Session Number
24
Description
It is becoming increasingly necessary for the librarian to be an active communicator. We can no longer be content to assume and perpetuate the passive role which history and our own public image have assigned to us. The librarian needs to project his personality to create the optimum circumstances for transmitting and disseminating information.
Given that this is the case, a co-ordinated and intensive effort is needed to produce and train librarians capable of communicating easily and effectively with subordinates, peers, superiors and most important the community. It is suggested that such an effort could best be instigated in the library school, as the only channel through which all prospective entrants to the profession pass. This presumes a dynamic role, an initiative, on the part of the library schools; also an equation which balances enthusiasm and commitment on either side, both in library school staff and in students.
The role and function of one such library school, that at Manchester Polytechnic is examined in some detail, including such factors as eschewing the teacher - pupil syndrome, and communication practice through seminars and discussion. Also, our commitment to education for librarianship involving an awareness of communication theory and encouragement to observe communication practice, is analysed.
The transition from the library school student to professional librarian is discussed. It is suggested that if students are aware of communication and its purposes, they will be motivated to implement effective communication in a library context, to the benefit of themselves and of the community which they are serving. To this end, the image and attitude of the librarian must alter to reflect changes in society and in patterns of information provision. Our responsibility to society, and our interaction with it, is stressed.
Emphasis is laid on professional associations, and participation in their activities, as a means of becoming involved with society at a variety of levels. Involvement, communication and exchange of ideas to the enhancement of the profession is evaluated to round off the analysis of the positive role of library schools in general, and of Manchester in particular in the context of communication studies.
Communication Skills: The Role of the Library School
It is becoming increasingly necessary for the librarian to be an active communicator. We can no longer be content to assume and perpetuate the passive role which history and our own public image have assigned to us. The librarian needs to project his personality to create the optimum circumstances for transmitting and disseminating information.
Given that this is the case, a co-ordinated and intensive effort is needed to produce and train librarians capable of communicating easily and effectively with subordinates, peers, superiors and most important the community. It is suggested that such an effort could best be instigated in the library school, as the only channel through which all prospective entrants to the profession pass. This presumes a dynamic role, an initiative, on the part of the library schools; also an equation which balances enthusiasm and commitment on either side, both in library school staff and in students.
The role and function of one such library school, that at Manchester Polytechnic is examined in some detail, including such factors as eschewing the teacher - pupil syndrome, and communication practice through seminars and discussion. Also, our commitment to education for librarianship involving an awareness of communication theory and encouragement to observe communication practice, is analysed.
The transition from the library school student to professional librarian is discussed. It is suggested that if students are aware of communication and its purposes, they will be motivated to implement effective communication in a library context, to the benefit of themselves and of the community which they are serving. To this end, the image and attitude of the librarian must alter to reflect changes in society and in patterns of information provision. Our responsibility to society, and our interaction with it, is stressed.
Emphasis is laid on professional associations, and participation in their activities, as a means of becoming involved with society at a variety of levels. Involvement, communication and exchange of ideas to the enhancement of the profession is evaluated to round off the analysis of the positive role of library schools in general, and of Manchester in particular in the context of communication studies.