Monthly Archives: April 2013

Enhancing Your Professional Profile: Job Hunting and Social Media

On Thursday I went up to the MMU Business School to attend an afternoon of talks as part of our regular training schedule. The theme this month was Job Hunting and Social Media, and there were three sessions over the course of the afternoon on different aspects of this topic. first session was entitled “Amazing Applications”, and was run by the University’s Careers Service. There were a couple of good points raised during this session, such as the importance of mirroring the employer’s language in your application (are they groovy and relaxed, like In nocent, or businesslike, like Barclays?) to show you’ll fit in with their culture and the need for clear structure in your answers. I liked the advice about using the STAR technique when giving evidence of competencies (list the Situation, Task, Action, and Result) as well. Apart from this, though, I felt that this was a session better suited to students than to us, as we already had to fill in an application form to get the GT job. I’ve written about applying to library school before, and the advice is pretty much exactly the same for applying for jobs: research the employer thoroughly, list all your skills and experiences before you start writing the application for easy reference, and give evidence for every single one of the competencies required, in the order they require them. I didn’t feel that this was the most helpful session I’ve ever been to, although it’s always good to refresh your knowledge.
The next session, run by @catmcmanamon and another librarian, was called “Your Professional Profile”, and was much more interesting. It was about how you can use your online identity to show potential employers your value to them as an employee. A good point that was raised was that social media is user-centred, and that this is something we should be exploiting in order to get ourselves out there and show ourselves in a good light. Essentially, you’re putting the best of yourself on show for everyone to judge. This of course means that you’ve got to engage responsibly; it’s no good putting yourself all over the internet if it’s not helping you out. Paris Brown is a good recent example of when your online presence hinders rather than helps your image.
Responsible engagement means occasionally biting your tongue – tweeting about a bad day can lose you your job! Many workplaces and universities have specific policies about what would happen if you were to bring them into disrepute with your actions. We saw several examples of students losing their places at university or being taken to court for writing inappropriate tweets, such as Joshua Cryer last year. If you want to check whether you’re at risk for being fired, there’s a website for that (which also shows some excellent examples of what not to do!) Remember that people have suffered serious repercussions for “joke” tweets before, so it’s definitely a case of “think before you tweet”.
“[S]ocial media is not a lesser form of communication; it is as worthy of a disciplinary hearing as anything said out loud.”Rhiannon Lucy Cosslett
 But the real point of this session wasn’t to discourage us from using social media altogether, but rather to use it as a force for good. In order to show your best self online, you may need to do a bit of spring cleaning – hide or delete things that don’t paint you in the best light and make sure all your privacy settings are up to date. This is especially important on services like Facebook, who change their privacy policies and settings pages frequently. Another way of improving your online identity is to flood Google with impressive results that push down unwanted ones – after all, nobody really reads past the first page or so of Google search results. The trick is to have a managed, “PR-ready” profile on the accounts that Google ranks highly, such as LinkedIn, Twitter, blogs, and Facebook.
In this digital age, employers are looking for people who are digitally literate, so using social media astutely can help you with this. It doesn’t have to be all dry and dusty, though; you can show your personality too, as long as it looks “professional”. Pinterest and Flickr are good ways of showing your hobbies and interests, for example. An interesting tool that I hadn’t heard of before is Vizify, which creates “graphical biographies”. We had a little play around with it during the session, and it’s really simple to set up your own Vizify page and populate it with the information that you want people to see – your education, employment history, hobbies, and anything else. It collects the information from the social media services you link to it, and you can pick and choose exactly what it displays. I had some fun creating mine – check it out here. (Among other things, it’s made me realize that I need to stop tweeting about how much I hate trains!)
You can also use social media to make great connections (obviously) and hunt for new opportunities. Start following updates on LinkedIn, Twitter, Facebook or RSS from companies and brands who do the sort of work you’re looking for, and get yourself noticed by them. Interacting with the important people is easier online than it would be face-to-face, as social media isn’t hierarchical. A good tip is to use keywords in your profiles and bios so that you’re more easily searchable, as well as talking about your interests (professional and personal) and interacting with relevant people. It takes time to build up a good network of people who can help you get where you want, but there are plenty of success stories out there that show what can be achieved.
This session will be run for students during Employability Week here at MMU, and those students are in for a treat! I’ve been feeling quite inspired by this talk, and have been tweaking my “identity” all weekend. Next stop: a proper photo.
Finally, we had a short talk about job hunting in the LIS sector. It’s getting towards the time of year where I need to be thinking about getting some part-time work for the next academic year, so I was looking forward to picking up some tips. I’ve created a Google Doc here of the helpful job search websites we looked at during the session, which I would love for people to add to and share. Darren, who ran the session, recommended thinking about the job you want, not the sector you want to work in. If you like teaching infoskills sessions, there’s no point in applying for a cataloguing job just because it’s at an academic library, when there could be a more suitable role in a different organisation. He also pointed out that librarians aren’t just called librarians any more – they’re also information officers, data analysts and knowledge managers (here’s a large but not exhaustive list), so it can be a bit hit-and-miss when searching on job websites. Some websites have a drop-down list or selection of tick-boxes which help you narrow your search to a field, e.g. “library” or “information management” or similar, which can help prevent you from missing out on jobs with unusual titles.
Darren’s tips for job hunting are as follows:
  • Use RSS or email alerts for searches (where possible) so that you don’t have to keep going back to websites to run the same search.
  • do placements not volunteering
  • keep up on your current awareness
  • join a professional body (it’s cheap for students and GTs)
  • attend training courses and events (look out for the free and cheap ones)
  • join peer networks like the Manchester NLPN 
  • share job opportunities with friends and peers – they may well do the same in return!

Overall, this was a great afternoon and it’s certainly got me thinking about ways to get my personal brand shipshape and ready for the competitive jobs market that lies ahead.



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NLPN Spring Event: Part Two

This is the second part of my monster post reflecting on the Manchester NLPN Spring Event. The first part can be found here.

Manchester NLPN's logo, shamelessly nicked from their Twitter page

Manchester NLPN’s logo, shamelessly nicked from their Twitter page

After lunch we had a talk from Emily Hopkins, who works for an NHS Trust in Manchester. She explained that the library services in the NHS are as varied as the parts of the NHS itself. They typically provide any combination of the following: books and journals, infoskills training and critical appraisal, current awareness updates, literature searching, inter-library loans and document supply, and study space. The Trust Emily works for is a mental health Trust, and has thirty different locations, including hospitals, offices, clinics  and outreach centres. There is a phsyical library, but a lot of Emily’s work involves her going out to the different sites to work with the staff there. In terms of outreach and advocacy, Emily says that her strategy is to go where the users are – this might be team meetings, CPD events, or staff training days. To promote the library, she uses a website and social media, but also – and I think this is the best bit – freebies. I am now the proud owner of an NHS pen and notepad, with all the contact details for Emily’s library on there, which is really handy if you actually work for her Trust – you can keep it next to the phone, and you’ll always know how to contact the library.

We looked at case studies to get an idea of the sort of work Emily does to advertise her library. We saw that often, you’d only get a five-minute slot during a meeting to showcase the services the library offers, so you need to prioritise the services that are most relevant to the people you’re speaking to, and speak in their language – they’re not books, they’re the “evidence base”.
Like the school librarians, Emily has found that a great way of advocating for her library is to show the directorate how the library service aligns with the business objectives set out for the Trust – looking at stated aims, such as “using research to inform care” and showing that that’s exactly what the library is for.
The final talk of the day was from Alison Sharman, who is a librarian at the University of Huddersfield, and who set up a project called “the Roving Librarian”, to increase the visibility and accessibility of the library on campus. The basis of this project was research carried out by the university, which is documented here, and which showed that not only does the number of hours spent in the library strongly correlate with a student’s final grade, but also the type of resource used can have a big impact on a person’s grade. Students receiving Firsts and 2:1s were much more likely to have used e-resources than books, and vice versa for the students getting 2:2s and Thirds. The interesting result from the study was that the number of visits to the library is actually roughly equal across the board, meaning that people getting Firsts are getting a lot more out of each visit than those on Thirds. Other statistics included first-year students not borrowing any books, third-years relying on Google rather than specialist databases, and staff not recommending library resources to their students.
To combat these statistics and ensure that everyone got a fair shot at a good grade, the library staff decided to adopt a “bring the mountain to Mohammed” approach and take the librarians out of the library. They used tablets to go out and about and approach students around the campus, asking them if they had any problems or needed any help with their work. The project was evaluated and the results were published later on.
An important point Alison made was that the Roving Librarian service had to have a recognisable brand, to help it stand out and get noticed outside the library environment. They had a logo made up and used the branding for computer screens, social media, stickers and the Virtual Learning Environment. I have to say, I’m not a fan of the logo that was chosen, (while discussing with others, we agreed that we would prefer to use art or design students to work on the branding) but it certainly stands out.
During roving sessions, the rovers would give out freebies (again! I think I need to talk to MMU Libraries about this) as well as questionnaires to help assess the effectiveness of the project. One statistic that arose from these questionnaires was that 80% of students felt they would be more likely to use physical resources in the library after having spoken to a rover, which sounds like definite success to me.
Alison’s keys to being a successful rover are as follows:
  • engage students in friendly conversation
  • know your subject
  • make it personal
  • experiment
  • timing is essential – target busy times and busy places to be more visible
  • go out in pairs, so there’s a spare person if one’s busy
  • have freebies
  • try promoting a specific service – e.g. infoskills sessions or libguides
  • gather feedback
  • try roving with (wisely chosen) students
The project sounded very interesting, and I think it’s an inspired way to reach out to students, rather than just putting out posters or advertising on a website. Conducting a study like this also helps to prove the value of the library to senior management, as the data can be used easily to show the impact that the project is having on students’ academic performance.
All in all, the Spring Event was a roaring success, and I thoroughly enjoyed the sessions, not only because I got to hear about some great projects, but also because they afforded an insight into types of librarianship that I haven’t had much contact with, which is helping me form a clearer picture of where I want my own career to go. Plus the cake selection was excellent! Thank you again to Catherine, Amy , Sian and Helen for organising the event, and to all the speakers. I’m looking forward to the next one!

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NLPN Spring Event: Part One

A couple of weeks ago I attended the Manchester NLPN Spring event. The theme of the day was Advocacy and Outreach and the lineup of speakers was very varied: Stewart Parsons from Get It Loud in Libraries; four librarians from the Manchester School Librarians Association; Emily Hopkins from the NHS and Alison Sharman from the University of Huddersfield. Each of them was there to give an overview of the advocacy or outreach (or both) that is part of their work as a librarian.



At the start of the event, I was most excited about hearing from Stewart Parsons, as I knew a little bit about what he does, and was interested to learn more about it. During his talk he explained to us how he had developed the Loud in Libraries scheme and what his plans were for the future.

Stewart was working at a music library when he first had the idea for Loud in Libraries. He realised that the resources that the library stocked weren’t very up-to-date and therefore weren’t attracting a very wide audience. In order to increase the membership of the library, Stewart first decided to restock the library with some newer music, but soon came up against a roadblock: to protect music sales, the BPI does not allow libraries to stock CDs until three months after release. Therefore, the library had no way to draw in young people, as they wouldn’t want to wait three months to hear the latest albums from their favourite artists. And so Loud in Libraries was born: a project where the library would put on gigs for up-and-coming artists, to promote the library’s services to a new audience.
Stewart made the point that as librarians, we should be at the forefront of culture, and the Loud in Libraries project has definitely helped with that. By getting in artists who weren’t (yet) well-known, Stewart could show that his library had its finger on the pulse. You may be surprised to hear it (I was) but in 2007 Adele played Lancaster Library for a fee of £75!
What has really worked for Loud in Libraries is the fact that it’s a youth-led project; Stewart enlisted young people from the local community and universities to help run every aspect of the scheme, from web design to front of house to merchandising. This made the project seem more appealing and more credible to the target audience, and also helped with getting the word out; peer-to-peer marketing among young people is a very powerful tool. The work that young people have done for the project has also supported their own academic success, providing material for photography or fashion portfolios, so it has had benefits for everyone involved.
Get It Loud in Libraries has had proven success; Stewart said that at each event, 60-80% of attendees have been new library users, which is an amazing statistic. The sustained success is down to a very clear vision – the project has to consistently produce high-quality events and keep innovating. In the near future the project will be rolled out across the North West, involving libraries in areas of low arts intake, and will be partnering with brands which have the resources and social conscience to help Stewart continue to exceed expectations. It’s a really inspiring project, and I expect to hear a lot more about it in the future.
I think what was really interesting for me about this talk was the whole notion of having to pull in an audience – my experience so far of academic libraries is that this isn’t really something that is given much thought, as we sort of have a captive audience. It was surprising (although maybe not that surprising) to find that not everyone at the music library was originally on board with the idea; I would have thought that any idea which gets more visitors to your library would be popular, but this is maybe a bit “out there” as far as ideas go!
I love the idea of getting involved with the local community in ways like this, as it is both advocating for libraries and reaching out to a potential new audience.
 The next session was about advocacy and outreach in school libraries in Manchester. School librarianship is something I know next to nothing about, so this session was really enlightening on that front. School libraries turn out to be as varied as the people who run them, and this session was a great example of just how varied that can be.
The first speaker was a librarian at a boys’ grammar school, which is very well-ranked academically. She said that her students have a great work ethic, and that the library is very well-used as a study space, but that the challenge for her is getting classes to come and engage with the library. She said that for school librarians especially, “advocacy underpins everything we do”. The first thing to do to get the library taken seriously is to target staff; if they’re not on board, then you’re struggling. They either need to bring classes in to the library or give messages out about it. To get noticed and on board with staff you’ve got to invite yourself along to everything – all meetings, INSET days, literacy groups and so on – and get the library involved in all cross-curricular events, for example Shakespeare Day or Earth Day. Being seen to be involved is important, as is being seen behaving professionally and positively. Getting to know new staff early on can often be the key to getting new projects and collaborations off the ground – and it can show other staff what the library can do for them.
After targetting staff, you need to target students. Your library needs to be a welcoming environment, whatever that means for your particular library. For this library it means regular music performances at lunchtimes, which gets those students involved who wouldn’t normally come into the library, and competitions themed around events, such as the Olympics (or Sports Day). All this adds up to a library service that’s involved in all aspects of the students’ school lives, so they can’t escape! Muah ha ha ha… No, but seriously, by seeing the library involved in various events and involving them in activities, the students (and staff) will appreciate it more, and hopefully utilise its services more.
The next librarian to speak was based at a coeducational compehensive school, which has recently had a new library built. The librarian has only been working there for a short time, but he has had the chance to set up and run the library exactly how he wants it. This, I think, would be one of the best parts of being a school librarian – although as the quote goes, “with great power comes great responsibility”, and I think it’s a challenge to sort out stuff you’d like to do from stuff that would be best for your library. This librarian certainly had some interesting ideas – a shoeless “learning lounge” with lots of soft seating and not much shelving. This is to encourage students to come in and use the space as a study or reading space, which is something that needs to be worked on here much more than in the previous school. I’m not convinced on the shoeless front myself, but whatever works, right?
The main point of this librarian’s talk was that he uses data an awful lot. He’s collected information about his students, such as how many Gifted and Talented or ESL kids there are, and used it to tailor activities and projects towards these sets of students. This has helped him advocate for the library service as he’s got data and statistics he can use to present for OFSTED inspections and other reports, to justify his budget and show how the library is addressing the school’s priorities.
The next school librarian’s talk focussed on her outreach projects. She is based at a large high school and is one of two professional librarians, which means she has more time to work on projects which take her away from the library, unlike some of the other school librarians. As her high school is near several others, the school needs to sells itself well to local primary schools in order to maintain its large intake numbers. This librarian helps with that by going into primary schools to run peer education programmes, which helps the younger students become familiar with the staff and students before they move into the larger school. One project involves gifted and talented students training up Year 6 children to be reading buddies for younger pupils, while another gives students the chance to share books they loved at age 10 with current Year 5 pupils (it sounded a bit like speed dating for books). There’s also a shared reading initiative, where pupils at primary schools read books in class and then go to the high school for a big session at the end of the book, to meet the author and get their books signed. These initiatives have been successful because the senior management at the high school were supportive and provided a budget to pay for books for the primary schools and for author visits, and they have benefited the school enormously as it is held in higher regard in the area.
The final school librarian’s talk was very short as it was almost lunchtime, but her main point was that self-advocacy is very important, and that you have to help yourself as much as possible. Being a solo librarian can be very insular, so CPD activities that get you involved with other librarians and organisations are a great idea. She also said that innovation is the key to success in school libraries – if you want to show how great the library is, you have to keep coming up with new ways of doing things so people will sit up and take notice.
At the (brief) Q&A session, an interesting point was raised – none of the librarians had mentioned using social media at all, which is unusual for us non-school librarians, as it seems to be increasingly important these days. The answer was that it’s not easy for school libraries to work with social media, due to the need for safeguarding of children. School internet access is a bit like a walled garden; you can only really get to half of it. One of the librarians said that she’d be afraid of looking ridiculous – but I don’t really think that’s a valid excuse. If you maintain a professional demeanour on social media and don’t try and get too “down with the kids”, it can be a really valuable tool. Lots of public libraries do this, as do school PTAs (at least in my bit of South Manchester they do!) and local community organisations. I reckon that a school library Twitter feed could be a great way of showing parents what sort of stuff the library is offering their kids, as well as potentially creating new connections and new partnerships with community groups, for example book festival organisers or local history groups.


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