Meeting Logistics: Tue, 5 December 2006; UMC 404
One of the most exciting yet unsettling aspects of the DACTC position is that there is no legacy of analogous positions to draw from when it comes to imagining our future.
Indeed, our positions were only envisioned in 1998 as part of the inaugural IT Strategic Plan:
...These distributed support staff members must have a unique combination of IT knowledge, technical skills, and abilities. They must not only understand users' disciplines/functions and possess knowledge of all appropriate technologies, but also have a core set of service competencies including clear communication, teamwork, facilitation, and creative thinking skills.
Compare our short history in academia to that of librarians, and it's readily apparent that we're the new kids on the block. Compare our roles within the university, however, and it's much harder to find discernible differences.
But, there is one glaring difference in how we're viewed by the university: librarians here at CU-Boulder have faculty status while we have administrative status.
Enter this month's readings:
- Faculty Status for Librarians in Higher Education (PDF); Libraries and the Academy; by Danielle Bodrero Hoggan
- SUMMARY: Examines pros and cons of librarians obtaining faculty status
- Wearing Our Own Clothes: Librarians as Faculty (PDF); The Journal of Academic Librarianship, May 1994; by Janet Swan Hill
- SUMMARY: Rehearses CU-Boulder case of librarians lobbying for faculty status
Though I've toyed with the idea of lobbying for our own faculty status, the Hoggan article has dissuaded me a bit (at least in the short-term).
For Junto Consideration:
- What do you think about DACTC faculty status? [Weigh in using poll at right]
- If you're for it, how would your position change for the better? For the worse?
- If you're against it, does the faculty career model give you ideas for re-envisioning your position: teaching, publishing, or going on sabbaticals?