘‘someone senior to you inthe field who actively works for your advancement, or anyone whoenhances, enriches, and encourages the professional development ofanother member of the profession.’’ Beginning researchers shouldseek the advice and assistance of experienced researchers who canprovide assistance and recommendations. Mentors can also assist withdata collection; provide information on appropriate journals for sub-mission; and proofread and critique writings. Mentors do not necessar-ily have to belong to the same institutions; some could be professionalcolleagues located elsewhere. Beginning researchers can also team upwith a mentor on a research project. Collaborating with an experi-enced researcher will make the research and publication process lessintimidating.Listening to patrons and colleagues, especially in the provision of

reference service, is also a tool to develop research ideas. Daily inter-actions and discussions can yield extremely valuable and interestingresearch questions. Ideas can also be generated by attending confer-ences and listening to presentations, or just by interacting with col-leagues from other institutions. Subscribing to relevant discussion listscan also produce ideas. What information are your colleagues lookingfor? Chances are if one person wants some type of information, thenthere are also many others who are seeking the same thing.Reading the professional literature in other fields can also produce

ideas. Librarians can take a research project in another discipline andapply it to libraries, or they can look for related types of studies suchas citation studies or studies of journal rankings. The methodologyused in these studies can sometimes easily be adapted for librarian-ship. Another area is to look for publishing opportunities such as callsfor papers or for conference presentations. These ‘‘calls’’ will provideinformation on the subject matter the editor or organizer is looking for.Beginning librarians may find it useful to develop papers or projectsfrom their library school program. Finally, many reference librarianswrite about innovations that they have developed in their own li-

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braries. Writing about such projects, and discussing their context inthe literature of librarianship, is a good place to start for beginningresearchers. A useful tool to use is simply to keep a list of possibleresearch topics as the activities above are performed. This listing actsas a prompting device so that the researcher is on the alert for newideas and will remember ideas previously generated.Those who are not familiar with research methods and tools for

data analysis will want to familiarize themselves with this informa-tion. Depending on whether it is totally new subject matter or simplya refresher, librarians can take a course or workshop or simply obtaina research methods book for reference. Also, writing, like mostthings, becomes easier the more it is done. Finally, rejected publica-tions, while disappointing, can also be very useful. Reading the re-viewer comments can point out methodological errors and providetips for producing higher quality work for revisions and for futureworks.

POSITIVE IMPACT OF CONFERENCE ATTENDANCEAND PRESENTATIONS

Professional conferences can be one of the most intellectually stim-ulating activities available. Conference presentations typically coverthe most cutting-edge topics and research that have not yet been pub-lished. Attending a conference has many positive aspects. It is prob-ably the best way to learn about innovative practices, new resources,and new research areas. Attending conferences provides a forum forinteraction with colleagues, and can serve as a place to develop newideas for research and for new programs and practices.Presenting a paper at a conference provides many of the same

benefits as publishing a journal article. It increases visibility of authorsand promotes their professional reputation and that of their institution.Paper presentations are a great method to present research findings ina timely fashion and to gain immediate feedback from the audience.Information garnered from audience interaction can prove to be usefulinformation when preparing a manuscript for publication. These ques-tions can also serve as a springboard for further, related research.Finally, many conferences publish proceedings, which is another ave-nue for publication for prospective authors.

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STRATEGIES FOR CONFERENCE ATTENDANCEAND PRESENTATIONS

Attending conferences can often be quite expensive. Registrationcosts, travel, lodging, and meals can make conference attendance pro-hibitively expensive. Prospective attendees should seek out fundingopportunities from their institutions. If this is not possible, grants orawards are given by some organizations, especially for those still in alibrary graduate program. Attending local or state events is not usuallyas expensive and can provide many of the same benefits as attending anational conference. Many institutions will, however, fund the cost ofconferences if a paper is being presented.Beginning presenters may wish to pair up with a mentor, preferably

an experienced conference presenter. This is a valuable method forproperly preparing a presentation and coping with other potentialproblems such as stage fright. Generating ideas for conference papersis probably best done through reading the call for proposals. Mostconference organizers initially require an abstract and title; if the paperis accepted, the author is expected to prepare a paper for presentation.Prospective presenters should not be too hesitant since proposals arenot too lengthy and should not take an inordinate amount of time toprepare. Also, the worst thing that can happen is that the proposal isrejected.

POSITIVE IMPACT OF SERVICE

Service in librarianship usually refers to service on local, state ornational committees, usually those related to the profession. Servingon local committees, such as institutional or regional committees,allows the reference librarian to have a direct voice and impact onlocal operations in their own community. As with research and confer-ences, service also increases the visibility and status of librarians andlibrary-related issues. Reference librarians interact with many differentconstituents in the community and therefore may be in the very uniqueposition of being aware of different facets of local issues. This knowl-edge makes reference librarians valuable assets as committee members.State and national organizations allow librarians to have a broader

impact on the profession. Committees at the state and national levels

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often engage in educational activities and programs to benefit mem-bers, and committee members influence what is offered. Service oncommittees at these levels also provides increased professional statusand visibility and allows for the interaction with colleagues from otherinstitutions. These professional linkages continually prove to be usefulfor a variety of purposes, such as learning about new resources, pro-grams, potential research, or for use as a professional reference. Mem-bership in professional associations provides voting privileges and,subsequently, a voice in how the organization operates.

STRATEGIES FOR BEGINNING SERVICE ACTIVITIES

The best advice for becoming involved with service activities is tovolunteer. There are many opportunities for reference librarians tobecome involved and many committees are searching for members. Atthe local level, it is probably best to attend meetings as a visitor and toparticipate if possible. If appropriate, visitors can also place relevantitems on the agenda for discussion. Contacting the committee chair, ortalking with him before or after a meeting, to volunteer services, is amethod that is usually quite successful. Attending meetings is also avaluable experience for those who do not have previous committeeexperience. Watching the proceedings, listening to the interactions,and learning parliamentary procedure will prove beneficial.Volunteering at the state or national level can be more involved.

First, it usually involves some kind of time commitment, often for twoyears or more. Potential volunteers should make sure they have theproper authorization from their parent institutions for the time com-mitment and the financial means to attend the meetings. An extremelyuseful technique, and similar to that described for local committees, isto investigate ahead of time what the committee does, and to attend themeeting as a visitor. For example, the American Library Associationpublishes the annual ALA Handbook of Organization, which describesall of the committees and lists the current members. Potential volun-teers can identify committees that interest them and contact the com-mittee chair for further information or to find out whether there arevolunteer opportunities. Another technique is to attend executive com-mittee meetings as a visitor. In addition to gaining valuable informa-tion about how the organization works, visitors also get to know theleaders and can learn of possible volunteer opportunities.

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Newer librarians, or those still in graduate school, should investi-gate opportunities such as the American Library Association’s NewMembers Round Table. This committee has the mission to ‘‘help thosenew to the library profession and those who have been associationmembers for less than ten years to become actively involved in theassociation and the profession.’’ Many other committees will allowinexperienced committee members or current students to serve asinterns. Another valuable resource are experienced librarians at thesame, or nearby, institutions. These librarians will often provide ad-vice and give recommendations for committee membership.

CONCLUSION

Professional development can take the form of many different ac-tivities, including continuing education courses, workshops, researchand publication, and service. There is a consensus within the libraryprofession that professional development activities are beneficial anddesirable. However, there is some disparity as to whether the responsi-bility falls to the individual or the institution. Research suggests thatthere is a greater institutional responsibility and commitment for pro-fessional development activities, at least among academic libraries.Research, publication, and service are three activities that are of

particular importance to librarians, especially those in academic li-braries with faculty status or tenure. However, the benefits of theseactivities can prove equally useful for librarians from non-academicinstitutions. The benefits are multifaceted and bring rewards to theindividual reference librarian, the parent institution, and the libraryprofession as a whole. Personally, reference librarians who engage inthese professional development activities will gain a more prestigiousposition within the profession. Also, these activities assist in the per-formance of reference activities because they facilitate an increasedawareness and knowledge of new, innovative resources and services.The strategies for becoming involved in these activities will vary bythe individual reference librarian’s interests, needs, and organizationalcommitment and support. Perhaps if administrators at institutions notproviding professional development support can be convinced of theirutility and potential benefit to the organization, reference librarians atthese institutions may be able to broaden their involvement in profes-sional development activities.

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