Librarian II Youth Specialist Librarian #1949 City of Virginia Beach Job Description Date of Last Revision:
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1 Librarian II Youth Specialist Librarian #1949 City of Virginia Beach Job Description Date of Last Revision: FLSA Status: Exempt Pay Plan: A Grade: 9 City of Virginia Beach Organizational Mission & Values The City of Virginia Beach exists to enhance the economic, educational, social and physical quality of the community and provide sustainable municipal services which are valued by its citizens. The City of Virginia Beach organization is based upon a belief in the democratic process of government. This belief provides meaningful ways for citizens, reflecting the diversity of our City, to contribute to the development of public policy. This process is enhanced by organizational values which guide member performance within the Virginia Beach Quality Service System. These Values define our desired organizational culture. We value quality customer service; teamwork; leadership and learning; integrity; commitment; and inclusion and diversity. Class Summary Assist in development and coordination of service plan for children ages birth through 18 at a branch Representative Work Functions and Responsibilities Work in partnership with the branch management team to create a branch plan for youth and teen services grounded in the Virginia Beach Public Library strategic plan. Prepare, deliver and supervise specialized complex programs for children based on the American Library Association s Every Child Ready to Read initiative, promote early literacy skills and school readiness. Prepare training programs for parents (caretakers) and early educators on the importance of reading for children, engage them in library services and teach them to help children be successful. Organize, lead and assist with project management, including specific long running efforts in youth services; Storytimes, Battle of the Books, Waves, Words and Wonder, Summer Reading Programs, tours, school and day care visits, Teen Advisory Groups, STEAM programming, etc. Participate on and/or chair teams both within the department and city to improve services. Develop consistent service plans based on community analysis. Provide readers advisory services for youth and teen literature. Train staff to provide youth/teen readers advisory to customers. Prepare reports to track the effectiveness of youth/teen services. Maintain and market an attractive and timely youth/teen materials collection to ensure use. Provide information for Website on library activities for youth and teen services. Serve as the primary branch liaison to develop community relationships with schools, preschools, and
2 other community organizations to provide, develop, market and advance youth/teen services in the Assess the training needs of programming staff through observation and evaluation of agency storytime classes. Mentor youth and teen programming staff. Coordinate communication and training of branch staff for all Youth and Family Services initiatives. Contribute to programmer annual evaluations by providing written assessment of storytime, youth, and teen program observations to the agency management team and YFS manager. Serve as liaison between agencies and YFS manager. Coordinate and schedule youth programming for branch library, assuring balanced services and programming across ages, interest topics, etc.; organize and maintain necessary schedules and calendars. Make recommendations for and assist in the design and maintenance of branch Early Literacy Centers, teen spaces, and youth and teen technology and equipment. Perform other job duties requiring skills, knowledge and physical requirements as demanded by those duties described or less. Individual assignments will be determined by the supervisor based on then current workloads and department needs. Performance Standards Committed to quality service. Locate, understand, and interpret written information. Effectively communicate thoughts, ideas and facts orally through dynamic presentations. Generate well written documents when completing assignments and projects. Read and interpret technical, professional and/or legal publications. Take initiative to acquire new knowledge and learn new skills. Respectful, considerate and appreciative of similarities and differences. Find mutually agreeable solutions. Orchestrate situations to achieve results. Work cooperatively with others, providing guidance and challenging others to succeed. Provide guidance. Assess staff abilities when assigning/delegating tasks. Prioritize tasks. Make structured plan. Maintain both short and long-term focus. Collect information from multiple sources. Make well-informed decisions. Consider organizational goals in planning process. Have basic knowledge of external factors which affect the organization and understand the organization s position with respect to the external environment. Have proficient knowledge and abilities required for the job, including being technologically adept with Microsoft Office software and social networking sites. Create tables, graphs, diagrams, and charts to store or explain quantitative information. Independently apply skills in completing job tasks. Demonstrate a depth of knowledge regarding youth/teen literature. Consider organization-wide youth and teen expert. Improve systems or procedures which enhance own and others ability to do work and develop systems which have a major impact on organization. Minimum Qualifications Requires a Master s degree in Library Information Science from an American Library Association accredited program, plus two (2) years of professional/administrative library work. Page 2 of 5
3 Special Requirements Must be available to work evenings, weekends, holidays, and overtime when required to meet operational needs. Knowledge-Skills-Abilities Required to Perform Satisfactorily A. Knowledge 1. Knowledge of the principles and practice of youth and teen services delivery in a public 2. Knowledge of best practices for Every Child Ready to Read and STEAM programming in libraries. 3. Knowledge of youth and teen literature. 4. Knowledge of effective public relations techniques. 5. Knowledge of the service delivery trends in youth and teen librarianship. 6. Knowledge of infant, child, adolescent and teen learning and development and their implications for library services. 7. Knowledge of short and long-range goals of the agency and department and the strategic planning process. 8. Knowledge of trends in library services to children and teens. 9. Knowledge of the needs and interests of children, teens and their families in the community. 10. Knowledge of school curricula and the Virginia Standards of Leaning. 11. Knowledge of community resources. 12. Knowledge of research on child and teen development, of community demographics and issues and of presentation methods. 13. Knowledge of programming resources. 14. Knowledge of interior design of libraries. 15. Knowledge of technology usage patterns at different child and teen developmental stages and of other libraries technology innovations. 16. Knowledge of research methods. 17. Knowledge of organizational goals and objectives. 18. Knowledge of books, authors, current trends and reader interest level. 19. Knowledge of effective supervisory techniques. 20. Knowledge of a wide variety of training, mentoring, and presentation methods. 21. Knowledge of technology trends in youth and teen library service delivery. B. Skills 1. Skill in gathering and organizing data and presenting it persuasively in written documents. 2. Skill in helping members of a team imagine possibilities as well as reach conclusion. 3. Skill in creating displays of youth and teen materials. 4. Skill in sharing evaluative information and in negotiating the use of that information. 5. Skill in developing and presenting training and communicating orally to a variety of audiences. 6. Skill in technology applications. 7. Skill in using both qualitative and quantitative formats to describe youth/teen service needs. 8. Skill in collecting and evaluating information, developing multiple solutions to problems, performing complex computations and interpreting results. 9. Skill in prioritizing services. 10. Skill in teaching others to promote knowledge and working with diverse populations. 11. Skill in managing group dynamics, facilitating discussion and negotiation. 12. Skill in readers advisory. 13. Skill in project management. 14. Skill in reference interviewing and in appropriate search techniques. 15. Skill in organizing and supervising the work of others. Page 3 of 5
4 C. Abilities 1. Ability to persuade others through written reports. 2. Ability to share the principles and practices of youth and teen librarianship with members of library and city-wide teams. 3. Ability to keep current with emerging, popular genres and formats of youth and teen literature. 4. Ability to interact with youth. 5. Ability to collect and present information that links resources to youth and teen service outcomes and to support collection decisions. 6. Ability to develop evaluative measures that inform decisions about youth and teen collection 7. development. 8. Ability to work with outside organizations as part of a productive team. 9. Ability to use creative thinking to market library services to a wide variety of audiences. 10. Ability to apply knowledge of youth services creatively in writing persuasive grant proposals. 11. Ability to persuade others to provide financial or in-kind support for youth and/or teen library services. 12. Ability to solve problems and make decisions, identify community needs, work independently, experiment with new ideas, methodologies and procedures. 13. Ability to establish and maintain effective working relationships, respect the similarities and differences among members of a group and motivate others. 14. Ability to perform entertainingly while instructing. 15. Ability to listen carefully and patiently, to guide with subtlety. 16. Ability to manage multiple tasks and meet concurrent deadlines. 17. Ability to lift or move heavy bins, boxes, and/or bags of books, materials, and equipments. 18. Ability to delegate as appropriate. 19. Ability to select appropriate reading or research materials for customers. 20. Ability to modify teaching style. Working Conditions The below stated working conditions are intended to provide a general overview of the environmental conditions inherent in the job setting, as well as the physical, mental, and sensory requirements necessary to perform the essential functions of positions in the noted job title. A more detailed description will be made available at the position (PCN) level. NOTE: Per HR Policy 6.19, Americans with Disabilities, the City follows the requirements of the Americans with Disabilities Act (ADA) in all hiring and employment decisions. The City shall not discriminate on the basis of disability in its hiring and employment practices. The City shall make reasonable accommodations for the known physical or mental limitations of a qualified applicant or employee with a disability upon request unless the accommodation would cause an undue hardship on the operation of the City s business. Physical Requirements: Physical refers to the requirement for physical exertion and coordination of limb and body movement. Requires light work that involves walking or standing some of the time, stooping, lifting, pushing and raising objects which also involves exerting up to 40 pounds of force on a regular and reoccurring basis and routine keyboard operations. Mental Requirements: Mental refers to the degree that the job involves cognitive activities, and use of mental processes Performs professional level work requiring the application of principles and practices of a wide range of administrative, technical, or managerial methods in the solution of administrative, managerial or technical problems; applies general to extensive understanding of operating policies and procedures to solve complex Page 4 of 5
5 problems; requires continuous, close attention for accurate results or frequent exposure to unusual pressure. Environmental Conditions: Environmental refers to job conditions inherent to the job setting, including those that may lead to injury or health hazards even though precautions have been taken. Library positions may risk exposure to bright/dim light, dusts and pollen, extreme heat and/or cold, wet or humid conditions, extreme noise levels, animals/wildlife, fumes and/or noxious odors, traffic, moving machinery. Sensory Requirements: Sensory refers to hearing, sight, touch, taste, and smell required by the job. This job requires normal visual acuity, and field of vision, hearing, and speaking. Page 5 of 5
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