DOI: 10.1111/hir.12093
Review Article A review of competencies needed for health librarians – a comparison of Irish and international practice Aoife Lawton* & Jane Burns† *Systems Librarian Health Service Executive, Regional Library & Information Service, Dr. Steevens’ Hospital, Dublin, Ireland, and †Research Officer Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
Abstract Objectives: The purpose of this review was to uncover areas of competence which may lead to a baseline of skills for health librarians. A baseline could inform personal development plans for health librarians, criteria for job descriptions and curriculum for library and information science (LIS) courses. Methods: This research outlines existing competencies for librarians working in health care as defined by library associations, recent job descriptions and a mapping review of the library and information science literature. This is performed in the context of librarians working in the Irish health system with examples of practice drawn from the Irish experience. Results: Ten areas of competence were found to be common to three of five library associations, which were also common to recent job descriptions. The literature reveals an ever changing working environment for librarians working in health with opportunities for new and evolving roles. Conclusions: The challenge for librarians moving into these roles will be to stay relevant and to keep skills updated in a rapidly moving health and information environment. Keywords: competencies; health education; Northern Ireland; Southern Ireland (Eire); librarians; libraries; professional associations
Key Messages
• • • • •
Professional library associations representing health librarians need to develop education policies that include specific competencies for librarians working in health care. Library associations should consider collaborating internationally to formulate education policies and standards tailored specifically to health librarians and libraries. The authors recommend fundamental revision of curricula in library and information schools in Ireland and the UK to include the baseline competencies described. Health librarians should consider a baseline of 10 competency areas when drawing up personal professional development plans. Librarians in emerging roles need to keep their skills up to date to remain competitive and to support the changing requirements and expectations of their employers.
Introduction Health science librarians work in a knowledgeintensive sector. The dynamic role of technology in society is changing the way health professionals are supporting and delivering information. In this
environment, Irish health librarians face a potential skills gap. This is exacerbated by increased demands to extend skills and develop new roles, while working in an environment of diminishing job opportunities and where a lack of career advancement prevails.
Correspondence: Aoife Lawton, Systems Librarian Health Service Executive, Regional Library & Information Service, Dr. Steevens’ Hospital, Dublin 8, Ireland, E-mail: [email protected]
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© 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns
The SHeLLI report1 identified a considerable skills gap among Irish health librarians. A significant factor impacting on this development is as staff retire, there is no replacement of their roles. Remaining staff must now deliver existing and increasing client requirements without the flexibility or additional resources to develop required competencies. The SHeLLI report outlines the need to identify the skills and competencies required for this profession to overcome adversity and be recognised as valuable partners in health care delivery. One of the specific recommendations of the SHeLLI report was for the Health Science Librarians Group (HSLG) to collaborate with higher education authorities to encourage the inclusion of specialist health information content in both postgraduate and undergraduate LIS courses in universities in the UK and Ireland. To do this, a baseline of competencies for health librarians is needed. Methods The following methods were used to establish a baseline of competencies for health librarians working in Ireland: a mapping review, categorising existing literature, a comparison of the Library Association of Ireland’s (LAI) education policies and standards with those of Canada, the United States, the United Kingdom and Australia. Finally, an analysis of essential skills that were advertised for jobs for health librarians in Ireland in the last 18 months (March 2012–September 2013) was carried out and compared with competencies identified from the literature. Changing roles Health librarians operate in a rapidly changing environment. Advances in technology in the last 20 years together with societal change have had a major impact on both health care delivery and information management. This has put less emphasis on the physical space of health library and more on the health librarian. During this period of transition at least three new roles have emerged for health librarians such as the ‘embedded librarian’ working within health care © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
teams and the ‘clinical librarian or informationist’.2 Another as yet undefined, but emerging role is that of a health librarian working in the area of data management.3 Education is essential – both to develop the skills and knowledge to effectively retain ownership of the role of health librarian – and to avail of new opportunities. The methods and delivery platforms required to deliver the education required have been explored in LIS literature. Education Specialised education for health librarians can come from LIS educators, self-directed learning, on-the-job training or from mentoring and collaboration. Guise et al.4 argued over a decade ago that due to the variety of roles available to librarians, proactive self-directed study would be important. The experience in the UK and Ireland has been that health librarians initially received generic training5 through approved information related postgraduate and master’s degree programmes. However, specialist learning was gained ‘on the job’ developing competencies without a defined framework. Clarke and Thomas report on a legitimate peripheral participation model with a call for further validation of this model as a competency framework.6 Professional attitudes of librarians towards continuing professional development appear to accept that self-directed learning is the norm. This positive attitude towards continuous learning is evident across generations of librarians from the librarian emerita McClure to the recent LIS graduate Fairbairn. McClure7 points out that since the 1970s, the librarian who had ‘the drive and energy to take on this new challenge (learning new skills) has become the librarian of today’. Fairbairn, a recent LIS graduate has put together a ‘recipe for the future’ which outlines ways for librarians to upskill themselves and sees this as part of our need to ‘never stop learning’.8 The USA Medical Library Association held a symposium in 2012 for health librarians wishing to manage their careers. Authors noted that to be successful, librarians in hospitals and academic health sciences must practise ‘proactive career planning’.9
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In most health professions, continuous professional development (CPD) is mandatory, particularly those that are regulated. However in health librarianship, mandatory CPD is not the norm. As Richie10 points out, without a structured CPD system, health librarians risk losing credibility and status. Most professional library associations have introduced incentive systems of CPD including the USA, Canada, UK, Ireland and Australia who offer chartership, associateship or academy type membership. The Australian Library and Information Association (ALIA) has recently introduced a new ‘post-nominals’ for specialisation in health, with the CP standing for Certified Professional. However, neither CILIP in the UK nor the LAI in Ireland have any certification specific to health librarians. In Ireland, the HSLG is the primary driver and deliverer of CPD for health librarians. Comparison of library associations’ educational policies There are several ways to identify competencies, skills and aptitudes for health science librarians. It is a little more difficult to future-proof these, as it is to future-proof any profession. However, the policies of professional library associations for health science librarians offer a starting point. For this paper, policies on competencies were compared and contrasted from the following associations: the Medical Library Association (MLA) in the USA, the Health Libraries Group (HLG) of CILIP in the UK, the Irish Health Science Libraries Group (HSLG), the Canadian Health Libraries Association (CHLA) and the Australian Library and Information Association (ALIA) Health Libraries Section. The associations were confined to English-speaking regions. In total, 38 areas of competency were gathered. Of these, 10 were common to all five associations. It should be noted that different types of documents were consulted for each association. For example, the MLA has a list of health science competencies (2007) which is part of its educational policy statement, whereas for the HSLG, the Standards for Irish Health Care Libraries and Information Services (2005) was used in the absence of a policy statement on education specific to health science librarianship. The complete list of documents consulted is shown in Fig. 1.
Figure 2 lists 10 areas of competence which were common to at least three associations: communication, systematic review, critical appraisal, manage and organise health information, management and organisational skills, training and education, legal knowledge, leadership, technology and understanding of the health care environment. These 10 areas of competence should assist in forming a baseline of competency areas. More detail with descriptions for each of these areas is summarised in Fig. 3 below. A snapshot of descriptions is taken from the education policies and/or standards of the various library associations which are shown in brackets. LIS literature review Apart from professional associations’ stances on competencies, there are some noteworthy findings available from the LIS literature on professional skills and competencies. Soutter11 found that three elements were common to discussions of competencies for academic librarians – knowledge (cognitive), skills (functional) and attitudes (behavioural). However, no common definition for LIS competencies exists in the literature. An important element is meta-competence: the ability to learn how to learn. Meta-competence is particularly relevant for health librarians as the literature shows that much is learned on the job.5,6 Health librarian as educator The opportunities for health librarians to expand into new roles are vast. Competencies differ depending on the chosen role. Shachak refers to potential roles in supporting bioinformatics implementation for librarians, which would demand knowledge of bioinformatics software.12 This would enhance the training offered by librarians to biomedical researchers. Examples of health librarians taking on teaching and training roles are plentiful throughout the LIS literature. Instruction and teaching skills require librarians to have subject based knowledge in tandem with expertise in teaching and learning methods. Knowledge of emerging technologies, citation management and systematic review searching is also required. Teaching roles and curriculum © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns Document
Library Association
Country
Date Publication
Competencies for Lifelong Learning and Professional Success: The Educational Policy Statement of the Medical Library Association
Medical Library Association
USA
2007
Standards for Irish Health Care Libraries and Information Services
Ireland
2005
UK
The Professional Knowledge and Skills Base
Health Science Libraries Group CILIP Health Libraries Group and CILIP
2010 and 2013
Guidelines for Australian Health Libraries and The Library and Information Sector: Core Knowledge, Skills and Attributes
Australian Library and Information Association
Australia 2008. 2012
Standards for Library and
Canada The Canadian Health Libraries Association/ Association des bibliothèques de la santé du Canada (CHLA/ABSC)
Working in Health Information and
Information Services in Canadian Healthcare Facilities 2006
of
2006
Figure 1 Documents consulted from library associations to determine competencies for health librarians
Area of MLA Competence (USA) Communication X Systematic X review Critical X Appraisal Manage and X organise health information Management and X organisational skills Training and X education Legal X Leadership X Technology X Understand X healthcare environment
CILIP (UK) X
ALAI HSLG (AUSTRALIA) (IRELAND) X X X X
X
CHLA (CANADA) X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X X X X
X
X X X
X X
X X
Figure 2 Areas of competence common to selected library associations policies and/or standards for health science librarians
development appear to operate best when developed in collaboration with educational administrators; there are many examples of successful collaborations between health librarians © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
and public health departments.13–15 Parallels between the MLA areas of knowledge and those of the public health workforce were demonstrated by Banks and illustrate successful partnerships between
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A review of competencies for health librarians, Aoife Lawton & Jane Burns Areas of Competence Communication
Systematic review
Critical Appraisal
Description Effective communication skills (ALIA). The Library and Information Service must be positioned to communicate with decision makers at the highest levels throughout the organisation (CHLA). IT and communication as generic skills (CILIP). The Library and Information Service encourages open communication and inclusiveness (HSLG). Systematically gather and analyse data and disseminate the findings to advance library and information science theory and its application to the provision of information services (ALIA). The accumulation, appraisal and evaluation of literature to a specific research question (HSLG). Understanding scientific research methods, and the ability to critically examine and filter research literature from many related disciplines (MLA). Critical appraisal skills (CILIP). Critical appraisal skills. The skills necessary to evaluate the validity, reliability and clinical applicability of current literature to support evidence-based practice (HSLG). The ability to critically examine and filter research literature from related disciplines including: • using quantitative and qualitative methodologies and techniques and their interpretation • locating, organising, and critically evaluating the research literature • using principles of evidence-based practice to support decision making • conducting research and reporting and disseminating research findings either individually or in interdisciplinary research teams (MLA).
Management and organisational skills
The Head of the Library and Information Service writes, implements and monitors a plan for the development of the Library and Information Service (HSLG). Management of people and the ability to manage strategically. Understanding the application of leadership, finance, communication, management theory and techniques (MLA).
Manage and organise health information
In-depth knowledge of print and electronic information resources (CHLA). Ability to organize information in a logical and straightforward way so that users can access the information they need as quickly as possible (CILIP). Have the ability to manage health information resources in a broad range of formats (MLA).
Figure 3 Description of 10 areas of competence common to five library associations
health science librarians and public health communities. In Ireland, Lalor has shown how collaboration between faculty and the subject librarian in library based instruction improved undergraduate midwifery students’ library research skills.16 Boyle showed how library collaboration with staff from the School of Nursing, Midwifery and Health Systems enabled the development of an Information Literacy skills programme for the school.17 Collaboration and networking are key to many roles that health librarians take on, and the use of interpersonal skills is essential for effective partnerships. Virtual reference services Health professionals operate in a fast paced working environment which demands immediate
access to up-to-date and relevant clinical evidence to support their practice and patient care. Librarians are well placed to deliver clinical query responses based on the best evidence either inperson as a clinical librarian on ward rounds or virtually using virtual reference (VR) services. Tu reports on the results of a survey to determine which skills are required for VR services.18 The most important was effective information retrieval, as well as subject analysis, formulation of search strategies and problem solving. With the exception of subject analysis, these skills are part of a professional librarian’s toolkit. In Ireland, there is limited evidence of VR services in health libraries, with the exception of the University sector. VR services could be seen as an extension of the role of ‘Librarian 2.0’ as explored by Huvila.19 Here, © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
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A review of competencies for health librarians, Aoife Lawton & Jane Burns Areas of Competence Communication
Systematic review
Critical Appraisal
Description Effective communication skills (ALIA). The Library and Information Service must be positioned to communicate with decision makers at the highest levels throughout the organisation (CHLA). IT and communication as generic skills (CILIP). The Library and Information Service encourages open communication and inclusiveness (HSLG). Systematically gather and analyse data and disseminate the findings to advance library and information science theory and its application to the provision of information services (ALIA). The accumulation, appraisal and evaluation of literature to a specific research question (HSLG). Understanding scientific research methods, and the ability to critically examine and filter research literature from many related disciplines (MLA). Critical appraisal skills (CILIP). Critical appraisal skills. The skills necessary to evaluate the validity, reliability and clinical applicability of current literature to support evidence-based practice (HSLG). The ability to critically examine and filter research literature from related disciplines including: • using quantitative and qualitative methodologies and techniques and their interpretation • locating, organising, and critically evaluating the research literature • using principles of evidence-based practice to support decision making • conducting research and reporting and disseminating research findings either individually or in interdisciplinary research teams (MLA).
Management and organisational skills
The Head of the Library and Information Service writes, implements and monitors a plan for the development of the Library and Information Service (HSLG). Management of people and the ability to manage strategically. Understanding the application of leadership, finance, communication, management theory and techniques (MLA).
Manage and organise health information
In-depth knowledge of print and electronic information resources (CHLA). Ability to organize information in a logical and straightforward way so that users can access the information they need as quickly as possible (CILIP). Have the ability to manage health information resources in a broad range of formats (MLA).
Figure 3 Description of 10 areas of competence common to five library associations
health science librarians and public health communities. In Ireland, Lalor has shown how collaboration between faculty and the subject librarian in library based instruction improved undergraduate midwifery students’ library research skills.16 Boyle showed how library collaboration with staff from the School of Nursing, Midwifery and Health Systems enabled the development of an Information Literacy skills programme for the school.17 Collaboration and networking are key to many roles that health librarians take on, and the use of interpersonal skills is essential for effective partnerships. Virtual reference services Health professionals operate in a fast paced working environment which demands immediate
access to up-to-date and relevant clinical evidence to support their practice and patient care. Librarians are well placed to deliver clinical query responses based on the best evidence either inperson as a clinical librarian on ward rounds or virtually using virtual reference (VR) services. Tu reports on the results of a survey to determine which skills are required for VR services.18 The most important was effective information retrieval, as well as subject analysis, formulation of search strategies and problem solving. With the exception of subject analysis, these skills are part of a professional librarian’s toolkit. In Ireland, there is limited evidence of VR services in health libraries, with the exception of the University sector. VR services could be seen as an extension of the role of ‘Librarian 2.0’ as explored by Huvila.19 Here, © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
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A review of competencies for health librarians, Aoife Lawton & Jane Burns
librarian services by building an evidence base of good practice’.1 Embedded librarian
Figure 4 Frequency of occurrence of competencies described as essential in four job adverts for health librarians
floors, not in the library. Polger argues, however, that informationists, to a large extent, perform duties similar to those of the clinical medical librarian or health sciences librarian. The role of clinical librarian has been around in the UK since the 1970s,23 but in Ireland, this is a very new development. In a systematic review of clinical librarian services, one of the learning outcomes of the review was that research and critical appraisal skills were developed by the authors (librarians) undertaking the review.2 Clinical librarian services in the UK do not always include critical appraisal as part of their job. In Harrison and Beraquet’s UK Clinical Librarian model, literature searching is central.23 In Ireland, there is little evidence of the existence of informationists or clinical librarians. There are two documented examples of clinical librarians in Ireland – one in a mental health setting by a qualified librarian with a degree in Nursing24 and another in two acute hospitals as a pilot initiative. Flynn and McGuinness found that clinicians’ perceptions of the skills required by a clinical librarian included medical knowledge/ clinical training, knowledge of medical information resources and knowledge of research and evidencebased medicine.25 The SHeLLI report found that ‘many Irish health librarians are just one step away from clinical librarianship’ with corresponding areas of activity reported in user training, literature searching and analysis. The value of the clinical librarian role was stated by a focus group participant during the SHeLLI research as ‘key to our survival at hospital level’. One of the recommendations of SHeLLI was for the Health Sciences Libraries Group to ‘support the development of clinical
Wu and Mi developed a five-level working model for embedded librarianship specific to health science librarians. The skills peculiar to the domain of health in their model include understanding the translational research process, knowledge of consumer health information needs, subject content knowledge in a discipline related to health care professional education, a second masters or doctoral degree in education or a liaison area. These skills are to be acquired by individual health librarians by developing personal development plans and crucially must be supported by library administration. This may not be possible in harsher economic times as this model ‘requires effort and investment’ by both librarians and library administration.26 Another example of an embedded librarian is from the Arizona Health Sciences Library. Here, the approach of ‘liaison librarians in context’ was deemed an unqualified success. Although there was no analysis of the skill set required, they showed that strong interpersonal skills and an understanding of the cultures of the organisation and discipline were the characteristics needed to succeed.27 Additionally, the ‘liaison librarians’ were motivated with a strong personal service orientation. In Ireland, the only documented existence of an embedded librarian in the health sector is from Farragher who gave a presentation at the HSLG annual conference in 201228 on her role as an embedded librarian working in the Health Research Board. Here, there is a requirement for domain knowledge which is acquired ‘on the job’ with an emphasis on data management and curation. There is a shared responsibility for outcomes and the librarian needs to be able to build relationships with clinical staff. The embedded librarian is a specialist role, similar to the clinical librarian or informationist; both of these roles detach the librarian from the physical library. Librarian working in data management Health librarians have an active role to play in the emerging area of ‘big data’ or the ‘data deluge’. © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns
There is a proliferation of research and scientific data which make this field relevant to health librarians. Charbonneau describes how the LIS curriculum in one school in the United States incorporated data management to give librarians skills to match the needs of an emerging data driven research sector.29 She identifies 10 areas in data management where librarians can play an active role. For new graduates, this offers many opportunities for employment as potential ‘data scientists’, but for existing health librarians may represent a steep learning curve. Societal change As well as technological advancement, (Western) societies are becoming more heterogeneous and culturally diverse. This is especially true in the USA, UK and more recently in Ireland. Ireland was for many years a country of emigrants, but in the last decade it has welcomed migrants from many different countries and cultures. It is an increasingly multi-cultural society with over half a million of the population classed as ‘non-Irish’ in the recent census.30 The medical professions have recognised a need for cultural diversity to be part of the training that doctors receive with 41% respondents to a survey in 2005 stating that cultural diversity was integrated throughout the curriculum.31 In 2003, the Health Services Employment Agency circulated a ‘Guide to Equal Opportunities/Accommodating Diversity’ training pack with guidelines to all managers in the Irish health services to assist with obligations under equality legislation.32 ShorterGooden argues that the successful organisation or library is one that is ‘culturally competent’. She likens the modern concept of a multi-cultural society as more ‘salad bowl’ than ‘melting pot’ and challenges libraries to mirror the community around them.33 Jaeger also argues that if the LIS curriculum does not include diversity skills, then librarians of the future risk being irrelevant to much of society.34 There is no inclusion of diversity skills training in the LIS curriculum of higher education institutions in Ireland, which is an area that could be developed. Specialist subject knowledge For health librarians, it would seem that some knowledge or background in a health related © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
discipline could be advantageous particularly for roles such as the informationist/clinical librarian or educator. Nonthacumjane identified three categories of skills and competencies required for a new generation of LIS professionals – personal skills, general skills and discipline-specific knowledge.35 However, in the latter, there is no requirement for any subject knowledge in health/medicine or any other discipline. Tanloet and Tuasuk36 developed a competency framework for information professionals of Thai academic libraries for 2010–2019. The framework had three dimensions – knowledge, skills and personal attributes – there was no mention of subject knowledge. This would appear to indicate that this specialist subject knowledge is something that can be acquired on the job. Equally Robati studied competencies forspeciallibrariansinIran.37 Forspecialistlibrariansatall levels of education, the priority was to develop information technology competencies, followed by communication, interpersonal skills and finally information organisation and research competencies. There was no indication that subject-specific knowledge was a requirement for specialist librarians. Other studies including one on knowledge management competencies revealsimilaroutcomes.38 Leadership and management skills In a time of rapid change and scarce resources, leadership and advocacy are important skills for health librarians. Calcagno offers tips to librarians presented as a ‘to-do list for leadership’ to stave off cuts and prevent crises.39 Leadership comes with its own set of skills and aptitudes which are beyond the scope of this article. Grandbois found that management is part of 73% of LIS curricula in the 26 countries that she surveyed.40 Analysis of jobs advertised for health librarians in Ireland in 18 months (March 2012-Sept 2013) There were just four jobs identified in an 18-month period which were suitable for health librarians. The lack of job opportunities for health librarians in Ireland is reinforced by this finding. They were found by a scan of the HSLG Discussion list archive, the HSLG website which lists vacancies and the website Library jobs (http://libraryjobs.ie/).
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A review of competencies for health librarians, Aoife Lawton & Jane Burns
librarian services by building an evidence base of good practice’.1 Embedded librarian
Figure 4 Frequency of occurrence of competencies described as essential in four job adverts for health librarians
floors, not in the library. Polger argues, however, that informationists, to a large extent, perform duties similar to those of the clinical medical librarian or health sciences librarian. The role of clinical librarian has been around in the UK since the 1970s,23 but in Ireland, this is a very new development. In a systematic review of clinical librarian services, one of the learning outcomes of the review was that research and critical appraisal skills were developed by the authors (librarians) undertaking the review.2 Clinical librarian services in the UK do not always include critical appraisal as part of their job. In Harrison and Beraquet’s UK Clinical Librarian model, literature searching is central.23 In Ireland, there is little evidence of the existence of informationists or clinical librarians. There are two documented examples of clinical librarians in Ireland – one in a mental health setting by a qualified librarian with a degree in Nursing24 and another in two acute hospitals as a pilot initiative. Flynn and McGuinness found that clinicians’ perceptions of the skills required by a clinical librarian included medical knowledge/ clinical training, knowledge of medical information resources and knowledge of research and evidencebased medicine.25 The SHeLLI report found that ‘many Irish health librarians are just one step away from clinical librarianship’ with corresponding areas of activity reported in user training, literature searching and analysis. The value of the clinical librarian role was stated by a focus group participant during the SHeLLI research as ‘key to our survival at hospital level’. One of the recommendations of SHeLLI was for the Health Sciences Libraries Group to ‘support the development of clinical
Wu and Mi developed a five-level working model for embedded librarianship specific to health science librarians. The skills peculiar to the domain of health in their model include understanding the translational research process, knowledge of consumer health information needs, subject content knowledge in a discipline related to health care professional education, a second masters or doctoral degree in education or a liaison area. These skills are to be acquired by individual health librarians by developing personal development plans and crucially must be supported by library administration. This may not be possible in harsher economic times as this model ‘requires effort and investment’ by both librarians and library administration.26 Another example of an embedded librarian is from the Arizona Health Sciences Library. Here, the approach of ‘liaison librarians in context’ was deemed an unqualified success. Although there was no analysis of the skill set required, they showed that strong interpersonal skills and an understanding of the cultures of the organisation and discipline were the characteristics needed to succeed.27 Additionally, the ‘liaison librarians’ were motivated with a strong personal service orientation. In Ireland, the only documented existence of an embedded librarian in the health sector is from Farragher who gave a presentation at the HSLG annual conference in 201228 on her role as an embedded librarian working in the Health Research Board. Here, there is a requirement for domain knowledge which is acquired ‘on the job’ with an emphasis on data management and curation. There is a shared responsibility for outcomes and the librarian needs to be able to build relationships with clinical staff. The embedded librarian is a specialist role, similar to the clinical librarian or informationist; both of these roles detach the librarian from the physical library. Librarian working in data management Health librarians have an active role to play in the emerging area of ‘big data’ or the ‘data deluge’. © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns
There is a proliferation of research and scientific data which make this field relevant to health librarians. Charbonneau describes how the LIS curriculum in one school in the United States incorporated data management to give librarians skills to match the needs of an emerging data driven research sector.29 She identifies 10 areas in data management where librarians can play an active role. For new graduates, this offers many opportunities for employment as potential ‘data scientists’, but for existing health librarians may represent a steep learning curve. Societal change As well as technological advancement, (Western) societies are becoming more heterogeneous and culturally diverse. This is especially true in the USA, UK and more recently in Ireland. Ireland was for many years a country of emigrants, but in the last decade it has welcomed migrants from many different countries and cultures. It is an increasingly multi-cultural society with over half a million of the population classed as ‘non-Irish’ in the recent census.30 The medical professions have recognised a need for cultural diversity to be part of the training that doctors receive with 41% respondents to a survey in 2005 stating that cultural diversity was integrated throughout the curriculum.31 In 2003, the Health Services Employment Agency circulated a ‘Guide to Equal Opportunities/Accommodating Diversity’ training pack with guidelines to all managers in the Irish health services to assist with obligations under equality legislation.32 ShorterGooden argues that the successful organisation or library is one that is ‘culturally competent’. She likens the modern concept of a multi-cultural society as more ‘salad bowl’ than ‘melting pot’ and challenges libraries to mirror the community around them.33 Jaeger also argues that if the LIS curriculum does not include diversity skills, then librarians of the future risk being irrelevant to much of society.34 There is no inclusion of diversity skills training in the LIS curriculum of higher education institutions in Ireland, which is an area that could be developed. Specialist subject knowledge For health librarians, it would seem that some knowledge or background in a health related © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
discipline could be advantageous particularly for roles such as the informationist/clinical librarian or educator. Nonthacumjane identified three categories of skills and competencies required for a new generation of LIS professionals – personal skills, general skills and discipline-specific knowledge.35 However, in the latter, there is no requirement for any subject knowledge in health/medicine or any other discipline. Tanloet and Tuasuk36 developed a competency framework for information professionals of Thai academic libraries for 2010–2019. The framework had three dimensions – knowledge, skills and personal attributes – there was no mention of subject knowledge. This would appear to indicate that this specialist subject knowledge is something that can be acquired on the job. Equally Robati studied competencies forspeciallibrariansinIran.37 Forspecialistlibrariansatall levels of education, the priority was to develop information technology competencies, followed by communication, interpersonal skills and finally information organisation and research competencies. There was no indication that subject-specific knowledge was a requirement for specialist librarians. Other studies including one on knowledge management competencies revealsimilaroutcomes.38 Leadership and management skills In a time of rapid change and scarce resources, leadership and advocacy are important skills for health librarians. Calcagno offers tips to librarians presented as a ‘to-do list for leadership’ to stave off cuts and prevent crises.39 Leadership comes with its own set of skills and aptitudes which are beyond the scope of this article. Grandbois found that management is part of 73% of LIS curricula in the 26 countries that she surveyed.40 Analysis of jobs advertised for health librarians in Ireland in 18 months (March 2012-Sept 2013) There were just four jobs identified in an 18-month period which were suitable for health librarians. The lack of job opportunities for health librarians in Ireland is reinforced by this finding. They were found by a scan of the HSLG Discussion list archive, the HSLG website which lists vacancies and the website Library jobs (http://libraryjobs.ie/).
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ences librarianship. Journal of the Medical Library Association 2005, 93, 338–347. Bradley, D. R., Rana, G. K., Lypson, M. L. & Hamstra, S. J. A centralized practice-based learning and improvement curriculum for residents and fellows: a collaboration of health sciences librarians and graduate medical education administration. Journal of the Medical Library Association 2010, 98, 175–178. Cobus, L. Integrating information literacy into the education of public health professionals: roles for librarians and the library. Journal of the Medical Library Association 2008, 96, 28–33. Lalor, J. G., Clarke, M. & Sheaf, G. An evaluation of the effectiveness of information literacy training for undergraduate midwives to improve their ability to access evidence for practice. Nurse Education in Practice 2012, 2, 269–272. Boyle, S. Exploring and extending information literacy support with nursing and midwifery students. Journal of the European Association for Health Information and Libraries 2009, 5, 18–21. Tu, F. Knowledge and skills required to provide health information-related virtual reference services: evidence from a survey. Journal of the Medical Library Association 2007, 95, 458–461. Huvila, I., Holmberg, K., Kronqvist-Berg, M., Nivakoski, O. & Widen, G. What is Librarian 2.0–New competencies or interactive relations? A library professional viewpoint. Journal of Librarianship and Information Science 2013, 45, 198–205. Partridge, H., Menzies, V., Lee, J. & Munro, C. The contemporary librarian: skills, knowledge and attributes required in a world of emerging technologies. Library & Information Science Research 2010, 32, 265–271. Davidoff, F. & Florance, V. The informationist: a new health profession? Annals of Internal Medicine 2000, 132, 996–998. Polger, M. A. The informationist: ten years later. Journal of Hospital Librarianship 2010, 10, 363–379. Harrison, J. & Beraquet, V. Clinical librarians, a new tribe in the UK: roles and responsibilities. Health Information & Libraries Journal 2010, 27, 123–132. Lilley, K. Impacting a Local Mental Health Service as a Clinical Librarian Poster at: Working with Others: Explore, Engage, Extend!: The Twelfth European Association for Health Information and Libraries Conference, Dublin, Ireland, 2–5th June 2009. Accessible at: http://www.eahil.eu/confer ences/2009Dublin/www.eahil2009.ie/posters.html (Accessed 11 December 2014). Flynn, M. G. & McGuinness, C. Hospital clinicians’ information behaviour and attitudes towards the ‘Clinical Informationist’: an Irish survey. Health Information & Libraries Journal 2011, 28, 23–32. Wu, L. & Mi, M. Sustaining librarian vitality: embedded librarianship model for health science libraries. Medical Reference Services Quarterly 2013, 32, 257–265. Freiburger, G. & Kramer, S. Embedded librarians: one library’s model for decentralized service. Journal of the Medical Library Association 2009, 97, 139.
28 Farragher, L. “I’m an Embedded Librarian, get me out of here!” Paper presented at the HSLG Annual Conference 2012, Feb 9–10. Accessible at: http://www.hslg.ie/conference2012/ (accessed 10 April 2013). 29 Charbonneau, D. H. Strategies for data management engagement. Medical Reference Services Quarterly 2013, 32, 365–374. 30 Ireland Central Statistics Office. Census 2011, 2011. Accessible at: http://www.cso.ie (accessed 10 April 2013). 31 Dogra, N., Conning, S., Gill, P., Spencer, J. & Turner, M. Teaching of cultural diversity in medical schools in the United Kingdom and Republic of Ireland: cross sectional questionnaire survey. BMJ. British Medical Journal 2005, 330, 403–404. 32 Ireland Health Services Employment Agency. A Guide to Equal Opportunities/Accommodating Diversity 2003. Accessible at: http://www.hse.ie (accessed 12 April 2013). 33 Shorter-Gooden, K. The culturally competent organization. The Library Quarterly: Information, Community, Policy 2013, 83, 207–211. 34 Jaeger, P. T., Bertot, J. C. & Subramaniam, M. Preparing future librarians to effectively serve their communities. The Library Quarterly: Information, Community, Policy 2013, 83, 243–248. 35 Nonthacumjane, P. Key skills and competencies of a new generation of LIS professionals. IFLA Journal 2011, 37, 280–288. 36 Tanloet, P. & Tuamsuk, K. Core competencies for information professionals of Thai academic libraries in the next decade (AD 2010–2019). The International Information & Library Review 2011, 43, 122–129. 37 Robati, A. P. & Singh, D. Competencies required by special librarians: an analysis by educational levels. Journal of Librarianship and Information Science 2013, 45, 113–139. 38 Siddike, M. A. K. & Islam, M. S. Exploring the competencies of information professionals for knowledge management in the information institutions of Bangladesh. The International Information & Library Review 2011, 43, 130–136. 39 Calcagno, E. Exercise your leadership skills. Library Journal 2013, May 1, 138, 46. 40 de Grandbois, Y. Managerial competencies for information professionals: an international perspective. Library Review 2013, 62, 335–343. 41 Garcia-Zambrano, L., Rodriguez-Castellanos, A. & Domingo Garcıa-Merino, J. The relationship between proactive management of core competencies and business performance. Journal of Information & Knowledge Management 2013, 12, 1350016-1–1350016-9. 42 Buttlar, L. & Du Mont, R. Library and information science competencies revisited. Library and Information Science 1996, 37, 44–63. 43 University College Dublin, School of Library & Information Studies. Accessible at: http://www.ucd.ie/sils/graduateprogrammes/mlisgraddiplis/mlisprogramme/curriculum,54375, en.html (accessed 2 April 2013). 44 Ireland Health Information and Quality Authority (HIQA). National Standards for Safer Better Health care, 2012. Accessible at: http://www.hiqa.ie (accessed 12 April 2013). Received 6 January 2014; Accepted 26 November 2014
© 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
Review Article A review of competencies needed for health librarians – a comparison of Irish and international practice Aoife Lawton* & Jane Burns† *Systems Librarian Health Service Executive, Regional Library & Information Service, Dr. Steevens’ Hospital, Dublin, Ireland, and †Research Officer Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
Abstract Objectives: The purpose of this review was to uncover areas of competence which may lead to a baseline of skills for health librarians. A baseline could inform personal development plans for health librarians, criteria for job descriptions and curriculum for library and information science (LIS) courses. Methods: This research outlines existing competencies for librarians working in health care as defined by library associations, recent job descriptions and a mapping review of the library and information science literature. This is performed in the context of librarians working in the Irish health system with examples of practice drawn from the Irish experience. Results: Ten areas of competence were found to be common to three of five library associations, which were also common to recent job descriptions. The literature reveals an ever changing working environment for librarians working in health with opportunities for new and evolving roles. Conclusions: The challenge for librarians moving into these roles will be to stay relevant and to keep skills updated in a rapidly moving health and information environment. Keywords: competencies; health education; Northern Ireland; Southern Ireland (Eire); librarians; libraries; professional associations
Key Messages
• • • • •
Professional library associations representing health librarians need to develop education policies that include specific competencies for librarians working in health care. Library associations should consider collaborating internationally to formulate education policies and standards tailored specifically to health librarians and libraries. The authors recommend fundamental revision of curricula in library and information schools in Ireland and the UK to include the baseline competencies described. Health librarians should consider a baseline of 10 competency areas when drawing up personal professional development plans. Librarians in emerging roles need to keep their skills up to date to remain competitive and to support the changing requirements and expectations of their employers.
Introduction Health science librarians work in a knowledgeintensive sector. The dynamic role of technology in society is changing the way health professionals are supporting and delivering information. In this
environment, Irish health librarians face a potential skills gap. This is exacerbated by increased demands to extend skills and develop new roles, while working in an environment of diminishing job opportunities and where a lack of career advancement prevails.
Correspondence: Aoife Lawton, Systems Librarian Health Service Executive, Regional Library & Information Service, Dr. Steevens’ Hospital, Dublin 8, Ireland, E-mail: [email protected]
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A review of competencies for health librarians, Aoife Lawton & Jane Burns
The SHeLLI report1 identified a considerable skills gap among Irish health librarians. A significant factor impacting on this development is as staff retire, there is no replacement of their roles. Remaining staff must now deliver existing and increasing client requirements without the flexibility or additional resources to develop required competencies. The SHeLLI report outlines the need to identify the skills and competencies required for this profession to overcome adversity and be recognised as valuable partners in health care delivery. One of the specific recommendations of the SHeLLI report was for the Health Science Librarians Group (HSLG) to collaborate with higher education authorities to encourage the inclusion of specialist health information content in both postgraduate and undergraduate LIS courses in universities in the UK and Ireland. To do this, a baseline of competencies for health librarians is needed. Methods The following methods were used to establish a baseline of competencies for health librarians working in Ireland: a mapping review, categorising existing literature, a comparison of the Library Association of Ireland’s (LAI) education policies and standards with those of Canada, the United States, the United Kingdom and Australia. Finally, an analysis of essential skills that were advertised for jobs for health librarians in Ireland in the last 18 months (March 2012–September 2013) was carried out and compared with competencies identified from the literature. Changing roles Health librarians operate in a rapidly changing environment. Advances in technology in the last 20 years together with societal change have had a major impact on both health care delivery and information management. This has put less emphasis on the physical space of health library and more on the health librarian. During this period of transition at least three new roles have emerged for health librarians such as the ‘embedded librarian’ working within health care © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
teams and the ‘clinical librarian or informationist’.2 Another as yet undefined, but emerging role is that of a health librarian working in the area of data management.3 Education is essential – both to develop the skills and knowledge to effectively retain ownership of the role of health librarian – and to avail of new opportunities. The methods and delivery platforms required to deliver the education required have been explored in LIS literature. Education Specialised education for health librarians can come from LIS educators, self-directed learning, on-the-job training or from mentoring and collaboration. Guise et al.4 argued over a decade ago that due to the variety of roles available to librarians, proactive self-directed study would be important. The experience in the UK and Ireland has been that health librarians initially received generic training5 through approved information related postgraduate and master’s degree programmes. However, specialist learning was gained ‘on the job’ developing competencies without a defined framework. Clarke and Thomas report on a legitimate peripheral participation model with a call for further validation of this model as a competency framework.6 Professional attitudes of librarians towards continuing professional development appear to accept that self-directed learning is the norm. This positive attitude towards continuous learning is evident across generations of librarians from the librarian emerita McClure to the recent LIS graduate Fairbairn. McClure7 points out that since the 1970s, the librarian who had ‘the drive and energy to take on this new challenge (learning new skills) has become the librarian of today’. Fairbairn, a recent LIS graduate has put together a ‘recipe for the future’ which outlines ways for librarians to upskill themselves and sees this as part of our need to ‘never stop learning’.8 The USA Medical Library Association held a symposium in 2012 for health librarians wishing to manage their careers. Authors noted that to be successful, librarians in hospitals and academic health sciences must practise ‘proactive career planning’.9
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In most health professions, continuous professional development (CPD) is mandatory, particularly those that are regulated. However in health librarianship, mandatory CPD is not the norm. As Richie10 points out, without a structured CPD system, health librarians risk losing credibility and status. Most professional library associations have introduced incentive systems of CPD including the USA, Canada, UK, Ireland and Australia who offer chartership, associateship or academy type membership. The Australian Library and Information Association (ALIA) has recently introduced a new ‘post-nominals’ for specialisation in health, with the CP standing for Certified Professional. However, neither CILIP in the UK nor the LAI in Ireland have any certification specific to health librarians. In Ireland, the HSLG is the primary driver and deliverer of CPD for health librarians. Comparison of library associations’ educational policies There are several ways to identify competencies, skills and aptitudes for health science librarians. It is a little more difficult to future-proof these, as it is to future-proof any profession. However, the policies of professional library associations for health science librarians offer a starting point. For this paper, policies on competencies were compared and contrasted from the following associations: the Medical Library Association (MLA) in the USA, the Health Libraries Group (HLG) of CILIP in the UK, the Irish Health Science Libraries Group (HSLG), the Canadian Health Libraries Association (CHLA) and the Australian Library and Information Association (ALIA) Health Libraries Section. The associations were confined to English-speaking regions. In total, 38 areas of competency were gathered. Of these, 10 were common to all five associations. It should be noted that different types of documents were consulted for each association. For example, the MLA has a list of health science competencies (2007) which is part of its educational policy statement, whereas for the HSLG, the Standards for Irish Health Care Libraries and Information Services (2005) was used in the absence of a policy statement on education specific to health science librarianship. The complete list of documents consulted is shown in Fig. 1.
Figure 2 lists 10 areas of competence which were common to at least three associations: communication, systematic review, critical appraisal, manage and organise health information, management and organisational skills, training and education, legal knowledge, leadership, technology and understanding of the health care environment. These 10 areas of competence should assist in forming a baseline of competency areas. More detail with descriptions for each of these areas is summarised in Fig. 3 below. A snapshot of descriptions is taken from the education policies and/or standards of the various library associations which are shown in brackets. LIS literature review Apart from professional associations’ stances on competencies, there are some noteworthy findings available from the LIS literature on professional skills and competencies. Soutter11 found that three elements were common to discussions of competencies for academic librarians – knowledge (cognitive), skills (functional) and attitudes (behavioural). However, no common definition for LIS competencies exists in the literature. An important element is meta-competence: the ability to learn how to learn. Meta-competence is particularly relevant for health librarians as the literature shows that much is learned on the job.5,6 Health librarian as educator The opportunities for health librarians to expand into new roles are vast. Competencies differ depending on the chosen role. Shachak refers to potential roles in supporting bioinformatics implementation for librarians, which would demand knowledge of bioinformatics software.12 This would enhance the training offered by librarians to biomedical researchers. Examples of health librarians taking on teaching and training roles are plentiful throughout the LIS literature. Instruction and teaching skills require librarians to have subject based knowledge in tandem with expertise in teaching and learning methods. Knowledge of emerging technologies, citation management and systematic review searching is also required. Teaching roles and curriculum © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns Document
Library Association
Country
Date Publication
Competencies for Lifelong Learning and Professional Success: The Educational Policy Statement of the Medical Library Association
Medical Library Association
USA
2007
Standards for Irish Health Care Libraries and Information Services
Ireland
2005
UK
The Professional Knowledge and Skills Base
Health Science Libraries Group CILIP Health Libraries Group and CILIP
2010 and 2013
Guidelines for Australian Health Libraries and The Library and Information Sector: Core Knowledge, Skills and Attributes
Australian Library and Information Association
Australia 2008. 2012
Standards for Library and
Canada The Canadian Health Libraries Association/ Association des bibliothèques de la santé du Canada (CHLA/ABSC)
Working in Health Information and
Information Services in Canadian Healthcare Facilities 2006
of
2006
Figure 1 Documents consulted from library associations to determine competencies for health librarians
Area of MLA Competence (USA) Communication X Systematic X review Critical X Appraisal Manage and X organise health information Management and X organisational skills Training and X education Legal X Leadership X Technology X Understand X healthcare environment
CILIP (UK) X
ALAI HSLG (AUSTRALIA) (IRELAND) X X X X
X
CHLA (CANADA) X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X X X X
X
X X X
X X
X X
Figure 2 Areas of competence common to selected library associations policies and/or standards for health science librarians
development appear to operate best when developed in collaboration with educational administrators; there are many examples of successful collaborations between health librarians © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
and public health departments.13–15 Parallels between the MLA areas of knowledge and those of the public health workforce were demonstrated by Banks and illustrate successful partnerships between
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A review of competencies for health librarians, Aoife Lawton & Jane Burns Areas of Competence Communication
Systematic review
Critical Appraisal
Description Effective communication skills (ALIA). The Library and Information Service must be positioned to communicate with decision makers at the highest levels throughout the organisation (CHLA). IT and communication as generic skills (CILIP). The Library and Information Service encourages open communication and inclusiveness (HSLG). Systematically gather and analyse data and disseminate the findings to advance library and information science theory and its application to the provision of information services (ALIA). The accumulation, appraisal and evaluation of literature to a specific research question (HSLG). Understanding scientific research methods, and the ability to critically examine and filter research literature from many related disciplines (MLA). Critical appraisal skills (CILIP). Critical appraisal skills. The skills necessary to evaluate the validity, reliability and clinical applicability of current literature to support evidence-based practice (HSLG). The ability to critically examine and filter research literature from related disciplines including: • using quantitative and qualitative methodologies and techniques and their interpretation • locating, organising, and critically evaluating the research literature • using principles of evidence-based practice to support decision making • conducting research and reporting and disseminating research findings either individually or in interdisciplinary research teams (MLA).
Management and organisational skills
The Head of the Library and Information Service writes, implements and monitors a plan for the development of the Library and Information Service (HSLG). Management of people and the ability to manage strategically. Understanding the application of leadership, finance, communication, management theory and techniques (MLA).
Manage and organise health information
In-depth knowledge of print and electronic information resources (CHLA). Ability to organize information in a logical and straightforward way so that users can access the information they need as quickly as possible (CILIP). Have the ability to manage health information resources in a broad range of formats (MLA).
Figure 3 Description of 10 areas of competence common to five library associations
health science librarians and public health communities. In Ireland, Lalor has shown how collaboration between faculty and the subject librarian in library based instruction improved undergraduate midwifery students’ library research skills.16 Boyle showed how library collaboration with staff from the School of Nursing, Midwifery and Health Systems enabled the development of an Information Literacy skills programme for the school.17 Collaboration and networking are key to many roles that health librarians take on, and the use of interpersonal skills is essential for effective partnerships. Virtual reference services Health professionals operate in a fast paced working environment which demands immediate
access to up-to-date and relevant clinical evidence to support their practice and patient care. Librarians are well placed to deliver clinical query responses based on the best evidence either inperson as a clinical librarian on ward rounds or virtually using virtual reference (VR) services. Tu reports on the results of a survey to determine which skills are required for VR services.18 The most important was effective information retrieval, as well as subject analysis, formulation of search strategies and problem solving. With the exception of subject analysis, these skills are part of a professional librarian’s toolkit. In Ireland, there is limited evidence of VR services in health libraries, with the exception of the University sector. VR services could be seen as an extension of the role of ‘Librarian 2.0’ as explored by Huvila.19 Here, © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
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A review of competencies for health librarians, Aoife Lawton & Jane Burns Areas of Competence Communication
Systematic review
Critical Appraisal
Description Effective communication skills (ALIA). The Library and Information Service must be positioned to communicate with decision makers at the highest levels throughout the organisation (CHLA). IT and communication as generic skills (CILIP). The Library and Information Service encourages open communication and inclusiveness (HSLG). Systematically gather and analyse data and disseminate the findings to advance library and information science theory and its application to the provision of information services (ALIA). The accumulation, appraisal and evaluation of literature to a specific research question (HSLG). Understanding scientific research methods, and the ability to critically examine and filter research literature from many related disciplines (MLA). Critical appraisal skills (CILIP). Critical appraisal skills. The skills necessary to evaluate the validity, reliability and clinical applicability of current literature to support evidence-based practice (HSLG). The ability to critically examine and filter research literature from related disciplines including: • using quantitative and qualitative methodologies and techniques and their interpretation • locating, organising, and critically evaluating the research literature • using principles of evidence-based practice to support decision making • conducting research and reporting and disseminating research findings either individually or in interdisciplinary research teams (MLA).
Management and organisational skills
The Head of the Library and Information Service writes, implements and monitors a plan for the development of the Library and Information Service (HSLG). Management of people and the ability to manage strategically. Understanding the application of leadership, finance, communication, management theory and techniques (MLA).
Manage and organise health information
In-depth knowledge of print and electronic information resources (CHLA). Ability to organize information in a logical and straightforward way so that users can access the information they need as quickly as possible (CILIP). Have the ability to manage health information resources in a broad range of formats (MLA).
Figure 3 Description of 10 areas of competence common to five library associations
health science librarians and public health communities. In Ireland, Lalor has shown how collaboration between faculty and the subject librarian in library based instruction improved undergraduate midwifery students’ library research skills.16 Boyle showed how library collaboration with staff from the School of Nursing, Midwifery and Health Systems enabled the development of an Information Literacy skills programme for the school.17 Collaboration and networking are key to many roles that health librarians take on, and the use of interpersonal skills is essential for effective partnerships. Virtual reference services Health professionals operate in a fast paced working environment which demands immediate
access to up-to-date and relevant clinical evidence to support their practice and patient care. Librarians are well placed to deliver clinical query responses based on the best evidence either inperson as a clinical librarian on ward rounds or virtually using virtual reference (VR) services. Tu reports on the results of a survey to determine which skills are required for VR services.18 The most important was effective information retrieval, as well as subject analysis, formulation of search strategies and problem solving. With the exception of subject analysis, these skills are part of a professional librarian’s toolkit. In Ireland, there is limited evidence of VR services in health libraries, with the exception of the University sector. VR services could be seen as an extension of the role of ‘Librarian 2.0’ as explored by Huvila.19 Here, © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
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A review of competencies for health librarians, Aoife Lawton & Jane Burns
librarian services by building an evidence base of good practice’.1 Embedded librarian
Figure 4 Frequency of occurrence of competencies described as essential in four job adverts for health librarians
floors, not in the library. Polger argues, however, that informationists, to a large extent, perform duties similar to those of the clinical medical librarian or health sciences librarian. The role of clinical librarian has been around in the UK since the 1970s,23 but in Ireland, this is a very new development. In a systematic review of clinical librarian services, one of the learning outcomes of the review was that research and critical appraisal skills were developed by the authors (librarians) undertaking the review.2 Clinical librarian services in the UK do not always include critical appraisal as part of their job. In Harrison and Beraquet’s UK Clinical Librarian model, literature searching is central.23 In Ireland, there is little evidence of the existence of informationists or clinical librarians. There are two documented examples of clinical librarians in Ireland – one in a mental health setting by a qualified librarian with a degree in Nursing24 and another in two acute hospitals as a pilot initiative. Flynn and McGuinness found that clinicians’ perceptions of the skills required by a clinical librarian included medical knowledge/ clinical training, knowledge of medical information resources and knowledge of research and evidencebased medicine.25 The SHeLLI report found that ‘many Irish health librarians are just one step away from clinical librarianship’ with corresponding areas of activity reported in user training, literature searching and analysis. The value of the clinical librarian role was stated by a focus group participant during the SHeLLI research as ‘key to our survival at hospital level’. One of the recommendations of SHeLLI was for the Health Sciences Libraries Group to ‘support the development of clinical
Wu and Mi developed a five-level working model for embedded librarianship specific to health science librarians. The skills peculiar to the domain of health in their model include understanding the translational research process, knowledge of consumer health information needs, subject content knowledge in a discipline related to health care professional education, a second masters or doctoral degree in education or a liaison area. These skills are to be acquired by individual health librarians by developing personal development plans and crucially must be supported by library administration. This may not be possible in harsher economic times as this model ‘requires effort and investment’ by both librarians and library administration.26 Another example of an embedded librarian is from the Arizona Health Sciences Library. Here, the approach of ‘liaison librarians in context’ was deemed an unqualified success. Although there was no analysis of the skill set required, they showed that strong interpersonal skills and an understanding of the cultures of the organisation and discipline were the characteristics needed to succeed.27 Additionally, the ‘liaison librarians’ were motivated with a strong personal service orientation. In Ireland, the only documented existence of an embedded librarian in the health sector is from Farragher who gave a presentation at the HSLG annual conference in 201228 on her role as an embedded librarian working in the Health Research Board. Here, there is a requirement for domain knowledge which is acquired ‘on the job’ with an emphasis on data management and curation. There is a shared responsibility for outcomes and the librarian needs to be able to build relationships with clinical staff. The embedded librarian is a specialist role, similar to the clinical librarian or informationist; both of these roles detach the librarian from the physical library. Librarian working in data management Health librarians have an active role to play in the emerging area of ‘big data’ or the ‘data deluge’. © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns
There is a proliferation of research and scientific data which make this field relevant to health librarians. Charbonneau describes how the LIS curriculum in one school in the United States incorporated data management to give librarians skills to match the needs of an emerging data driven research sector.29 She identifies 10 areas in data management where librarians can play an active role. For new graduates, this offers many opportunities for employment as potential ‘data scientists’, but for existing health librarians may represent a steep learning curve. Societal change As well as technological advancement, (Western) societies are becoming more heterogeneous and culturally diverse. This is especially true in the USA, UK and more recently in Ireland. Ireland was for many years a country of emigrants, but in the last decade it has welcomed migrants from many different countries and cultures. It is an increasingly multi-cultural society with over half a million of the population classed as ‘non-Irish’ in the recent census.30 The medical professions have recognised a need for cultural diversity to be part of the training that doctors receive with 41% respondents to a survey in 2005 stating that cultural diversity was integrated throughout the curriculum.31 In 2003, the Health Services Employment Agency circulated a ‘Guide to Equal Opportunities/Accommodating Diversity’ training pack with guidelines to all managers in the Irish health services to assist with obligations under equality legislation.32 ShorterGooden argues that the successful organisation or library is one that is ‘culturally competent’. She likens the modern concept of a multi-cultural society as more ‘salad bowl’ than ‘melting pot’ and challenges libraries to mirror the community around them.33 Jaeger also argues that if the LIS curriculum does not include diversity skills, then librarians of the future risk being irrelevant to much of society.34 There is no inclusion of diversity skills training in the LIS curriculum of higher education institutions in Ireland, which is an area that could be developed. Specialist subject knowledge For health librarians, it would seem that some knowledge or background in a health related © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
discipline could be advantageous particularly for roles such as the informationist/clinical librarian or educator. Nonthacumjane identified three categories of skills and competencies required for a new generation of LIS professionals – personal skills, general skills and discipline-specific knowledge.35 However, in the latter, there is no requirement for any subject knowledge in health/medicine or any other discipline. Tanloet and Tuasuk36 developed a competency framework for information professionals of Thai academic libraries for 2010–2019. The framework had three dimensions – knowledge, skills and personal attributes – there was no mention of subject knowledge. This would appear to indicate that this specialist subject knowledge is something that can be acquired on the job. Equally Robati studied competencies forspeciallibrariansinIran.37 Forspecialistlibrariansatall levels of education, the priority was to develop information technology competencies, followed by communication, interpersonal skills and finally information organisation and research competencies. There was no indication that subject-specific knowledge was a requirement for specialist librarians. Other studies including one on knowledge management competencies revealsimilaroutcomes.38 Leadership and management skills In a time of rapid change and scarce resources, leadership and advocacy are important skills for health librarians. Calcagno offers tips to librarians presented as a ‘to-do list for leadership’ to stave off cuts and prevent crises.39 Leadership comes with its own set of skills and aptitudes which are beyond the scope of this article. Grandbois found that management is part of 73% of LIS curricula in the 26 countries that she surveyed.40 Analysis of jobs advertised for health librarians in Ireland in 18 months (March 2012-Sept 2013) There were just four jobs identified in an 18-month period which were suitable for health librarians. The lack of job opportunities for health librarians in Ireland is reinforced by this finding. They were found by a scan of the HSLG Discussion list archive, the HSLG website which lists vacancies and the website Library jobs (http://libraryjobs.ie/).
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A review of competencies for health librarians, Aoife Lawton & Jane Burns
librarian services by building an evidence base of good practice’.1 Embedded librarian
Figure 4 Frequency of occurrence of competencies described as essential in four job adverts for health librarians
floors, not in the library. Polger argues, however, that informationists, to a large extent, perform duties similar to those of the clinical medical librarian or health sciences librarian. The role of clinical librarian has been around in the UK since the 1970s,23 but in Ireland, this is a very new development. In a systematic review of clinical librarian services, one of the learning outcomes of the review was that research and critical appraisal skills were developed by the authors (librarians) undertaking the review.2 Clinical librarian services in the UK do not always include critical appraisal as part of their job. In Harrison and Beraquet’s UK Clinical Librarian model, literature searching is central.23 In Ireland, there is little evidence of the existence of informationists or clinical librarians. There are two documented examples of clinical librarians in Ireland – one in a mental health setting by a qualified librarian with a degree in Nursing24 and another in two acute hospitals as a pilot initiative. Flynn and McGuinness found that clinicians’ perceptions of the skills required by a clinical librarian included medical knowledge/ clinical training, knowledge of medical information resources and knowledge of research and evidencebased medicine.25 The SHeLLI report found that ‘many Irish health librarians are just one step away from clinical librarianship’ with corresponding areas of activity reported in user training, literature searching and analysis. The value of the clinical librarian role was stated by a focus group participant during the SHeLLI research as ‘key to our survival at hospital level’. One of the recommendations of SHeLLI was for the Health Sciences Libraries Group to ‘support the development of clinical
Wu and Mi developed a five-level working model for embedded librarianship specific to health science librarians. The skills peculiar to the domain of health in their model include understanding the translational research process, knowledge of consumer health information needs, subject content knowledge in a discipline related to health care professional education, a second masters or doctoral degree in education or a liaison area. These skills are to be acquired by individual health librarians by developing personal development plans and crucially must be supported by library administration. This may not be possible in harsher economic times as this model ‘requires effort and investment’ by both librarians and library administration.26 Another example of an embedded librarian is from the Arizona Health Sciences Library. Here, the approach of ‘liaison librarians in context’ was deemed an unqualified success. Although there was no analysis of the skill set required, they showed that strong interpersonal skills and an understanding of the cultures of the organisation and discipline were the characteristics needed to succeed.27 Additionally, the ‘liaison librarians’ were motivated with a strong personal service orientation. In Ireland, the only documented existence of an embedded librarian in the health sector is from Farragher who gave a presentation at the HSLG annual conference in 201228 on her role as an embedded librarian working in the Health Research Board. Here, there is a requirement for domain knowledge which is acquired ‘on the job’ with an emphasis on data management and curation. There is a shared responsibility for outcomes and the librarian needs to be able to build relationships with clinical staff. The embedded librarian is a specialist role, similar to the clinical librarian or informationist; both of these roles detach the librarian from the physical library. Librarian working in data management Health librarians have an active role to play in the emerging area of ‘big data’ or the ‘data deluge’. © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
A review of competencies for health librarians, Aoife Lawton & Jane Burns
There is a proliferation of research and scientific data which make this field relevant to health librarians. Charbonneau describes how the LIS curriculum in one school in the United States incorporated data management to give librarians skills to match the needs of an emerging data driven research sector.29 She identifies 10 areas in data management where librarians can play an active role. For new graduates, this offers many opportunities for employment as potential ‘data scientists’, but for existing health librarians may represent a steep learning curve. Societal change As well as technological advancement, (Western) societies are becoming more heterogeneous and culturally diverse. This is especially true in the USA, UK and more recently in Ireland. Ireland was for many years a country of emigrants, but in the last decade it has welcomed migrants from many different countries and cultures. It is an increasingly multi-cultural society with over half a million of the population classed as ‘non-Irish’ in the recent census.30 The medical professions have recognised a need for cultural diversity to be part of the training that doctors receive with 41% respondents to a survey in 2005 stating that cultural diversity was integrated throughout the curriculum.31 In 2003, the Health Services Employment Agency circulated a ‘Guide to Equal Opportunities/Accommodating Diversity’ training pack with guidelines to all managers in the Irish health services to assist with obligations under equality legislation.32 ShorterGooden argues that the successful organisation or library is one that is ‘culturally competent’. She likens the modern concept of a multi-cultural society as more ‘salad bowl’ than ‘melting pot’ and challenges libraries to mirror the community around them.33 Jaeger also argues that if the LIS curriculum does not include diversity skills, then librarians of the future risk being irrelevant to much of society.34 There is no inclusion of diversity skills training in the LIS curriculum of higher education institutions in Ireland, which is an area that could be developed. Specialist subject knowledge For health librarians, it would seem that some knowledge or background in a health related © 2014 Health Libraries Group Health Information & Libraries Journal, 32, pp. 84–94
discipline could be advantageous particularly for roles such as the informationist/clinical librarian or educator. Nonthacumjane identified three categories of skills and competencies required for a new generation of LIS professionals – personal skills, general skills and discipline-specific knowledge.35 However, in the latter, there is no requirement for any subject knowledge in health/medicine or any other discipline. Tanloet and Tuasuk36 developed a competency framework for information professionals of Thai academic libraries for 2010–2019. The framework had three dimensions – knowledge, skills and personal attributes – there was no mention of subject knowledge. This would appear to indicate that this specialist subject knowledge is something that can be acquired on the job. Equally Robati studied competencies forspeciallibrariansinIran.37 Forspecialistlibrariansatall levels of education, the priority was to develop information technology competencies, followed by communication, interpersonal skills and finally information organisation and research competencies. There was no indication that subject-specific knowledge was a requirement for specialist librarians. Other studies including one on knowledge management competencies revealsimilaroutcomes.38 Leadership and management skills In a time of rapid change and scarce resources, leadership and advocacy are important skills for health librarians. Calcagno offers tips to librarians presented as a ‘to-do list for leadership’ to stave off cuts and prevent crises.39 Leadership comes with its own set of skills and aptitudes which are beyond the scope of this article. Grandbois found that management is part of 73% of LIS curricula in the 26 countries that she surveyed.40 Analysis of jobs advertised for health librarians in Ireland in 18 months (March 2012-Sept 2013) There were just four jobs identified in an 18-month period which were suitable for health librarians. The lack of job opportunities for health librarians in Ireland is reinforced by this finding. They were found by a scan of the HSLG Discussion list archive, the HSLG website which lists vacancies and the website Library jobs (http://libraryjobs.ie/).
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ences librarianship. Journal of the Medical Library Association 2005, 93, 338–347. Bradley, D. R., Rana, G. K., Lypson, M. L. & Hamstra, S. J. A centralized practice-based learning and improvement curriculum for residents and fellows: a collaboration of health sciences librarians and graduate medical education administration. Journal of the Medical Library Association 2010, 98, 175–178. Cobus, L. Integrating information literacy into the education of public health professionals: roles for librarians and the library. Journal of the Medical Library Association 2008, 96, 28–33. Lalor, J. G., Clarke, M. & Sheaf, G. An evaluation of the effectiveness of information literacy training for undergraduate midwives to improve their ability to access evidence for practice. Nurse Education in Practice 2012, 2, 269–272. Boyle, S. Exploring and extending information literacy support with nursing and midwifery students. Journal of the European Association for Health Information and Libraries 2009, 5, 18–21. Tu, F. Knowledge and skills required to provide health information-related virtual reference services: evidence from a survey. Journal of the Medical Library Association 2007, 95, 458–461. Huvila, I., Holmberg, K., Kronqvist-Berg, M., Nivakoski, O. & Widen, G. What is Librarian 2.0–New competencies or interactive relations? A library professional viewpoint. Journal of Librarianship and Information Science 2013, 45, 198–205. Partridge, H., Menzies, V., Lee, J. & Munro, C. The contemporary librarian: skills, knowledge and attributes required in a world of emerging technologies. Library & Information Science Research 2010, 32, 265–271. Davidoff, F. & Florance, V. The informationist: a new health profession? Annals of Internal Medicine 2000, 132, 996–998. Polger, M. A. The informationist: ten years later. Journal of Hospital Librarianship 2010, 10, 363–379. Harrison, J. & Beraquet, V. Clinical librarians, a new tribe in the UK: roles and responsibilities. Health Information & Libraries Journal 2010, 27, 123–132. Lilley, K. Impacting a Local Mental Health Service as a Clinical Librarian Poster at: Working with Others: Explore, Engage, Extend!: The Twelfth European Association for Health Information and Libraries Conference, Dublin, Ireland, 2–5th June 2009. Accessible at: http://www.eahil.eu/confer ences/2009Dublin/www.eahil2009.ie/posters.html (Accessed 11 December 2014). Flynn, M. G. & McGuinness, C. Hospital clinicians’ information behaviour and attitudes towards the ‘Clinical Informationist’: an Irish survey. Health Information & Libraries Journal 2011, 28, 23–32. Wu, L. & Mi, M. Sustaining librarian vitality: embedded librarianship model for health science libraries. Medical Reference Services Quarterly 2013, 32, 257–265. Freiburger, G. & Kramer, S. Embedded librarians: one library’s model for decentralized service. Journal of the Medical Library Association 2009, 97, 139.
28 Farragher, L. “I’m an Embedded Librarian, get me out of here!” Paper presented at the HSLG Annual Conference 2012, Feb 9–10. Accessible at: http://www.hslg.ie/conference2012/ (accessed 10 April 2013). 29 Charbonneau, D. H. Strategies for data management engagement. Medical Reference Services Quarterly 2013, 32, 365–374. 30 Ireland Central Statistics Office. Census 2011, 2011. Accessible at: http://www.cso.ie (accessed 10 April 2013). 31 Dogra, N., Conning, S., Gill, P., Spencer, J. & Turner, M. Teaching of cultural diversity in medical schools in the United Kingdom and Republic of Ireland: cross sectional questionnaire survey. BMJ. British Medical Journal 2005, 330, 403–404. 32 Ireland Health Services Employment Agency. A Guide to Equal Opportunities/Accommodating Diversity 2003. Accessible at: http://www.hse.ie (accessed 12 April 2013). 33 Shorter-Gooden, K. The culturally competent organization. The Library Quarterly: Information, Community, Policy 2013, 83, 207–211. 34 Jaeger, P. T., Bertot, J. C. & Subramaniam, M. Preparing future librarians to effectively serve their communities. The Library Quarterly: Information, Community, Policy 2013, 83, 243–248. 35 Nonthacumjane, P. Key skills and competencies of a new generation of LIS professionals. IFLA Journal 2011, 37, 280–288. 36 Tanloet, P. & Tuamsuk, K. Core competencies for information professionals of Thai academic libraries in the next decade (AD 2010–2019). The International Information & Library Review 2011, 43, 122–129. 37 Robati, A. P. & Singh, D. Competencies required by special librarians: an analysis by educational levels. Journal of Librarianship and Information Science 2013, 45, 113–139. 38 Siddike, M. A. K. & Islam, M. S. Exploring the competencies of information professionals for knowledge management in the information institutions of Bangladesh. The International Information & Library Review 2011, 43, 130–136. 39 Calcagno, E. Exercise your leadership skills. Library Journal 2013, May 1, 138, 46. 40 de Grandbois, Y. Managerial competencies for information professionals: an international perspective. Library Review 2013, 62, 335–343. 41 Garcia-Zambrano, L., Rodriguez-Castellanos, A. & Domingo Garcıa-Merino, J. The relationship between proactive management of core competencies and business performance. Journal of Information & Knowledge Management 2013, 12, 1350016-1–1350016-9. 42 Buttlar, L. & Du Mont, R. Library and information science competencies revisited. Library and Information Science 1996, 37, 44–63. 43 University College Dublin, School of Library & Information Studies. Accessible at: http://www.ucd.ie/sils/graduateprogrammes/mlisgraddiplis/mlisprogramme/curriculum,54375, en.html (accessed 2 April 2013). 44 Ireland Health Information and Quality Authority (HIQA). National Standards for Safer Better Health care, 2012. Accessible at: http://www.hiqa.ie (accessed 12 April 2013). Received 6 January 2014; Accepted 26 November 2014
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