A great deal of confusion surrounds the term "media librarian." No two people in or outside the library profession seem to agree on what such a person is, does, or how they should be educated. Some librarians consider persons educated in educational technology, instructional communications, instructional design or audiovisual education, who work in a library situation, as media librarians. Others consider school media librarians synonymous with media librarians. Still a smaller group of librarians consider specialists with a degree in the areas of video, music, photography, film or graphics, and working in libraries, as being media librarians. Literally speaking, none are correct.
Without long dictionary or textbook definitions, it can be generally agreed that "media" is the plural for "medium." Medium as used in the context of libraries includes newspapers, magazines, films, videotapes, books, phonorecords and nineteen other single format items. The individual formats we handle in library information transfer usually are considered a medium. Therefore, attaching the plural "media" to the word "librarian" would mean a person who is educated, knowledgeable, and can work with all formats of information transfer in the context of a library. This simplistic definition of a media librarian will not be universally accepted (much like the term library), but this definition is supported by traditional usage and logic.
Assuming this definition was universally accepted, we could proceed to make other assumptions. For example, persons educated (through course work or real world experience) in exclusively one medium such as film, video, print, or photography should be called film, video, print, or photography specialists. Those persons educated in educational technology, instructional communication, instructional design, or audiovisual education may well be knowledgeable in several non-print formats, but lacking the print education or knowledge gained from experience, would prevent them from being considered media librarians. They should be called non-print generalists since they lack the print knowledge needed for them to be media librarians. Print librarians who are not adequately prepared to manage non-print services should be called print reference, print public service, or print catalog librarians, according to their position.
School media librarians, or "specialists" as they are often called, come close to being media librarians by their title and responsibilities. However, many states have such restrictive academic requirements, and many library schools are so steeped in print tradition that few school media librarians receive more than a smattering of formal non-print education. This situation in many cases is contrary to course titles and descriptions which so often indicate a strong preparation in all media. It is common to see a school media librarian almost totally lacking in knowledge of any medium other than print, with a transcript suggesting extensive preparation in all formats of information transfer (media). Finally, as students, school media librarians are generally confined to a structured curriculum limited to schools, while students prepared to be media librarians are usually not restricted to a type of library curriculum unless by personal choice.
At present, the formal education of media librarians usually takes one of two forms. Either they have two degrees; one in traditional librarianship and the second in the broad concept of non-print, or they have attended one of the few library schools with a strong media curriculum that combines studies of print and non-print in one degree program. One method of acquiring a media librarianship education over the other is not necessarily better. Some advantages and limitations exist in both approaches. The obvious major advantage in having two degrees in two areas of study (print and non-print) is the time and depth dedicated to the subjects. The major drawback is the duplication that must take place in two degrees with many similarities. Study of media (print/non-print) in a single degree program has its merits, but the major drawback is the limited exposure to complicated course content a person will receive when two curricula are combined into a one degree program. Duplication can nearly be eliminated, but it is still not possible to overcome an academically restricted curriculum because of the short length of some one degree programs. To compound this problem, think a few moments about the information/computer science needs of today's media librarian and then mentally develop an academic program that would properly prepare this person to work in any one of a variety of media positions.
There are three major concerns I have regarding the preparation of media librarians. The first is the almost total lack of interest library schools show in media librarianship. They have made some changes in course titles to include non-print without much regard for course content. In addition, they have added few faculty with the education, knowledge, and experience to properly teach in a media librarianship program. Second, some persons are graduating from degree-granting programs with one or two courses in "non-print" with the notion they are adequately prepared to function in non-print services in an academic, public, or special library. Even worse, some employers have the idea that a librarian with one or two non-print courses or workshops is adequately prepared to manage non-print services in a library. Still other employers believe paraprofessionals with no special non-print training or practical experience can manage non-print services. A frightening situation, to say the least. However, for some librarians it seems natural, since they feel a library degree is all that is required to make a person qualified to accept any available professional library position. The old axiom, you can't manage what you don't know, has little or no meaning to them.
Finally, I am deeply concerned that libraries in general are not seeking to employ more multidisciplinary candidates and putting pressure on academic programs to prepare more such candidates for the job market. Libraries generally cannot afford the luxury of hiring an information specialist or educational technology person exclusive of a library science education. Persons going into programs (and employers) should give more thought to strong multidisciplinary programs which prepare persons for what is now a multichannel information society. Under the current circumstances we all have to live within limitations. However, it is unnecessary to restrict ourselves with limited or inadequately prepared personnel who cannot meet the information needs of the library community.
The advantages of having a media librarian over a film specialist, for example, or a non-print generalist are numerous. Media librarians will usually have a good background in traditional librarianship combined with non-print library services. Therefore, they require little more than the normal orientation usually provided for a new librarian. By the nature of their education, they are knowledgeable about twenty-three non-print formats and the selection, organization, management and programming necessary to develop non-print library services. Finally, most media librarians will see the broader aspects of services rather than the limited "educational" view often possessed by non-print generalists or the extremely narrow perspective of some film specialists. This is not to say non-print generalists and film specialists have no place in libraries. However, the community's needs, size of the library, and goals of the library play a more significant role when selecting individuals with such limited academic or practical backgrounds.
The image of non-print in libraries has often been negative because unqualified personnel were employed to develop, select, organize, and manage the services. The horror stories that some of these people tell about how they select, supervise, and develop programs and manage these services leave one in shock. Most of these stories can be directly related to inadequate academic preparation in media librarianship. But the most frightening thing about the horror stories is that many of the people telling them are unaware that the potential problem may rest with them rather than the media or the people they often blame. They have accepted positions for which they are not academically prepared and/or lack the acquired practical knowledge; and, what is worse, they make judgments by the same inadequate yardstick. High level criteria should be used to employ a media librarian as any other librarian. And certainly when examining academic preparation, few print reference librarians would be employed without courses in basic reference, government documents, collection development, plus one or two advanced reference courses as the very minimum preparation. Why should we accept less rigor when examining the academic preparation or practical knowledge of a media librarian? Maybe that old axiom is raising its ugly head again.
The media librarian engages in a variety of activities, depending on the type of library and identified needs of the library community. Since the degree and extent of each activity is relative to a given situation, no absolute list of activities performed by media librarians has been compiled. The following is an attempt to represent the basic competencies a media librarian should have when accepting a professional entry-level position. The extent of knowledge depends to a large degree on the depth of education and amount of experience a person may bring to the position.
Each competency was checked against the bibliography and informally verified by several working media librarians. A formal verification is currently being conducted by surveying every identified media librarian in the United States.
Media librarians and library directors may find these competencies valuable for self-assessment, evaluation of a media department and criteria for selecting media librarians. Special caution should be exercised when determining the degree of accomplishment or knowledge one should have in each category. Generally, persons independent of a given library with knowledge and work experience in media librarianship can provide a more objective assessment of the activities of a library's media department and the reasonable degree of accomplishment which should be expected for each competency.
Some media department services and activities follow the personal and sometimes narrow dictates of the media librarian without much regard for the library community being served or the full potential of a given media department. Use of specified competencies can be both a point of reference and outline for discussion of where a media department should go. Both library administrators unfamiliar with media department services and entry-level media librarians should find this list of competencies a reference point for growth and development of a comprehensive media department program.
Determine overall policies
Confer with director regarding operations, programs, and budgets
Schedule use of facilities
Identify the criteria for selection of personnel
Develop a staff/administrative manual
Develop job descriptions
Supervise personnel
Compile, tabulate, and analyze data for reports
Schedule inventory of equipment
Conduct evaluation of adequacy and suitability of facilities, equipment, materials, and services
Establish policies for maintenance of materials and equipment
Prepare the media services' bulletin or newsletter
Maintain professional status (keep up in the field)
Inform users and non-users of available services
Prepare promotional materials
Determine goals and objectives of media services
Identify legislation which affects media services
Develop written criteria for evaluating materials and equipment
Protect the right of unrestricted access of materials by users
Have outside evaluation every three years
Determine appropriate computer functions related to media
Develop one media service-initiated program per month for the library staff or community
Develop a plan for advancement of staff
Plan operation and maintenance services
Plan arrangements of space and furniture
Plan and develop other service units within the department
Conduct training for personnel
Prepare work schedules
Assign duties
Evaluate work of personnel
Schedule inventory of materials
Plan and implement community relations activities
Develop grant proposals for federal state, and private funded projects and programs
Terminate personnel
Evaluate holdings
Prepare annual report
Participate in facilities planning
Prepare a formal selection and review policy
Invite and accept suggestions from users and nonusers about services
Make everyone aware of the laws (e.g., copyright) regarding media services
Maintain a current collection of bibliographical materials used in the selection and acquisition of materials and equipment
Develop staff self-evaluation program
Administer tours and orientation programs
Work with an advisory committee who assists in reviewing needs, policies, quality of services, etc.
Prepare a multiple-year project plan with goals and objectives
Administer an annual library community needs assessment study
Determine the need for conducting research to support the goals and activities of media services
Develop a plan of assessment and evaluation of the media program based upon the established goals and objectives
Administer for economic analysis of the department (cost-effectiveness)
Engage in research activities relative to media
Disseminate research information and findings
Apply research findings to the operation of the department
Design new materials (non-print)
Instruct others in the design of materials
Design publicity materials (print)
Follow a systematic design procedure when producing materials
Assist in production of programs and materials
Duplicate materials
Record (video or audio) meetings, speeches, programs, and performances
Process and print photographs
Operate lettering and drawing devices
Microfilm materials
Photograph activities
Administer film or video productions
Conduct in-service workshop on use of equipment
Plan a program of media library instruction
Guide reference and research work for small or large groups
Conduct in-service workshops on use of materials
Orient users to materials and equipment
Instruct others in the production of materials
Inspect materials for damage
Maintain equipment
Purge collection to eliminate unused and out-of-date material
Repair materials
Supervise a storage and care program for materials
Search catalogs and shelflist for ordering and duplication of materials
Preview materials
Select materials
Evaluate materials
Acquire materials
Read evaluative reviews on materials
Assign accession or inventory numbers
Evaluate equipment
Acquire equipment
Select equipment
Read evaluative reviews on equipment
Set up equipment
Give instruction on the use of equipment
Demonstrate effective utilization of equipment
Operate Operate equipment
Schedule use of equipment
Locate requested materials for rent
Deliver and collect equipment
Demonstrate effective utilization of materials
Establish policy for distribution of materials
Schedule use of materials
Deliver and collect materials
Maintain distribution files and records
Establish policy for distribution of equipment
Establish cataloging procedures
File orders and notices
Abstract materials
Write annotations for in-house publications
Establish classification procedures
Compile materials list
Write reviews for professional publications
American Association of School Librarians. Certification Model for Professional School Media Personnel. Chicago: American Library Association, 1976.
Case, Robert N., and Lowrey, Anna Mary. Behavioral Requirements Analysis Checklist. Chicago: American Library Association, 1973.
Chisholm, Margaret E., and Ely, Donald P. Media Personnel in Education: A Competency Approach. Englewood Cliffs, N.J.: Prentice-Hall, 1976.
"A Competency and Task List for Specialists and Technicians in Media Management, Media Product Development, and Instructional Program Development" Audiovisual Instruction, November 1974. pp. 22-69.
Gerber, Gloria S. "Occupational Task Inventory for Media Specialists." Unpublished paper, State University of New York at Buffalo, 1980.
Post, Richard. "College and University Functional Learning Resource Program Evaluation." Unpublished paper, Ohio University 1980.