ALIA 12th National Library Technicians Conference 2003

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12th ALIA National Library Technicians Conference
9-12 September 2003
Bridging services - embracing reality

Human doing and human being: The bridge to where?

Jean Bailey

Abstract

Library technicians by their very title are mainly doers and yet it is becoming increasingly apparent that the most important asset of any industry is human being. Further, an ever increasing challenge in the workplace, and indeed in the world, is how best to care for this resource. In order for any industry to survive, it must embrace the need to emphasise good relationships, because these underscore our existence as colleagues, managers, clients, and of being human. In addressing the imperative of good relationships, this paper will require the delegates to consider: The metaphors of bridge and girder; the self and the importance of self in the context of one's self and one's relationships in work and beyond; factors that detract from or enhance workplace relationships; and reflection as a valuable tool in ensuring your development and the development of those around you. Finally, the importance of valuing ourselves as library technicians is explored: What we have to offer; recognising, acknowledging, and promoting ourselves and our discipline.

Introduction

In accepting the invitation to be a keynote speaker, I commented that I thought it seemed fitting that I do so at a conference in Queensland for it was at the 5th conference on the Gold Coast in 1989 that I received the Library Technician of the Year award. That honour set me on a journey that involved increased activity in library technician affairs and along the way an association with Malcolm Mear, bookbinder, sponsor, and friend.

I want to take a moment to speak about that relationship because it has been important to me and to library technicians in Australia. In 1989/90 I had commenced negotiations in relation to the Dunn and Wilson Scholarship with Malcolm's predecessor and when he left I realised that the plans might not progress. However, on meeting with Malcolm for the first time, I quickly realised that my anxiety was unfounded; here was this compatriot northern Englander who spoke the same [blunt] language as me with a similar [he would not agree] dialect. He immediately agreed to support the Scholarship in the required negotiations with the parent company in Scotland. He was successful and the awarding of the Scholarship commenced in 1991. Since then Malcolm has continued to support the ALIA Library Technician Section in a number of ways and along the way he and I have become friends. We share an interest in sport, in good food and wine, and in home chores, especially ironing! We also enjoy a good laugh! I have maintained contact with Malcolm and have joined, at least superficially, in his journey to his retirement. I was hoping that Malcolm would be here this morning, to here my offer of this presentation as a token of my appreciation for enriching my life and for 'being' with me along the way. I'm sure the message will be passed on!

I was delighted that the conference committee invited me to present a keynote address because I thought it was about time! It is 22 years since the first conference and we have never had a library technician as a keynote speaker! Having always felt strongly about the importance of library technicians presenting keynotes, I must admit to being ambivalent about accepting this invitation. I was semi-retired at the time of the invitation and I knew that there were many very active library technicians, within employment and within the ALIA Library Technicians Section. They were probably more able than I to make such an important contribution to our Conference. However, I also felt concern: If I didn't accept would another equally capable library technician be invited? I decided not to put this to the test and am hoping that I will provide a good starting point and that we will continue to have more and more library technicians invited as keynote speakers.

So I set out on this particular journey! As I do with any venture, I started researching, reading and reflecting; interesting how the 'R's remain a constant in our lives! My starting point obviously had to be the intended theme for this conference, Bridging Services: Embracing Reality

Bridge as metaphor

In considering the use of the one word 'bridge' as metaphor, I effectively ignored the theme. Of course, I later came back to it but with a different perspective than if I'd considered it from the Conference Committee's definition. I will return to that definition later because it deserves comment but in the meantime I will continue on the narrative of my journey.

I realise that 'bridge as metaphor' will evoke different imagery for each of us: My images were two very similar bridges: The steel arches of Sydney and Sunderland, my birthplace in England. Indeed, the experiences of walking across those bridges were very different: One with the magnificent views of the harbour, the other looking down at the murky waters of the River Wear and the surrounding ship-building yards. However, each bridge was associated with a journey; I never went onto either bridge just to be there. They were connecting points! I also considered many pieces of literature, and I must say at this juncture, that I always choose those that reverberate; those that evoke an echo from within my being. Such was my response to Condeluci's use of the bridge metaphor because according to him, bridges:

'... are interesting structures as they blend two important notions: The simplicity of connecting two points, and the complexity of the engineering necessary to make the connection' (quoted in Laver, 2002)

The echo within me served to see the bridge as the metaphor for the connecting point between people and the importance of relationships to our practice as library technicians. Further, 'the complexity of the engineering necessary' to build the bridge 'to make the connection' evoked the concept that there are many issues involved in establishing all of the different relationships we have within our work sphere. I had found the keystone to my address: Relationships are an imperative to Bridging Services: Embracing Reality.

The girder

I also had to consider the word 'girder' as the programme theme for today. I must admit to being initially thrown on receiving the invitation letter to learn of this theme for the day on which I was to give my address! 'Girder' can of course mean 'one who sneers' (Shorter Oxford English Dictionary, 852) but I rejected that immediately and looked at another definition: That of 'gird' meaning 'to prepare (oneself) for action' (Shorter Oxford English Dictionary, 852) which I thought had possibilities. However, the girder evoked an interpretation of strength and stability and again something that connects, the 'tie beam'. I decided my keystone of 'relationships' certainly fitted appropriately with this image: Relations connect us with people, and positive relationships both empower us and provide us with a sense of security.

Relating to people usually infers some involvement with them even if it is very short-term. 'Involve', the word, is rooted in the Latin 'involvere' meaning 'To roll or enwrap in anything' (Shorter Oxford English Dictionary, 1109) which mirrors the '... encircle, enclose, confine' definition of 'gird' or 'girt' (Shorter Oxford English Dictionary, 852) Again, the connection between my keystone of relationships and today's theme is evident.

I was stunned to find that I was presenting on 11 September because of another image of a girder that has impacted on my increasing belief in the importance of relationships. The steel girder in the shape of the letter 'H' which became a symbol of the enormous tragedy that occurred three years ago today. That tragedy, together with other global and personal events, reinforced that the most meaningful facet of my life, beyond all else, is my relationships. My intent to make relationships the focus of our reflection this morning was confirmed in the timing of it on the programme. And some people say I'm a fatalist!

Being human at work

In the 'Call for Papers' brochure, the Conference Committee comments:

Bridging services: Encapsulates the broad range of library services in which Library Technicians play pivotal roles. They provide the link (or bridge) between libraries and clients, other library staff members, management, other libraries and external organisations.

Embracing reality: The daily reality of the role of Library Technicians is that of client service in all its forms. They are at the forefront of all face-to-face activities, and play a relevant and vital part in the delivery of personal, virtual and online services'.

I'm sure that you would agree that the 'doing' of library technician work is emphasised: They 'play'; they 'provide'; and, 'they are at the forefront of all face-to-face activities'. Whilst acknowledging the importance of such doing, I want to focus on the importance of human being which is increasingly seen as the most important asset of industry, in the library world and beyond.

Whether or not we 'provide the link (or bridge)' between all aspects of library services, whether or not we 'are at the forefront of all face-to-face activities', we must embrace the need to emphasise good relationships within our work sphere, because they underscore our existence as colleagues, managers, service deliverers, and of being human. We must achieve this in order to survive as an important discipline in this service industry. In fact, it goes without saying that the whole library and information service industry needs to acknowledge the importance of relationships to its continued development. In addition, we must also 'embrace reality' especially in coming to terms with the truth of our existence, and of identifying where library technicians sit in the framework of such developed library services.

We take all that we are to work: Physical, biological, emotional, mental and spiritual facets of our being. We take our attributes, our problems, our histories (personal and cultural), our memories, our thoughts and our desires. Cairnes (2003) states that an '... organisation's true nature is that of a community of human beings'. Further in her review of research which had focussed on corporate success, she highlights that:

What they all found turns traditional management theory on its head. The universal findings were: What led to outstanding success was people, people and people.... The analogy was made repeatedly between the organisation as a machine, wherein people are simply instrumental to profits, versus the organisation as a living community in which profits are instrumental in reaching higher goals, ....The key change needed to become world's best practice was seen to be in how people thought and related. (63-65).

Work is definitely more about being than doing, a job becomes a place in which to grow, and we need to hold this in our awareness as we go about the business of being library technicians.

Wrzesniewski and Dutton (2001) in discussing the phenomenon of employees 'crafting their jobs', emphasise that:

Human beings are motivated to forge connections with others as a way to introduce meaning into their lives.... Employees build relationships with others at work to reframe the meaning of work and their work identities. (179+)

This is supported by Gini (2000) who, in paraphrasing Schumacher, wrote:

...work should fulfil three basic functions, each of which is central to human life [human being]. First, work should provide the goods and services needed for existence. Second, work should give all of us a chance to utilize and develop our talents and abilities. Third, work should create community through collaboration with others. (60)

Management theory is moving in the right direction by referring to the worker as a whole being, but in my recent work, as office manager/personal assistant to a corporate consultant, I continually heard of the problems experienced in different industries. As a result I coined a phrase about the need to take 'the man out of management', and by 'man' I do really mean 'masculine'. Maslow (2000) supports this, in his in-depth consideration of creativity, when he realised that:

...most of the examples ... are essentially male or masculine definitions and male or masculine products. ...[and that] feminine creativeness ... gets less involved in products, less involved in achievement, more involved with the process itself, with the going-on process rather than with the climax in obvious triumph and success [the product]. (191)

Schein also considered the importance of process, as far back as 1981, when he identified that:

'Whatever else we need in the way of systems, procedures, and mechanisms, the process of social action always starts with face-to-face relationships among people.... the glue that holds organisations together ...' (43)

Further, he emphasised the importance of relationships to the work process and his 'systems, procedures, and mechanisms' certainly has relevance for library technicians.

Valuing people: A worthy reality

In considering the worth of valuing people and thereby relationships, I was impressed by Gini (2000) who stated:

We need a vision of work that takes into consideration other needs and issues beyond the self.... Meaningful work puts us in touch with others, at the level not so much of intimacy, but of interaction and service to the community.... Community is a necessary part of the human condition. (72-73)

What a stunning example of a corporate vision or mission statement that sets people so clearly at the centre of the work universe! I wondered: How can we get there? What components, or girders if you would, make up the bridge to this reality?

Firstly, we have to have commitment to ourselves: To accept that we are worthy of the best possible treatment in the work place and to ensure that we are respected for who we are. Only then will we be able to be committed to and respect others. Dignity in the workplace can be closely associated with our sense of self, which in turn is the foundation to our relationships.

Rayman (2001) claims:

When the workplace devalues people's wholeness, a result is stress and anxiety that take a toll on mental and physical health. No one, regardless of skill level, is immune to the loss of dignity at work. And no community is immune to the social costs of an erosion of civic participation and the loss of the sense of 'we' that creates a common ground for human interaction. (3.10)

Hodson (2001) alerts us to those facets of the work environment that challenge the opportunity to have dignity, and those challenges include technological change and organisational change. The relevance here for our practice and to our sense of self and pride in our workplace is evident. Hodson goes on to assert that despite the presence of such factors like abuse and a dysfunctional management system, people will continue to find a meaningful work role and to express themselves with dignity and he defines four strategies which employees use:

'...to maintain and defend their dignity...: [which are] resistance, citizenship, the creation of independent meaning systems, and the development of social relations at work' (5).

Hodson is clearly asserting that individuals take up responsibility for their self- respect even when others in the work environment don't regard them highly. Therefore, I would like us to spend some time considering these strategies.

Hodson (2001) believes that 'Resistance to abuse is ...a foundation for the defence and restoration of dignity....' (42). Resistance can take many forms including staying away from work; absenteeism is one of the most potent strategies we can use. And of course the underlying motivation, i.e. resistance, may not come into consciousness: We stay away from work because we feel unwell, we feel unwell because we are actually uneasy/dis-eased at work, we are being abused. We can also be absent even when at work! We might not be fully present: Spending time chatting in corridors or interacting with our computers on non-work related activities are prime examples of not attending to our duties. There is also a need to be alert to the fact that the resistor can appear to be compliant!

Hodson goes on:

'Citizenship. The conditions under which people earn their livelihood - work roles, workplace relationships, and terms of employment - are of supreme importance to the experience of human dignity and autonomy....' (44). Citizenship equates to having a sense of pride in one's work, acknowledging and being acknowledged for one's contribution. I will return to this point later because it is important to our being as library technicians in the work place.

The third of Hodson's strategies:

Autonomous meaning systems.... [which] Range from posting cartoons on one's locker (or web page), to putting a family picture on one's desk, to joking with coworkers. Such peripheral, meaningful activities are important strategies for holding back the boredom of too many hours spent in the same activity. Even the often inherently interesting tasks of professional employees can / become boring when done to excess. The pursuit of independent meanings can thus be expected to be widespread across workplaces.... (46)

The contribution that the strategy of autonomous meaning systems can make to working with dignity is evident. Hodson also identifies that 'Relations with coworkers constitute [an] ... important domain for the realization of dignity at work ...[and] are fundamental for the effective realization of. ... resistance, citizenship, and alternative meaning systems.' (47). Having friends at work and being a member of teams contribute significantly to dignity at work. The fact that we are able to relate and achieve tasks with others outside the demands of the formal, work environment, reflects our sense of our selves as worthwhile, contributing members of a group. Having morning tea or lunch with work mates promotes our sense of well-being and security within the workplace; we fit in! Whether being a vocal participant or a listener (a support person), we belong, we are not separate from the work environment and we are more than our work roles!

Finally, Hodson (2001) asserts that not only does dignity rely on agency, a person's sense of self-determination,

... but also on the realization of specific goals that define the lived experience of work. These goals are in essence the 'bottom line' for employees. They include job satisfaction, a liveable pace of work, and creativity and meaning in work. (237)

We need to respect the desire for fulfilment at work; we all have a right to achieve and therefore to participate fully within the workplace. Sometimes we have to, or decide to, accept second best, however, that does not detract from our basic right to achieve fulfilment. We certainly need to recognise that right in those we are responsible for, and I choose my words carefully. We can think of people as working for us but if we do so then we can be trapped into believing that they are responsible to us! There is greater potency, and therefore grounds for satisfaction to all concerned in the management-worker relationship, when we as managers accept responsibility for workers, and when we operate on the 'principle of unconditional respect' (Holdsworth, 2000, 14). Essentially, to accept that our role as managers and leaders is to enhance the human condition.

According to Maslow (1998):

'understanding of self-esteem and of dignity would make a great difference in the [workplace]... because the feeling of dignity, of respect and of self- respect are so easy to give! It costs little or nothing, it's a matter of an attitude, a deep-lying sympathy and understanding...' (63).

A valuable tool to such understanding is that of reflection because it ensures our development; reflection allows us to see how we can project dreams and visions into the person we are. The ability to reflect is an important skill when it comes to thinking about our selves, thoughts, actions, belief systems, and about others in relation to our selves. Reflective practice, according to Williams (2002) 'helps to integrate the technical expertise of the professional with the personal and emotional qualities of the individual' (56).

Why is it important to our practice? Why should we think about what we do and especially how we act and behave? Brookfield (1995), offers the following arguments for practitioners being reflective about their practice; they are:

informed actions,
a rationale for practice,
avoid self-blaming,
emotional grounding
enlivened learning environment, and
increase in democratic trust.

Brookfield was actually concerned with the development of teachers, but I'm sure you can see the applicability to our practice. Even the fifth point about the 'enlivened learning environment' seems to fit because surely we continue to learn outside of the classroom/laboratory and why not have fun in doing so!

Reflection requires the following skills: 'self-awareness, description, critical analysis, synthesis and evaluation' (Atkins, 1995, 31+). They are closely aligned to the higher level competencies of evaluation, analysis, synthesis and judgement outlined in the ALIA guidelines (1992) as being demonstrated by senior library technicians. However, Atkins (1995) further demands that we consider those facets of our selves, our thoughts, feelings, talents, skills and values, which impact upon our practice and upon others. Brookfield makes the point that 'critical reflection urges the creation of conditions in which each person is respected, valued, and heard' (22-6). So the connection has been made: Reflection is important to our practice because it forms at least one of the girders, to the vision 'of work that takes into consideration other needs and issues beyond the self.....' (Gini, 72).

Valuing ourselves as library technicians

I want to continue with the topic of reflection in the context of valuing library technicians. I believe that library technicians obviously reflect a great deal; the coverage in this Conference is a fine example. In an item on reflective practice in Nexus (1995), I commented that it was '... their ability to reflect on their practice which marks the difference between the qualified library technician and other unqualified ... paraprofessionals' (6). At the time I was suggesting that consideration be given to the development of a reflective practice model to enable the clear articulation of our practice, and thereby the nature and the uniqueness of the discipline of library technicians. Have we a clear idea of what is involved in the practice of library technicians? What has this got to do with relationships? Valuing ourselves as library technicians is an important aspect of our being in the world and of our relating to the world, particularly relating to others in the library and information community. I have already written (1995) about my belief that involvement in such a reflective process could be empowering. I continue to believe in the importance of that process being used to examine and articulate our practice which could result in a greater belief in our selves, what we do and who we are. This in turn would lay a solid foundation to being able to reach out: To offer, to receive, to let others know what we've got to offer?

Before I move on to elaborate on such reaching out, I want to reiterate that an essential ingredient in any of these three dialogues is and must continue to be mutual respect and recognition. Whether it be in offering a service to clients, being acknowledged, or writing an article, we must respect the 'other' or the 'others' that we interact with, face-to-face or on paper. We must deal with others as we expect to be dealt with!

What have we got to offer? Crook (1993) described library technicians as 'a distinct subset of the information and library workforce, with their own educational curriculum, distinctive competencies and roles' (1). She went on to say that the papers in the book 'Sharing the challenges: Library technicians in the 1990s' served 'to put to rest any lingering doubts which may still have been abroad concerning whether we really need library technicians, as opposed to library assistants, or other varieties of support staff. The complementary nature of the roles of the library technician and the librarian are well displayed' (1). Those papers provided vignettes of what was happening, and what continues to happen in the workplace.

Despite the obstructions to our effectiveness, evidenced in underutilisation and others taking on and being given positions that are clearly best filled by library technicians, we have much to offer and we are a valuable resource in the library world. Watkins (1976), like Crook, viewed library technicians as 'complimentary' rather than 'support' staff and, it could be useful to hold his words as a sort of mantra or slogan: Watkins stated that 'Library technicians have specialist expertise beyond the capacity of the professional librarian' (5-6). An improvement on Brown's (1987?) definition 'Library personnel restricted to specified paraprofessional duties' that students of one course were being told to use in 1995. Again, Watkin's words: 'Specialist expertise beyond the capacity of the professional librarian'! Hold the thought because it is important, in fact imperative, to our affirming our selves as library technicians! Whether or not the library world as a whole views and respects our difference, we have a fine heritage and we have much to offer. We just have to work on this uniqueness being valued and essential to the development of library and information services. I will speak more on this a little later.

Recognition and acknowledgement

Moving on to the topic of recognition and acknowledgement, often we neglect to reward ourselves: We don't think about it, and therefore do not perceive the importance of such self- acknowledgement; because we are too modest about our achievements; or because we think we are not worthy. Clayden (1999) in her paper delivered at the 10th Conference said:

I'll conclude with one final question and answer. How often do technicians let themselves sit back and acknowledge their achievements? Answer? Very rarely. They are not given to self-congratulation, even when it's justified. (48)

Holding our achievements and our selves in high esteem is the first step to having meaningful relationships and to having positive regard for others. I urge you to be kind to yourselves: To congratulate yourself on what you have achieved, not berate yourself about what you might have done.

However, we are becoming increasingly effective at acknowledging achievement, particularly within ALIA. Such acknowledgement has been shown to be a very important element in the continuing commitment and energy within the various library technician groups. Such recognition now includes receiving the Silver Pin for holding office; it can also include having one's name in Vital Link or just being welcomed and belonging to one of the Section groups.

My receipt of the Library Technician of the Year Award in 1989 energised my participation both at work and within the Association. Helen Martyn's receipt of the Dunn and Wilson Scholarship in 1993 exposed her to 'Hard work, rewards, satisfaction, recognition, publication, travel, long weekends in front of [her] computer, new contacts and networks, new friends, commitment, new skills, personal growth.... one of the most worthwhile and rewarding things [she had] ever done' (Nexus 1, 7). Kevena Voll was awarded the 1995 ALIA Queensland Student Library Technician of the Year that she received at the Darwin conference. In her reflective article on this experience (1995), Kevena extolled the benefits of attending the conference: She felt empowered in her chosen career of library technician and she clearly identified the need for ongoing contact with other library technicians. Not only did she receive the award, she felt affirmed as a library technician and was determined to become active within ALIA. Another who in being recognised became energised to reach out - a dynamic process indeed.

Of course, continuing professional development is often used to acknowledge achievement in one's self or in others. Being funded to attend this conference must be regarded as reward for work well done; you wouldn't have received it otherwise so give yourself a pat on the back. If you funded yourself, then you are rewarding yourself, giving yourself a positive experience; so you can give yourself a pat on the back too.

The same goes for any form of development: Workshop, seminar or undertaking a degree. Apart from the work involved, these are ways in which to acknowledge and affirm oneself or others. I was particularly pleased to be able to contribute, as a member of an advisory body, to the development of the Associate Degree and Bachelor of Science at Edith Cowan University. I'm sure Judy Clayden won't mind if I tell you of my response to a question about why library technicians needed to do a degree: I said in the same way that librarians need to do a masters; for professional development. I would be delighted to see one of the graduates of our degree course progress to a PhD; not beyond the realms of possibility when you consider some of the scholarly work in the presentations at this conference.

Just as an aside, I want to offer a word of warning. In considering the results of a survey of graduates of the Degree course presented by Judy Clayden at the last conference (2001), I was concerned to read that 5 out of the 37 surveyed held the job title 'librarian'. Since the emergence of paraprofessionals in libraries there has always been debate and argument about the terms used. In my book (1993), I addressed this issue and suggested that 'the terminology used may well contribute to the profession's ignorance, confusion, and underutilisation of library technicians' (142). I certainly believe that the confusion can be added to when graduates of a degree course for library technicians take up titles of 'librarian'. I wonder if the Association has considered the implications of this award in terms of the workplace and the need to negotiate for some higher-level technician places in the workplace. This question actually neatly brings me to last of my points under reaching out; of letting others know what we have got to offer.

Promoting library technicians

Much has been done to promote library technicians in the work place and in the Association. The various Library Technician of the Year Awards and the Dunn and Wilson Scholarship with the attendant press also serve to promote library technicians. As does the work of the various groups within ALIA Library Technician Section and of those individual library technicians who extend themselves to contribute as office bearers within the broader ALIA community.

Then there are those library technicians who have chosen to study and move: Either to the professional ranks (note I do not say advance or upgrade!!), or to other aspects of the industry, for example subscription agencies. They always seem to have an underlying affection for their 'first' discipline and support and promote us wherever possible. They help to guard against the divisive 'them and us' syndrome!

Much support has also been received from the professional ranks: From those who teach in library technician courses; and from those in the workplace who firmly believe in the contribution of library technicians and who ensure a place for them in the organisation. I'm sure if I had a brainstorming session, we would end with a very extensive list indeed. We have to maintain good relations with professional staff and we have to further that relationship in order to enhance our place in the library and information community.

But what I mainly want to focus on is library technicians promoting themselves and to take up opportunities for doing so. I well remember being at a graduation ceremony to present an ALIA award and being amazed when the Head of School started talking about the graduates moving on to study for the professional degree; it was almost as though they were saying that the library technician qualification was not good enough! I felt impelled to assure the graduates that they could feel proud in gaining their qualification and that they could derive much satisfaction by staying in our discipline. So, we have to be alert to opportunities to promote, in fact sometimes to challenge.

Obviously, these conferences, with the accompanying press in terms of articles and advertisements in inCite and on the web, are great ways to heighten the profile. There are also the conference presentations: Papers, posters and workshops. In terms of ALIA Library Technician Conferences, there have been increasing numbers of library technician presentations: At the first in 1980 in Adelaide there were none; eleven years later in Sydney there were more than 50 per cent; and at this conference we make up the majority. A record of the conference in the form of proceedings adds to the library technician literature and maybe I'm being old-fashioned but I think the hard copy document or CD record, that provides biographical details of presenters and names of delegates is an important resource and historical document. I am concerned that someone will decide that the online papers can be removed! The reports that delegates have to supply as a requirement of funding to attend these conferences also contribute as does library technicians presenting at other ALIA conferences; all opportunities to promote library technicians.

The printed word has always been very powerful and I know many words are produced every day in terms of e-mails and chat rooms and so on but also many of these words are lost. When searching the online databases I find that very little has been published recently about library technicians in Australia. We need to be publishing about our development, our practice and our reflections in newsletters, journals and, where we have the opportunity, in books. Ellen Ennever (1988) produced a comprehensive, annotated bibliography of the literature from 1963 through to 1988. This is a very useful tool for tracking the development of library technicians during those years. It needs updating, as does the Library Challenge Series: There needs to be a book on library technicians since 1993. Both of these are big tasks especially for one individual, however, a group effort might be the go and would certainly provide much satisfaction. In addition, one of the side benefits would be the promotion of library technicians. If you are interested I suggest you go talk with Alan Bundy who supported both publications.

Of course, another side benefit to such publications would be the result of reflecting on the literature (for the bibliography) and on the role and practice of library technicians (for the book). Such reflection must advance library technicians in Australia. On a number of occasions I have referred to the mandate of the Canadian Library Association's Committee on Library Technicians (Role and Education) and I continue to believe that such a committee would strongly guide the development of library technicians in Australia. The CLA mandate reads:

To study...and report on the recruitment, qualifications, education and training, and effective use of library personnel at the library technician level; to define the role and promote the effective use of the library technician in the workplace; to gather information on available continuing education opportunities for library personnel at the library technician level, and to make recommendations for the widest possible dissemination of such opportunities through CLA, local library organisations, and library schools; to study, in conjunction with provincial associations of library technicians, extant library technology curricula to determine if any degree of rationalisation is desirable and/or feasible and to solicit, study, recommend on and forward to the appropriate authorities, criticism and creative comment from employers on the ability of recent graduates to meet the employment conditions in which they find themselves. (Montgomery, 1982)

No body in the Australian library and information community has been delegated such responsibility for library technicians. Obviously, parts of the mandate are/have been addressed but such a holistic approach has never been taken. I'm not going to spend time considering the reasons for this, but just want to reiterate that we need this model. It would require across-the-board representation including educators, employers and practitioners. It could be led by the ALIA Library Technicians Section (National Group) and thereby provide library technicians with the opportunity to 'take charge of their own destinies' (Oberg, 1991, 4) Over to you, Lother!

I will always remember Alison Crook's words in her Foreword to my book (1993): 'I do expect ... that the professionals will finally recognise that they can only find their place in the sun with paraprofessionals by their side as equal players in the team' (1). She was quite clearly recognising the contributions that library technicians had made and was indicating that their skills needed to be acknowledged if the profession was to move forward in future. Crook speaks for us, as have many other librarians, however, surely whether it is as a novice practitioner or whether it comes from the discipline as a whole, we need to recognise ourselves as making an invaluable contribution which enhances the quality of the service we provide. We need to respect ourselves and our very meaningful contribution to the library and information community.

This can be difficult! We oft times have to deal with the issue of underutilisation that detracts from the sense of self as a competent practitioner. It is extremely difficult to maintain positive self regard when the messages, verbal and non-verbal, around us signal that we are not equal. What can we do? Get involved with others in our discipline, surround ourselves with ballast! By this I mean set up our own support networks either within our work environment or outside. I want to emphasise the importance of connecting with the ALIA environment; meeting with like others can be the main ingredient involved in nurturing ourselves. Have a look around at some of the key figures at this conference. Don't just look at them, observe these amazing library technicians (many of whom are members of the ALIA Library Technicians Section): Watch and listen as they organise, network, present papers etc etc etc. What do your observations reveal? These library technicians are vibrant; they have a sense of purpose; they have a sense of self; they have a sense of commitment to themselves and to others; and they have a great sense of humour. And, you are them in the making! I'm not kidding: All library technicians have reason to be proud of their tradition; we do fine work; we're grand people; so get on the bandwagon and celebrate.

References

Biography

Jean Bailey SRN RMN LibTechCert ALIATec, changed career direction and graduated as a library technician in 1985. She worked as a senior library technician for 12 years at the University of Sydney Library. Jean's vital interest in library techician affairs has been reflected in her active membership in ALIA; awards; publications, including 'Sharing the Challenges: Library technicians in the 1990s' which highlighted the importance of the role. Since early 'retirement' in 1999, Jean has increasingly used a combination of nursing and library knowledge and is now running her own business which offers academic support services, mainly in the health field.

A a