Narratives of Academic Librarians: Conclusion

11.

Conclusion

The work-life self-narratives of librarians involved in instructional technology unveil layers upon layers of information for the reader. By now, we have reflected on the myriad roles and experiences these professionals have created in their career as they navigated the landscape of librarianship. The stories shared throughout this book provide a unique and broad look into the lives of some of those who have and continue to serve patrons through application of technology, pedagogy, and information skills. Through their narratives, we gain an understanding of their work and also a deep appreciation for the personal, academic, and emotional challenges and triumphs that have shaped who they are in their careers and also shaped the various academic institutions they serve.

These librarians have been at the forefront of educational innovation, and their self-identity has continued to evolve in response to external factors including the changing landscape of the academic world. With the advent of new technologies and the increasing reliance on digital tools, these librarians have had to adapt quickly, developing new skills and embracing new opportunities in order to meet the growing needs of library patrons and their academic institutions. In addition to the wealth of professional and library focused details, the self-narratives shared by the librarians are also rooted in the human experiences: the desire to support others, the challenges of balancing work with one’s personal life, and developing a holistic sense of purpose from all of the above.

The work-life narratives also shed light on the growth and development that these librarians experienced throughout their careers. These professionals relate details of steady learning—not only about the latest instructional technologies but also about the evolving direction of their institutions and the needs of their coworkers and student patrons. Their work requires them to be lifelong learners both in their respective libraries and institutions, and in their community- whether local or global. The narratives show how the librarians stay up to date on new instructional tools, resources, and best practices while also reflecting on their own practices and refining their approaches towards pedagogy and work relationships.

Many librarians recount the steep learning curves they faced when first stepping into their librarian role. They describe the process of building both technical expertise and their people skills by learning to communicate effectively with faculty and students. They also describe developing specific skills, such as instructional design, online instructional tools, and project management, which become important components of their self-identity at work.

The emotional labor associated with this role is also significant in defining themselves throughout the narratives. Many librarians recount moments of frustration or self-doubt whether through their efforts to support faculty and students, or in trying to bridge the gap between their self-identity and the preconceptions of their role made by those around them. This identity struggle is more pronounced in some narratives than others but is present at some point in all the narratives to some degree. In some narratives this self-doubt persists throughout their career. Despite these challenges, the work-life narratives reveal that the librarians derive great satisfaction from their work. This satisfaction gives direction to their self-identity- they feel they are successfully or correctly defining themselves when they achieve job satisfaction. For the librarians, the sense of fulfillment they derive from this career outweighs the negatives.

The work-life narratives of these librarians also provide some direction as to the future of their work. As their work evolves in response to changes in both technology and education, so too will their self-identity change. As new technologies emerge—such as artificial intelligence—the role may expand to “emerging technologies librarian” or “AI librarian”. Some academic libraries and institutions have already posted job positions for these. At the same time, in some institutions the role of technology in education and libraries has become so ubiquitous, that one librarian felt their many technology related roles had simply become a necessary part of every other librarian’s work as well.

In conclusion, academic libraries, as the research and learning resource center of their institutions, uniquely bring every academic discipline together, and these personal narratives of librarians illuminate these dedicated individuals who work in a corner of the academic library world. These librarians involved with instructional technology are often multifaceted and as such defining themselves is often not a simple task. Knowing who they are- their work life identity-takes years of trial and error, self-reflection, and is subject to any number of external and internal factors. This process of self-definition is as multifaceted, complex, and evolving as their job title or their work responsibilities. These librarian narratives remind us all of the importance of adaptability, resilience, and the importance of developing core values and incorporating those into one’s self-identity. I thank them personally for sharing their insight with me and others.