27 June 2025
Nicki Clarkson and Lucy Marr, University of Southampton Library
Contact: nickiclarkson.bsky.social and ORCID iD 0009-0007-4481-3715 and www.linkedin.com/in/lucymarr
Are you a professional?
Being a ‘library professional’ or even using the world ‘librarian’ in your job title has shifted in our landscape and can now even be quite controversial. In this article, we will explore how we can bring a more diverse approach to our career growth through recognising core competencies and transferable skills. We’ll describe how our Career and Skills Development map at University of Southampton Library, opens development opportunities by providing transparent information about job roles and associated development, alongside practical resources to support people to gain experience and skills. Drawing on personal experience we will use the example of specialist roles in open research to demonstrate that a focus on skills, activities and experience rather than job title can open career opportunities.
Library roles are changing
Library roles are evolving to reflect changes in the wider academic, research and scholarly communications landscape. This relates not only to technological advances (information literacy instruction now involves creating effective search strategies for online databases, and Generative AI means it’s more important than ever to ensure students critically evaluate their sources) but also to the development of ‘new’ careers that are not yet fully represented in traditional librarian qualifications. For example, twenty years ago we didn’t have Open Research or Scholarly Communications teams. Now every Higher Education institution involved in research has a person, or a team, supporting publishing, open access, managing repositories, ensuring good research data management and sharing of research data and responsible research assessment. That creates a skills gap for us, along with challenges recruiting and developing Open Research staff.
One initiative I am involved in is the Open Research Competencies Coalition (ORCC) which began in 2017 and aims to identify and map the skills and competencies needed by the current and future open research support workforce. It’s a great community of practice, and we create tangible resources, such as primers developed in collaboration with the UK Reproducibility Network (UKRN) to help potential applicants and those new in post to understand what’s involved in different open research activities. These primers give an overview of skills and knowledge needed, the type of day to day activities involved and links to resources and key networks to get further support.
Quote from Louise Saul, the University of Southampton UK Reproducibility Network Open Research Co-Ordinator, re ORCC:
“I get to take part in a network that my position in the hierarchy wouldn’t normally enable me to speak to, which broadens my perspective on the implementation of Open Research“
What is a career map
So what is a Career Map and how is it relevant in our current Library profession? There are some key things to bear in mind:
- A ‘map’ provides clarity instead of linear directions – that means each person can find the career route which is right for them. This takes us away from linear ‘career paths’ of the past, which naturally tended to favour those who are middle class, degree educated, stick to one career throughout their life and never take time out for caring or other reasons.
- A journey is something you can plan and take with a map, without feeling lost –that means we provide the information and support to help people shape their development and career aspirations. Again, this encourages diversity, by giving everyone help and avoiding those situations of the past where someone might be ‘tapped on the shoulder’ to receive the next promotion. It encourages open dialogue about career aspirations as part of appraisals.
I explain what that this career flexibility may look like, in this short video clip:
Link for video clip:
You can view the tool we created to help staff navigate the roles in our Library: https://www.thinglink.com/view/scene/1732810081218593445
Embed code for tool: https://www.thinglink.com/view/scene/1732810081218593445
Nicki’s own career pathway
I did not set out to become a librarian, but I am very glad that I ended up here accidentally! I had considered doing a PGCE to become a primary school teacher but changed my mind. My plan at the time I graduated was to stay in the local area, which is how I ended up accepting a job as Library Assistant at the University of Southampton in November 1998. Over the next 19 years I got married, used my experience to be promoted to Senior Library Assistant, had 2 babies and worked part time for many years, perpetuating the stereotype of supporting my husband’s career while I was (contentedly) the primary caregiver. By 2017 the babies were teenagers and I was encouraged by my manager to apply for a Research Engagement Librarian role. Their belief in me was the catalyst I needed but it took a few years of working in the role to overcome my imposter syndrome and recognize that I was adding value to the team.
Since then, an internal restructure enabled me to expand my portfolio to take on undergraduate support and line management, while retaining time to spend on open research.
I have two qualifications that give me confidence: the first is my undergraduate degree, which is in biological sciences (not related to libraries!) and helped me develop so many important skills, as well as being a requirement for the Research Librarian post.
The second is Associate Fellowship of the Higher Education Academy, a professional recognition of effective teaching. The university supported me to achieve this accreditation and which means that I, and academics whose courses I teach on, have confidence in my teaching. One of my appraisal objectives this year is to put together a portfolio to apply for Fellowship status, and the library are supporting me by allowing 2 hours per week to work on this.
These qualifications are underpinned by the skills I have, which again are not specific to librarianship. Some formal routes were really useful, especially a line manager development course, and both attending and presenting webinars and conferences. Working in open research I value the networks I am part of, firstly on Twitter and now on Bluesky, and community groups such as the Open Institutional Publishing association and UKCORR (the UK Council of Open Research and Repositories). Informal routes were also so important in developing my confidence, both at work and outside of work. Volunteering to help out at Open Days and Graduation helps my sense of being part of the university community. Being a Cub group leader helps with time management and communicating, and (following training run by the university) I currently perform at stand-up comedy events with the aim to break down the perception of librarians as stern and scary. All of this put together is further developed by self-reflection and experience.
Encouraging skills acquisition
Once people have the information about different roles, and what skills are required for them, we need to support them to acquire these skills. That means helping people develop the skills they need to successfully apply for other roles, before they are in that role. Just as in Nicki’s career example, that means more than just learning knowledge through courses, but actually practicing application to develop skills, and to be able to demonstrate competencies for applications and interviews.
We structured our advice using this online tool: https://www.thinglink.com/view/scene/1699388341314650916
1. Ready to get started
For those who want to explore ideas but ‘don’t know what they don’t know’ yet about their next development or career step.
We provide transparency through concise information about the roles as well as job descriptions, reading, learning, introductions to other teams and case studies.
2. Ready to learn more
For those who have some ideas and are ready to really get into learning the knowledge, skills or experience they need.
Speedy shadowing has been most popular and we’ve encouraged career chats and taking on work based projects or tasks to develop skills. We’ve provided resources under the title of ‘unique you’ to help improve inclusion and equity, to keep trying to level the playing field.
3. Ready to progress
For those who just need the final tools to help them move into a new role, or become their best in their current role.
With a clearer understanding, mentoring may be perfect to help them achieve their goals. Only at this point do I recommend considering if a qualification is going to benefit the actual career step they want to take. We’ve provided online help for application and interview skills, and seen an improvement in the quality of internal applications as a result.
Underpinning
This is all underpinned by demonstrated support from senior leadership and practical support from managers to implement the support. Celebrating success helps demonstrate the ways colleagues have used the support to help them achieve their own career aspirations.
Closing thoughts
Once we start to acknowledge the diverse ways that people can acquire skills and demonstrate their competencies, we can adopt a more open and inclusive mindset to career development. This includes considering how the career and life interact, being able to change career or take time out from the career at points. For some it may be about being the best they can in their current role, for others about moving to a new role. When we embrace all of the routes of learning, all of the routes through a career map, we can start to respect ourselves and those around us as all being Library professionals. There’s no one right way to be a Library professional – it’s you, it’s me, it’s all of us. And it’s the next generation, who we can support in this more flexible way.