Morphing the technician: moving the line in the sand

Carla Pilarski and Vicki Picasso University of Newcastle Library

Abstract
This paper discusses the metamorphism of library technicians in a University environment. At The University of Newcastle the IT explosion has impacted across the board in the library sector, change management and the resulting convergence of reference and IT services have molded and shaped the role undertaken by library support staff significantly. Traditional delivery of reference and information services, curriculum based training and web development had been the core responsibility of librarians only. Now we have developed a hybrid support team, where current activities have subtly blurred the roles, placing the focus squarely on the knowledge, skills, experience and abilities of individuals as opposed to the distinctions made only on the basis of qualifications.

The 1997 inception of the Information and Education Services Division (IESD) realised a new structure incorporating the activities of library, IT, media production, learning skills and curriculum development. On creation of the Division the faculty librarian role experienced considerable revision with particular emphasis on the role as communicator between clients and a diverse range of service providers. This new structure required them to work at a higher level, equivalent to that of upper/mid management, leaving opportunity for a greater role for the "technician". Thus the faculty librarians themselves became the change-agents leaving a gap to be filled by support staff. This paper will discuss how the gap was bridged by support staff, opportunities that arose, how it all meshes and why it works...

Introduction
This paper will describe the working environment in which library technicians have traditionally operated in within Information Services at the University of Newcastle Library. It will also outline the vast shift that has been experienced over the past three years, and the resulting growth and development for library technicians as well as other library staff.

The creation of the Information and Education Services Division (ISED) at the University of Newcastle brought together the Library, Information Technology Division, Centre for Learning and Teaching (CALT), Classroom and Theatre Services and other smaller units. Through the formation of the Division and the change management process, exciting opportunities arose for staff working in information services in the library. Within the newly formed Division the University Library was now represented as two distinct and individual programs among a cluster of other Programs. The library was therefore represented as the "Client Services Program and Information Resources Program. This was not merely a change in name for our usual services and functions, nor was it business as usual, but a defining change in direction for a large section of the Library.

The Client Services Program consisted equally of traditional library information services delivered by library staff as well as the additional component of computer services support, including the computing help desk and the corresponding IT staff. The Information Resources Program continued to operate in a traditional 'library' environment. With the academic library climate changing, a challenging work environment had resulted from developments in information technology and communication networks, the internationalisation of the university, alternative modes of teaching and remote access to university education. In addition to these impacts an increasing emphasis on client service and the diversity of the university was required.

Working from a framework of formal strategic planning within the Division, the Client Service Program developed goals and objectives to merge together both traditional reference services with computing and IT support. These organisational goals were established through a consultative process with all staff within the program, and resulted in a formal Management Plan. The program provided a supportive setting to enable staff at every level to pursue training and development opportunities to increase both their knowledge and skill base to meet the challenges of a new working model.

Past traditions
In a real sense, traditionally there had always been a 'line in the sand' which dictated the level of activity and responsibility available to technicians within Information Services at this University Library. In 1994 there were only two library technicians along with a large team of reference librarians working within the reference team. At this point, approximately eighty to ninety percent of library technician's work activity was on the reference desk. At that time in 1994, and for a good number of years to follow the 'reference technicians' worked on the reference desk under strict guidelines. Examples of this included never to be on the reference desk on their own or never to work solely with the other library technician, eg always to work with a librarian. No real developmental opportunities existed in terms of conducting training sessions or involvement in project work, and limited access to professional development opportunities available.

At the University of Newcastle Library, as is the case for many university and other libraries, technicians over time did earn their place at the reference desk as active members of Information Services teams. In 1997 a combination of circumstances culminated in substantial opportunities for library technicians that had not previously been available to them. The three main contributing factors were change management and subsequent restructuring processes which the Library experienced as part of the birth of the Information and Educational Services Division, the resulting development of the faculty librarian team within Information Services and the Higher Education Worker (HEW) descriptors.

A changing enviroment and the defining factors
At the University of Newcastle the creation of the faculty librarian team saw them in a new diverse role as representatives for, not just the library, but all services of the newly formed Division. This impacted significantly on other staff members in Information Services, and how they would operate. The new position and responsibilities of faculty librarians saw their previous roles take on an additional conduit role between the Faculty and the Division with each faculty librarian given a specific individual management role. This was most significantly reflected in their rise to mid/upper management level, ie. faculty librarians were now positioned at Hew level 8. This was realised in their greater liaison and communication role between the Faculty and the entire Division as well as the additional management roles assigned.

With this changing support role for their faculties the faculty librarians performed largely at a higher strategic level and through consultation. In real terms this meant a marked decrease by faculty librarians in their involvement with the reference desk which had by this time become a converged reference and IT services desk, now known as the information desk. It was this shift in activity by the faculty librarian team, combined with the opportunities afforded through the HEW descriptors that paved the way for the remaining information services staff to also re-group and take on far greater roles and responsibilities than they had experienced previously.

1997 saw the inception of the Information Services Support Team (ISST), a combination of both library technicians and librarians. Members of this team would come to have diverse and expanding portfolios and responsibilities with opportunities available equally to library technicians and librarians. Information Services Officers (ISO's) and Information Services Assistants (ISA's) were new positions with new roles that included support for individual faculty librarians in terms of teaching and training, web development and faculty liaison.

Our reference service had also converged with IT services, meaning that reference staff were up skilled in IT and IT systems. As a result of this staff commenced to provide services in conjunction with traditional reference services at our desks in support of current technologies in the libraries as well as newly installed computer laboratories also within the libraries. IT staff also joined reference staff at the reference desk and shortly thereafter our three reference desks became know as information desks as did the former computing Helpdesk located within the University's central laboratory building.

The resulting gap which had developed by the shift in focus of the faculty librarians, was filled by library technicians and librarians alike. The information services support team currently consists of eighteen staff across three campuses and is managed by the senior information services officer. This team continues to grow. faculty librarians also form part of the team that provides service at our desks but in a much more limited capacity than in their previous positions, spending approximately four hours per week on desk.

The line in the sand and emerging roles
As stated, as a result of the new role of faculty librarians the ISST developed more significant positions within the information services team. This included a considerable increase in their level of responsibility. As a result the invisible 'line in the sand' had moved more than library technicians dared to hope. This moving line created the possibility to work at higher levels. Previously technicians had experienced the ceiling of HEW 5 they were now able to hold positions at HEW 5, 6, 7 bringing challenging responsibilities suddenly tangible for technicians.

Change management, the creation of the division brought opportunity. People don't like or want change as it is perceived as a threat, for various reasons. This was also true in the beginning at Newcastle; staff working in the library previous to the creation of the Information and Services Support Team (ISST) were working in what can only be described as compartmentilised roles. Each specialised area operated remote from one another, with the reference desk a quite separate entity. Now they were being asked to change a structure that had for some been in place for many years.

Technicians did not have the roles and responsibilities they have today, the librarians carried out much of the higher level work. Change for this team has been positive and has afforded the opportunities and roles staff now have. New positions were created such as the Senior Information Services Officer (SISO), currently held by a library technician. Information Services Officer, (ISO) and the Information Services Assistant (ISA) a team of library technicians and librarians.

Technicians are at the forefront of a new frontier with no real end as to what can be achieved. No one can predict where we are heading as technology will be a distinct driver for what happens in the future. One of the interesting facts now, technicians have a clear career path and opportunities to work at higher levels at Newcastle, this can branch off into many areas that were denied in the past.

Senior information services officer
The senior information services officer manages reference services across campuses as well as co-ordinating and supervising the information services team. Much of this role is spent in the planning and organisation of reference services and activities, ensuring required support for faculty librarian teaching, etc as well as the day-to-day activities associated with managing staff, training needs and development and implementation of relevant new services and activities.

As our information desks provide both reference and IT services, the information services officer has developed links, associations and responsibilities to ensure that reference staff continue to maintain and develop their IT skills in support of services offered. This is reflected by membership to the Laboratories Management Committee, which manages the university's central computing laboratories as well as computing laboratories located within our various libraries.

To compliment this role, liaison takes place continuously with the services points and quality assurance co-ordinator as well as the computer laboratories officer. This also ensure that IT services provided at library information desks remains in sync with those provided at the Computer Laboratories Information Desk.

Another role undertaken by the SISO is that of management and maintenance of the library's databases website on a day-to-day basis, in conjunction with the information access manager. The library's internal CD-ROM network is also managed and maintained by the SISO.

Whilst the information services support team and the senior information services officers hold regular meetings, the SISO also attends the regular meetings with faculty librarians, also providing an additional link between the two teams.

Information services officers
Information services officers have a varied and expanding role within the team. The multi-faceted aspects of their position allow for many developmental opportunities with initiative and pro-activity strongly encouraged. As well as providing a reference and IT service at information desks, typical activities focus on training and teaching, web development, project work and activities to support information services in the broadest possible sense.

A number of information literacy courses are built into the faculty curriculum and as such are assessable. This type of teaching along with curriculum based non-assessable teaching and more generic library training allows for exposure to a wide variety of teaching and training experiences. Involvement in the development and preparation of instructional material is an additional task undertaken by this group.

A large percentage of the library web site is maintained and updated by information services officers. In addition to the development of new sites and web pages, as identified by faculty librarians and others, ensures web-authoring skills are utilised and maintained. Opportunities to co-ordinate and support information services activities such as orientation open days, schools visits, publicity and promotion and ongoing internal projects provides further depth to the position.

In this role information services officers also form part of smaller faculty teams in that individual positions are linked to and provide direct support for each faculty librarian. The benefits of this relationship are realised in the subject specialist knowledge developed in each faculty area, eg specialised resources and collections. This progressed knowledge further supporting the faculty librarians in other curriculum based training and corresponding support to individual faculties.

Information services assistants
Medicine Health Sciences, Law, Curriculum Resource Media Centre and Music are specialised service areas supported within the library. These specialist service points are where the information services assistants (ISA's) have come of age. These technicians use a wide skills base and specialised knowledge to work and perform daily tasks that are traditional and new. These service points primarily operate as specialist libraries within a larger library context. The level of support required by each faculty determines the range of services provided.

Special collections and resources are held in these areas, the ISA in conjunction with the faculty librarian monitor, weed and update the collections constantly as areas such as medicine and law change rapidly. Short Loans is another service managed by each subject specialist library, and although the library has a central short loans component the specialised areas manage their own short loans.

Other duties carried out are reference support, database instruction, circulation, information technology support, specialised orientation for staff and students, and assistance in web page maintenance. Technology support is a new role for the ISA and area of growth. The day-to-day management of the service point is the responsibility of the ISA. This gives the ISO and the faculty librarian the time necessary to focus on their own roles.

The Information Service Assistants (ISA's) work collaboratively with their faculty librarian and other team members to provide a wide range of library services required by their specialised area.

Teams, challenges and parallel streaming
The new structure with changing roles forced us to identify some key characteristics required of our ISA's and ISO's. While each faculty librarian had dedicated support staff, nurturing and developing subject specialised knowledge, it was also essential that they were capable and flexible of providing support to other faculty librarians as well as service points that were not their own.

To better equip staff to meet the challenge of this new and evolving role a series of skills advancement workshops were held. The team would become multiskilled through training, rotation and planning for new service delivery, adding to their own knowledge base strengthening the team.

Opportunities arose for staff to broaden their own knowledge base and to work in different specialised areas in partnership with other staff members. The ISOs and ISAs worked to develop an understanding of all disciplines increasing team spirit and fostering a mutual support culture.

While staff recognised what was required, many issues still to be considered to achieve the desired outcome. These included: uneven skill base, personal insecurities about relocation, choice of subject team, sharing of individuals between faculties and perceived lack of continuity of service. Prior to skills advancement workshops and training it was necessary to identify core competencies and examine the gap between these competencies and the existing skills within the staff.

As with any change some staff had apprehensions about moving out of their "comfort zone". The team is distributed across three geographic locations; staff have been given the opportunity and choice to work across all three.

In addition to this the entire team, where possible meets on a fortnightly basis to discuss areas of mutual concern, plan projects and share information, building a team that is largely self-directed and self: supporting. With time these strategies have led to a non-hierarchical atmosphere within the team.

One positive aspect to the changes experienced was the enhancement of team based activity. Whereas before we may have been individuals working within the same section we were now truly individuals working together as a cohesive and flexible team. Many staff belonged to more than one team, as we operated a distinctive 'teams within teams' environment whenever the need was identified. Staff find themselves in more than one team at any one time. Examples included all staff belonging to the information services support team as well as some staff belonging to small discrete faculty teams or function based teams such as to support training needs as well as the additional teams that exist within the specialised libraries.

Over time team flexibility became our strength and opportunities for development grew from our ability to move ahead and meet new challenges with the necessary support at hand. Early in 2000 the ISST changed the name to the information services team.

Conclusion
In conclusion, there are three main contributing factors attributed to the changing and expanding role of the library technician as experienced over the past three years within Information Services at the University of Newcastle Library. These are the creation of the Information and Education Services Division, change management processes and the HEW descriptors.

As a result of these combined factors we have seen a vast change for the role and level of responsibilities available to library technicians. This has been demonstrated in terms of the move away from the traditional model of reference and information services where by technicians experienced a limited role with tangible barriers impeding further career development to higher levels as well as additional responsibility or professional opportunities.

Today our environment finds library technicians in positions at HEW levels 4, 5, 6 and 7 in contrast to earlier years where an invisible ceiling existed at HEW level 5. Just how far we have come is realised by the senior information services officer position at HEW level 7 which is currently filled by a library technician, managing and co-ordinating the activities of librarians and library technicians alike.

Our future is all about opportunity, diversity, new skills and knowledge, an enhanced career path. Staff considers that the various aspects of their current work portfolios mesh cohesively in our new environment. Benefits realised include maximum flexibility of staff whenever circumstances require as well as increased job satisfaction and enjoyment. Many development opportunities arise for staff within the team and staff can easily move into new positions based on their diversity of their roles.

Currently the university is under taking a restructure; this will impact on the library once more. Opportunities will arise and the staff in the information services team is already well equipped to embrace any changes experienced from the supportive, dynamic environment they currently work in.

Authors
Carla Pilarski currently works in client services at the University of Newcastle Library. In her current position as an information services assistant she provides support to the Medicine, Health Sciences and Nursing faculty librarian and the Medical Library, as well as working within the larger information support team on the information desk. Formal qualifications are the Associate Diploma of Arts (Library Practice) 1999. Current undergraduate studies at Charles Sturt, Bachelor of Arts, (Library Science). Carla has worked at the University of Newcastle since 1995 in various service positions within the library.

Vicki Picasso is currently employed as the senior information services officer at the University of Newcastle Library within the information and education services division. Vicki's position involves management of reference services which operate in a converged reference and IT environment, day to day management of library databases working in conjunction with the information access manager and management of the information services support team. Although Vicki has worked in reference since 1994, she has undertaken many library position during her eighteen year career within the university library, both within the technical services and client services areas. In 1989 Vicki completed her Associate Diploma of Arts (Library Practice) and is currently completing her library science degree.

A a