Do I have but any authority in the classroom?

Working in a school library is odd. The line of the level of authority I have is somewhat blurry. I’m a member of staff, yes. However I’m not a teacher. I personally struggle to know what to say when a pupil misbehaves, as I’ve never had to tell anyone off in my life. I have no desire to teach, but there are occasions when I’m supervising a library, or have been called to supervise a prep session, and I just pray that everything will go okay, because I’m genuinely not sure how the students see me, if they even know who I am at all. For example, the students are not supposed to eat in the library. They know this. However, as I was sat at the staff computer in the younger year library, I heard the distinctive rustle of something wrap-ery behind me. I didn’t turn round, as it can often just be folders, or papers rustling. Then I heard this:

Student 1: “Ahh, you have Jelly beans! Can I have one?”

Student 3: “I’m allergic to Jelly beans”

Student 2: “How can you be allergic to jelly beans…?” Whilst passing around her sweets.

It’s just blatant cockiness. They know it. What I thought might be happening, was that they were testing me. I’m a new member of staff, maybe I don’t know the rules. Or seeing how badly I would react if I did know the rules. CC often throws out students who are eating. Do I do this? I was slightly concerned they wouldn’t leave if I asked them to, so I settled with turning round with raised eyebrows, and telling them firmly that yes, I can see the jelly beans and could you please put them away. To be fair to them, they put them away – not even up their jumpers to munch on ‘discretely’ and looked at least a bit sheepish. It’s not the biggest problem in the world – and I know I’m lucky in that the school I work at is not at all bad. I’d be more scared if I was working at my old high school to be sure. The level of misbehaviour would be way worse and happen far more often. But I just need to establish a level with the students. Yes, you can come and ask me questions, I’d like to remain approachable, but I’m not taking any of your cheek (and that’s exactly what it mainly is. These student’s aren’t really misbehaviours, they’re just a bit cocky sometimes) and I’m not a pushover. Like Neil Gaiman says: Don’t f*ck with librarians. Maybe there’s a good book on the subject…

Four weeks and a bit.

That’s how long I’ve been here. At times it’s seemed like it’s flown by. But it’s been hard at times. JJ came to see me last weekend, which was amazing. We did typical tourist-y London things – Highgate Cemetery, Chelsea Physic garden and Camden. I had the best weekend in a long time. As I write this I’m on my way to see him, the weekend after. It will be rare we get to see each other two weekends in a row, but it’s short leave at the school – students have to go home for the weekend, so I’m taking full advantage of my time off to get away from the boarding school ‘bubble’. Hopefully I’ll be a lot healthier for it…I’ve been experiencing one of the perks of working in a school environment – illness. So far I’ve had a mild version of a stomach bug that was going around and been hit with a mega cold that subsided into a dry cough and hoarse throat. All that’s left of my week of misery is a scabby nose and a serious need for a full night sleep. Lie-in’s do not exist anymore. Welcome to the real world.

I still love the job. Which is a good sign, as I’ve made the executive decision to do my Post-Grad next year. I’d rather get it over and done with whilst I can still afford to! It will mean I can hopefully graduate and go into a professional Librarian role, getting settled as soon as possible in one area for more than a year. I’m very tired of moving around the country every twelve months! It has its perks, but I’ve got a craving to be boring and get settled and have a secure job.

Things I’ve been learning/doing in the library of these past few weeks:

·         Adding non-fiction books to the system – it requires more thought then adding fiction books, as you need to classify the book a) in a manner that fits the classification system you use and b) in a manner that you think is relevant for the library you work in. Sometimes these don’t match. Keywords need to be thought of, so people can find the book they want. If you don’t know the subject very well, you need to scan the book briefly, or look up some keywords that other libraries have used. We use Buckinghamshire Libraries and the British Library often, to cross-reference. It takes a bit of extra time, but is worth it when you know people will be able to find what they’re looking for in the end.

·         Jacketing. I could probably jacket with my eyes closed! Paper backs can usually be fitted with a pre-measured plastic book jacket. Bigger books and hardbacks need to either be tacky-backed, or fitted with this awkward, paper/plastic stuff that takes forever to get the hang of.

·         Answering peoples questions. A Librarian’s job is to provide people with information. People have begun, slowly, to ask me, rather than wander around the library vaguely if CC, the main librarian, isn’t there. I have helped some people – all by myself! Given them the books they need, and suggested websites they could use. The school is really good for helping student’s find and use external resources. For example, we know that in history they will be studying American Civil Rights this term. So we compile what we call a ‘Topic Box’. We put all of the books we have on American Civil Rights into the box, chase anyone who has loaned any remaining books, and put it at the back of the library. There’s a big sign on the box (made by yours truly) asking the students not to take the books out of the library. They become, in effect, reference books. So that everyone can use them if they need to. We’ve also trawled the internet for copies of a London based newspaper printed during the American Civil Rights years for relevant articles. We’ve printed them, numbered them in date order and placed them near the box for more reference material. We’re going to do exactly the same for ‘History Today’ and the ‘Times Online’. Both of these can be found by the students online – but if it’s at the back, in the Topic box, ready to use, we’ve done our job – providing them with relevant information from various sources so they can get on with their studying. It feels very satisfying!

·         Display work. I did my first (very tiny) display! A portrait of the last Head has gone up in one of the libraries – she’s painted with two books, ‘The Hobbit’ and ‘Trash’. I’ve put the books on stands near the portrait and done a small poster explaining why she picked these books to be painted with, what the books are about, and why the students should read them. I’m looking forward to doing more, bigger displays when the new notice boards go up in the library, as it’s what I love about the job…suggesting material and encouraging students to read for pleasure. I’m hoping to see if I can do a ‘Book of the Month’ type display, as well as a large sign reminding the students not to eat in the library (something they seem incapable of managing).

·         I can also laminate now. Oh the excitement!

 

I’ve also learnt a little bit more about ISBNs…but I’ll leave that for another blog post. I’ve also booked myself onto a talk at the CILIP headquarters – something else I’ll do another post on. It’s on the 9^th October, about a work a book based charity is doing in Africa. 

Hot off the Shelf: What I'm reading - 'Out of Oz' Maguire, Gregory.

No Spoilers.

I'll do posts occasionally on books I've just finished reading. It's nice sometimes to record what you thought about a book, and maybe someone else can read what you've written and be like 'ah, yes, I might give that a go'.

In true librarian style,all my book "reviews" (I say in inverted commas, because my thoughts on a book can probably not be constituted as a proper review), will probably include lots of positive things about the work. I like to focus on the positive points about the experience of reading a novel, for three reasons:
a) I prefer being positive in general. I like looking for the 'good' in things.
b) I think that when an author has put in lots of effort to write his/her book, it's awful to just slate it and move on. Even if you think it's not so good, someone else might love it, given the chance to read it, and you should always encourage them to read and make up their own mind.
c) We had a rule for marking at school - two stars and a wish. Guess it stuck with me. You had to say two good things about the work, and one wish - something you think could have been done a bit better, or something you wish they'd have added.

So I just finished reading the fourth book in the Wicked series, by Gregory Maguire. In case anyone out there is unaware of the order, it goes as such:
Wicked
Son of a Witch
A Lion Among Men
Out of Oz

There's lots of hate out there for the last two books. People say they get boring, and are non-eventful. I honestly don't know why. Maguire takes time with his characters and storylines. Just because people can't read it in three days and be done with it, doesn't make it not worth reading. It's full of detail and excellent character/plot development. Out of Oz doesn't conclude the series neatly. You aren't handed all the answers at the end, not everything is fully explained. If this is something that would annoy you, perhaps it's not the series for you. But there are some excellent 'Maguire-esque' quotes to look out for all through the series and you're really pulled into the world of Oz, perhaps even more so (I'd say), than the original Wizard of Oz book...(eep, I'll hide in case anyone finds me and beats me with a copy of the book for that comment). The Wicked series is for adults (oh heavens, please don't let your children read them!) and I enjoyed it as such. Perhaps I feel the way I feel about the original WOO, because I read it as an adult, not as a child, and perhaps some of the charm passed over me in a way it might not have done, had I read it aged eight.

I'm beginning to ramble.

To conclude, I would rate the whole series a good 8 out of 10 overall. Read the first book, and see how you go. If you don't like the style, or the way in which Maguire twists beloved Oz, then there's no reason you can't stop with the fist book and be happy you gave it a go. I'll apologise if this post isn't as coherent as some of the others - I'm a little tired!

Over and out

Only one accident!

Today was a good day. The new students at the school have been having induction sessions for the library. We give them their barcodes, that they use to scan things in and out of the library and tell them about what facilities there are and how chocolate has no place next to shiny new books that I just managed to shelve that day. I say 'we' do the inductions, so far it's been the main librarian doing them, and I stand to one side like a spare part and hand them their barcodes half way through. But today...

I did one.

Which is a big deal for me. I stood in front of a group of students, totally alone, and remembered everything that I had to tell them. The main librarian was busy elsewhere, so my triumph went un-witnessed. But it felt good. I wondered if I'd have trouble, being the 'new' member of staff, but no...I sailed through and even supervised successfully after whilst they did some work. The students seemed to recognise me as an authoritative figure, and asked lots of questions...always a good thing as at least they're engaging. We only had one accident...a student managed tip up a bookshelf (small children apparently are far stronger than we give them credit for), resulting in all the books from Ab-Al falling on another students head. This meant that I, after sending the more battered of the two up to the medical room, had indeed have a whole lovely shelf to put back together. I was apologized to over and over, and obviously it had been an accident so I joked about it with the student, for fear that tears may happen instead (I am in no manner at all qualified to handle crying children!) and everything was calm again.

In other news, this article is old, but I enjoyed it. Putting the good word out there about all the hard work we do!
http://careers.theguardian.com/job-of-21st-century-librarian
It's a good introduction for someone who knows very little about library work and would like to know more...Dated 31st Jan 2011. It also includes some case studies.

For now,
Over and out.

Getting experience/a job after you graduate. The endless cycle.

You've all heard it.

"Do you have any relevant experience?"
"We cannot hire you, you have no experience"
"Oh you'd like to come to gain experience? I'm sorry, you need experience for that."

*Mind Explosion*

The only thing you end up getting experienced in, is accepting rejections. I'm no expert. This recent job I'm in, I gained though a combination of sheer determination and a whole lot of luck. But I thought I'd do a post to see if I could shed some light on anyone out there who feels it's hopeless.

Tip one: If you're still at university, the summer is a fantastic time to go and volunteer at your local library. Even if you don't do much - one day a week, it's still something to put on your CV and will get rid of any niggling doubts potential employers have about whether you can survive in a library environment. The Summer Reading Challenge, run for kids by the Reading Agency, happens in almost every library in the country over the summer, and lots of libraries manage this through a network of volunteers. If they don't use volunteers, and rely on staff to do the extra work involved, so they might be glad of some help if you suggest it to them.
If you're not at university, but working full time, try using an evening (public libraries are often open late one day per week) or morning if you work later on in the day, to squeeze in that couple of hours of volunteering per week. Every little helps. Got kids? Take them with you! They won't perish from being in a library for a couple of hours whilst you help out. (Of course I understand that for some people, this isn't possible - it's just a thought!)

Tip two: Whilst giving up you're precious time gaining all this experience, keep applying for jobs. Aim for at least one per day, or one every other day. Even two per day if you're not very busy. At University? Start applying whilst you're still there. Spring/early Summer time. Look everywhere: on the internet daily, as things change on here overnight. Get ahead of the game. Don't wait till you graduate, then think "suppose I better start applying for jobs...". That's when everyone else is applying. A lot of school and University libraries hire staff over the summer to start in September with the new school year. Don't limit yourself to one year graduate placements either. I know you only need the year to be able to enrol on a postgrad course, but consider longer term employment, as you can always to the postgrad part time, or cut down your working hours when you begin the course. At least you'll have a little bit of income whilst you're studying.

Tip three: It's annoying. I almost don't want to write it. But it really helps to be flexible in location when applying for jobs. I am a northerner. I've had to move down south, almost in London. It's not great, trawling things all over the country, and I understand for lots of people it's not an option. But if you can - just apply for the job, whether it's five minutes away, or five hundred miles away. If you stick to your area, depending on where you live of course, it's rare that anything will come up.

Tip four: Start a journal or something similar, of research. What types of classification systems are there? Where are they used? What are the differences in staff approach to school libraries compared with university libraries, or public libraries. What types of library management systems are out there? What is the current attitude and perception of libraries today? Read books, newspapers, online articles and really get to know what you're talking about as it'll really come through in an interview. If you manage to get an interview somewhere, see if you can visit "undercover" a few days before you go, to scope out the place and see if there's anything major you can see that could be improved.

Tip five: Libraries aren't just books anymore. You need to know the basics of computers and their software. Or, for a start, what software is. Again, there are some brilliant books out there to help with this, some relevant to library systems. Or go on a course, if you have the time and money. But often it's just as easy to learn yourself.

I think I'm all tipped out. There's probably many things I was going to say. But for now, it's all I've got - like I say, I'm not expert by any means. It is perhaps all just common sense. But it might help someone out there. I'll perhaps do a list of useful books I read prior to my interview soon, all of which I found at my university library. So there you go, step six...check your local library and university library for books on Information Management and Librarianship!

Over and Out.

Week One. The first (paper) cut is the deepest.

I got through one whole week! It was good, for lots of reasons. The boarders arrived back fully on Wednesday, so I got to familiarise myself with lots of systems and learn my way around a bit before lots of kids arrived to make loud noises and make the place smell hormonal.

Things I can do now, with little, to no, help:
- Check things in/out
- Smile, in a friendly, welcoming manner to new students.
- Look serious and hopefully slightly authoritative to everyone else. (I'm yet to master the one-eyebrow raise to accompany such phrases as: "You do realise that you're in a library? Must we be doing gymnastics on the sofa?")
- Order text books for staff, sending the details to the relevant people before doing so.
- Distribute the books when they arrive, giving various copies of the receipts to relevant people.
- Forget everybody's names within three seconds of learning them.
- Photocopy!
- Weed and check for new editions of things from various sources.
- Use Eclipse, the Library Management System the school uses. It has it's drawbacks, which I'll probably do another post on. We're hoping to switch to Heritage I've heard, which would be nice, and mean I get to use two systems before the year is out!

and finally, I have still maintained the ability to shelve. It's not hard, nor the most thrilling part of the job, but to me - a person that quite likes a bit of order, very satisfying. I have re-shelved and put back together the entirety of one library on the school site that had serious works done to it over the summer. With two colleagues, I unpacked 106 boxes of books, shelved them all, got very dusty and felt very chuffed at the end when it was all over. It's better for the students to use now: there are more computers, they have a new sofa and carpet and at some point there will be a portrait of the old head to cast her beady eye over them, hopefully instilling some calm. The library staff also have a new desk!

N.B: Point of interest. You can't just put any old shelves into libraries. They have to have fully adjustable shelves, so the height can be altered to account for any large books. *Library fact*

My 'line manager' (the Librarian) has been very patient with me. Every time we try to learn something new, or try to get something done, it tends to get interrupted with requests from teachers for book orders or a group of new students coming for their induction sessions on how to use the library. Hopefully they'll be more to update next week! I also fallen foul of one of the occupational hazards of working in the library environment. I got my first paper cut.

Over and Out.

You want to be a what...?

Yes. I want to be a Librarian. Sure, it's not like being a rocket scientist, or a doctor...it's better than that, and doesn't include as much maths (always a plus for me). I don't plan on spending my life 'shushing' people and glaring angrily over spectacles that hang off the edge of my nose. If you want to make it sound more fancy, 'Information Specialist' is another word for it...but I kind of like the old-fashioned 'Librarian' title.

For those that don't know, seemingly lots of people (myself included until a couple of years ago), you need both a degree, and a postgraduate degree to be a qualified Librarian. I've got the former - I graduated with a BA(hons) Creative and Professional Writing degree this summer. So, one down, one to go. However, many places will not consider you for the postgraduate degree in Information Management and Librarianship, until you have a bit of experience (fair enough). So unless you happened to have worked in libraries before, getting said experience is the next logical step and the step I myself am currently sat on.

I'm working in the South of England, as the Resident Librarian's Assistant at a boarding school. Everything about this is new to me. 'The South' is new. The 'boarding school' environment is new. And a lot of the job is new too. I had a small amount of voluntary experience in a library environment, but had never been employed in one. Until now.

The posts on this blog will vary. I'll include what sort of work I'm doing in my assistant position. They'll probably be posts about books I'm reading. Posts about libraries and relevant news in general. And, (if I ever get there), eventually, posts to do with postgraduate courses and how I'm getting on with it all. There may even be pictures, you never know.

For now, Over and Out.