Asian librarianship is part of the broader context of area studies librarianship which requires librarians with particular combinations of expertise and skills. The need for Asianist librarians is evident: Asian studies programs are taught in Australian schools and universities, and collections with Asian-language materials exist within Australian libraries, academic, state and public. A quarter of a million bibliographic records spanning more than 90 Asian languages (including the Middle East) were represented on the Australian Bibliographic Network in 1990 (MacDougall, 1991), and this number has surely grown since.
This paper discusses the issues and problems concerning education for East Asian librarianship, drawing heavily on the Future of Area Librarianship web page at the Indiana University Bloomington, United States, and relating comments to the Australian situation. The discussion is set in the wider context of Asian and area librarianship.
Terminology
The term "East Asianist librarian" is used to signify people with expertise in Asian studies, whatever their nationality, since "East Asian librarian" is ambiguous. Asian librarianship is a subset of "area librarianship", which is defined as "those employed in professional positions in libraries (usually academic and research) with responsibility for the development, organization, serving of collections and resources in a world area." (Results of surveys ..., 1997). In other words, it includes not just language skills, but a knowledge and understanding of a particular country or geographic area and its culture(s). In turn, "area librarianship" is itself a subset of "subject librarianship".
Shortage of East Asianist librarians
There is a shortage of East Asianist librarians in Australia, since it is difficult to find people with the appropriate mix of qualifications and skills.
In the United States, a proliferation of curricula in East Asian studies and of publications in and about East Asia has been noted, without a resulting increase in East Asianist librarians (Struve 1998). Indeed, it has been suggested that existing Asianist librarians are getting older, and that no young Asianist librarians are coming into the system ready to take their place when they retire. In Australia, Asian studies has been encouraged in schools and is offered at universities. There has been a concentration on Chinese, Japanese and Indonesian studies. The same shortage of Asianist librarians to provide information services to support these studies exists here.
Another problem is that of the status of Asian librarianship generally. After the end of the cold war, there was a tendency for social scientists to draw general principles about cultures and human behaviour, de-stressing the need for experts in area studies (The crisis in Russian ..., 1997). This resulted in a low priority for area specialists and a lack of cultural sensitivity and awareness which could well result in assumptions, for instance, by acquisitions teams, that Western methods and approaches will work in various Asian countries.
During the 1980s, in some libraries in both the United States and Australia, Asian studies areas were merged with mainstream technical processing and reference work, and separate collections were merged, to the detriment of service to the users. There is still ongoing debate on the eastlib mailing list about the advantages and disadvantages of integrating East Asian collections.
The American experience is that there is a rise in standards of Asian scholarship, now requiring extensive use of original rather than secondary sources, which of course means original language materials (Reconnecting to scholarship, 1997). Given the international coverage of scholarly journals, it can be assumed that higher standards also now apply in Australia and elsewhere. Library provision of original language source materials requires librarians with the expertise to handle them.
Special expertise
Thus, East Asianist librarians need particular expertise and have an important role to play. The skills go beyond the ability to speak another language. They include: an area studies background; cultural awareness; knowledge of the book trade; also, information technology skills and the ability to catalogue materials in other languages. Moreover, interpersonal skills are important, since acquisitions and cooperative ventures require personal contacts and networks, and these take time to develop.
In academic and research libraries, area librarians fill a vital role working with scholars, supporting teaching and research. They are more likely to be linked directly to academic programs and have a strong working relationship with the relevant faculty. The area librarian is the primary contact for specialised research assistance (Area librarianship ..., c1997).
While Australian academic libraries concentrate on supporting academic study, teaching and research, state and public libraries provide reading material for a community with varied backgrounds. If the demand for materials in community languages is there, libraries should attempt to fill that demand as far as reasonably possible. For multicultural librarianship, Rochester (1997, p.176) identifies the same main necessary skills: knowledge of languages, cultural sensitivity and interpersonal skills; and, specific skills in areas such as cataloguing in community languages.
The role of "area librarian", is more varied than the name suggests. The clientele is not restricted to East Asian studies faculties: services also benefit comparativists, scholars and students engaged in work that examines a topic or a problem cross-nationally, as well as those who may be moving into new fields of inquiry, and business school and law school faculty staff members (Area librarianship ..., c1997). In recent times, the role of area librarians has expanded to include responsibility for acquiring, understanding, developing, and guiding users to electronic resources. These tasks require good computer skills, which may include use of other writing systems (or, non-Roman scripts).
Collection development also requires close liaison with the library clientele. Area studies librarians monitor the changing research and teaching needs of faculty members and use that knowledge for selective acquisition of library materials. This task requires a feel for the scholarly process. (Struve 1998). In Australia, material selection may be left completely to academic staff, but the area librarian still needs the skills to overview selection if necessary.
A detailed list of the roles, functions and competencies of the area librarian is contained at URL (Universal Resource Locator, or, Internet address)
http://www.indiana.edu/~arealibs/workshop97/info.html
The library perspective
The reality for many libraries is that materials in other languages constitute a relatively small percentage of the collection, covering a large number of languages and geographic areas, and needing a disproportionate amount of resources. To quote:
" ... area librarians in research libraries are a small minority ... responsible for highly specialized, linguistically diverse collection that span the entire world, but function largely on the margin or outside of the major collection and public service foci and technical services routines of academic and research libraries. ... It will be a major political challenge for area librarians to be considered vital to the missions of American research libraries". (Discussion, c1997)
Recent trends towards multiskilling and broadbanding have de-emphasised expertise and encouraged generalists rather than specialists. The trend has been seen as beneficial from a career point of view, since over-specialisation means difficulty in moving into other areas and obtaining promotion. Even large libraries cannot afford to employ sufficient area or subject librarians to cover all specialist areas. How much more difficult it is for small libraries with a small pool of staff to manage collections in unfamiliar languages! In times of financial hardship resource-heavy areas may not survive unless they are given high priority by library management.
The educators' perspective
How does education for Asian librarianship fit into tertiary library science courses? Library schools cannot teach everything. Grogan (1983) identifies library education issues as: the desirability of professional schools, control of education by professional bodies, theory versus practice, fieldwork, and the core curriculum; many of those issues persist. The core curriculum is influenced by course recognition guidelines by the professional body, which, in Australia, is the Australian Library and Information Association (ALIA) (Rochester p. 173). The classical core (Rochester 1997 p.107) consists of: information retrieval theory, information gathering behaviour; historical studies of books and communication; bibliographic control understanding of workings of information services, together with library values, library technology.
Mergers of departments and library schools into larger academic groupings may involve some loss of independence and autonomy (Rochester, p.113). Reduced funding for universities, a tendency to combine subjects and reduce the number of options available, and shorter semesters have impacted on topic coverage, providing economies of scale at the expense of diversity (Rochester, p.109). Shorter teaching hours and larger classes have probably also affected the ability to provide practical skills-based training, despite the push for self-paced software teaching packages.
In spite of the above trends which militate against teaching specialist streams in library education, various Australian library schools do in fact integrate aspects of area or multicultural librarianship and cultural awareness into their curricula. This may depend on the interests of individual staff members rather than on any conscious policy of particular library schools. A US survey in 1997 found little interest and minimal attention given to training for area librarianship in library schools (Results of surveys ..., 1997). This was probably from heads of library schools, who do not include area librarianship as a deliberate policy.
In Australia, there are a few library schools which recognise the importance of Asian studies (see survey below on Asian Librarianship: education and staffing requirements).
Revival of area librarianship in the United States
There is now a push back to area librarianship in the United States, highlighted by two area librarianship conferences in 1995 and 1997 respectively.
The US 1995 surveys found that the areas of greatest need for professional development for area librarians were: Electronic resources; Foreign language expertise; and, Grant writing/fund raising (Results of surveys ..., 1997).
Sessions at the 1997 conference focused on: reconnecting to scholarship; roles and functions of area librarians; and recruiting and educating area librarians. The conference summary stressed the centrality of area studies scholarship to area studies librarianship, and the need for academic staff to base work extensively on original sources which might not be easy to obtain (Reconnecting to scholarship, 1997). At the 1997 conference, it was also suggested that, since in most library schools, more emphasis was placed on information technology rather than on area studies, qualifications in area studies should be considered primary and librarianship, secondary. The justification for this was that it was considered easier for a person with formal area studies training to acquire library and information skills than for librarians to acquire in-depth area studies training during or after a library science degree (Area librarianship ..., c1997). Action Plans were developed for education and preparation for area librarianship and Continuing education/professional development, involving some 18 recommendations. It was interesting to note that the priority of area studies over library qualifications resulted in the assumption that library schools would not be a primary source of recruitment for area librarians. Intensive summer language programs were suggested to develop the language skills of area specialists. A summary of the Action Plans is available at URL
Australian National Roundtables on Libraries and Asia
Librarians looked at issues relating to Asian language collections in Australia at three National Roundtables at the National Library of Australia in 1991, 1993 and 1995. The specific issue of education for Asian librarianship was addressed in the last two Roundtables, resulting in various recommendations for action.
At the 2nd National Roundtable, 1993, the issue of staffing was raised, and the need for a development of a pool of skilled Asian Studies librarians. Recommended actions were that:
- Library schools review their curricula so as to increase the Asia-related component
- The ALIA Board of Education consider how the Asian component of library education should be increased
- ALIA consider mounting continuing library education courses devoted to Asian librarianship.
It is not clear that any real progress actually occurred as a result of these particular recommendations.
There was a session on staffing and training at the 3rd National Roundtable on Libraries and Asia (3rd National Roundtable ..., 1995), culminating in recommendations to survey principal employers of library and information science graduates in the Asian subject area, as well as surveying library schools on their current and proposed Asia-related programs; also, to produce a directory of Australian library and information personnel having Asia-related expertise; and, asking APSIG (Asian and Pacific Special Interest Group of ALIA) to propose a workshop or session on training and staffing needs for Asian subjects at the 1996 ALIA Biennial Conference.
As a result, the University of Monash Library offered a workshop, sponsored by APSIG, which unfortunately, was a "one-off". However, the 3rd National Roundtable resulted in three surveys which could produce further action.
Asian librarianship: education and staffing requirements. Report of Staffing/Training Subcommitee, 3rd National Roundtable on Libraries and Asia
The Subcommittee carried out two surveys. The first was a survey staff requirements for librarianship training in Asia resources. The responses indicated that there was a strong requirement for Asian-literate librarians with specialist knowledge of the regions of Souteast Asia and East Asia. The main language skills required by state libraries and the National Library of Australia were Chinese and Vietnamese, with a lesser requirement for Japanese, Indonesian and Korean. Those required by university libraries were Chinese, Japanese and Indonesian, with a lesser requirement for Korean and Vietnamese. The major areas of work were in information provision and cataloguing.
The second survey analysed Asia-related courses/training programs in library schools, and concluded that three LIS schools included some aspects of Asian librarianship in their core subjects and the option for students to undertake specialised subjects on Asian librarianhsip in elective courses; Two LIS schools had provision for students to do fieldwork in an Asian country; and, two LIS schools had plans to mount specific Asian librarianship programs. Recommendations were made for the National Library of Australia to coordinate and facilitate the implementation of the courses, coordinate training workshops, and undertake a further survey.
Survey of Users of Korean Materials:
The Australia-Korea Research and Information Pormation Profile Korean Working Group, comprising academic librarians and a representative of the Korean Studies Association of Australasia, surveyed research and information needs related to Korean academic studies. Results indicated a lack of awareness among Australian academics of Korean collections and resources such as the National CJK System. There was a low level of satisfaction with collections and timeliness of information. A need for more materials about and from North Korea was also noted.
E-mail survey of East Asian librarians
A small, exploratory survey of East Asian librarians was undertaken by the author over the eastlib mailing list in July 1998 to ascertain their views on education for East Asian librarianship. Results indicated that librarians in the United States tended to stress language skills, while the one British respondent put high priority on professional qualifications. These findings reflect the emphasis on area studies noted in the American 1997 conference. When asked what respondents would like to see added to the curriculum, these topics were suggested, in order of frequency: East Asian bibliography/ publishing/ book trade (11); East Asian cataloguing (3); East Asian civilisation/history/culture (3); international studies/social sciences (2); East Asian issues / trends (1); East Asian reference (1); Digital / online work (1); Internships (1); Joint / double degrees (1). These were some of the comments:
"I feel students should be aware of the world beyond their own shores. Most Schools used to include something international but it is being squeezed out by the expansion of the curriculum to cover IT related matters."
"As specialist jobs are few and far between someone who wants to be a librarian has to keep all their options open and learn the whole range of skills and subjects."
"Maybe library schools could insert an introductory course to East Asian materials but I'm not sure just how many students would sign up."
Given the shortage of Asianist and East Asianist librarians, what are the options for libraries and for education and training?
Who educates Asianist librarians?
As far as education is concerned, library schools do not have the resources to teach all possible specialisations. If library educators try to teach everything, there is a danger of an increasingly fragmented and specialised curriculum (Rochester p.174). Therefore, they are thrown back on the core curriculum, which must provide a body of theoretical knowledge which can be adapted to numerous applications.
It should also be said that library schools have the discretion and academic freedom to structure their own courses their own way and cannot be dictated to. Of course, they have some restrictions: they must keep within the mission of their organisation, and follow the professional association guidelines to become accredited.
Furthermore, students cannot be forced into any particular area of specialisation. They can be encouraged and provided with the opportunity for options. Courses can be structured to provide flexibility of choice, although flexibility is probably on the decline with the "streamlining" (removal) of units to gain economies of size.
If library schools concentrate on the core curriculum, how should Asianist librarians be educated and trained, and who should be educating and training them?
Taking the above into account, the chief options for tertiary-level education for Asian librarianship are:
- double degrees (Asian studies and library science)
- first degree in Asian studies, topped with a postgraduate qualification in library science
- first or entry degree in library science with Asian studies elective streams
- Asian studies qualifications with continuing/professional education in library science (or vice versa)
These can be supplemented with training on associated aspects of Asian librarianship outside the tertiary system:
- fieldwork/practicums, internships, mentoring
- library in-house training for local conditions, databases and software
- short courses and development courses covering publishing, the book trade, bibliography, etc.
A role for professional bodies
Given the fact that education is now a life-long process, and given the difficulty of educating and training for Asian librarianship within the curriculum constraints of library schools, there is a role for Asia-related library associations, entrepreneurial libraries and organisations in supplying continuing education, professional development and short courses.
Examples of training for Asianist librarians are Monash University Library's workshop and the University of New South Wales's continuing education program. There may be others in Australia. The Japan Foundation offers training at the National Diet Library, Japan for senior librarians in Japanese studies from various parts of the world. Database and other software suppliers also offer training courses in the use of their software on site (for example, Innovative Interfaces offering Innopac CJK database software).
Summary
Various solutions have been proffered for education for Asian (including East Asian) librarianship. They include the structuring of tertiary courses to allow double degrees or appropriate elective streams, and the offering of professional development courses as part of the life-long learning process. All have a place, but the suggestion relies on encouragement - "all carrot and no stick". Neither library schools nor students can be forced to offer or study East Asia-related courses. Asia-related library associations should consider taking a more active interest and involvement in education for Asian librarianship by organising, coordinating or promoting continuing education and professional development courses. This is not the first time it has been suggested. The problem is, as usual, for a small number of busy working people to find time to give to voluntary projects, maybe without support from their employers. Where such efforts are supported, there is more chance of success.
The major proposition of this paper is, therefore, that libraries with a strong Asian studies focus and concentration of expertise are in the best position to offer Asian librarianship training. By providing continuing education on a cost recovery, or profit basis, they justify their activities to their own library, strengthen the expertise of their own staff, and provide a valuable service to the library community. Previously the focus has been on the National Library of Australia, but there may be other libraries in a strong position to offer training.
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