Summary
As a Library Assistant Apprentice you develop personal skills and knowledge about library, information and archival work whilst working towards your apprenticeship award and developing a portfolio about your working experience. You will have the opportunity to work on a project as part of your apprenticeship.
Library Assistant Apprentices are part of a team delivering high-quality, proactive knowledge and library services to a health organisation, staff and learners. Your key responsibilities might include:
- Welcoming people into the library space and helping them to use facilities, resources and services to meet their needs.
- Answering enquiries about the library service, signposting healthcare staff and learners to information or services.
- Managing requests to borrow books and finding research articles and maintaining records on library management systems.
- Assisting with updating websites, managing digital knowledge resources and promoting services and resources
- Sourcing and supplying articles and books to users from other libraries and supplying books and articles to other libraries for their users.
- Providing administrative help to the librarians which may involve assisting with updating the website, adding new books to the library, producing publicity materials or promoting the library and knowledge service at events.
You will spend 20% of your time off the job training to develop personal skills and knowledge about library, information and archival work whilst building an apprenticeship portfolio.
Work Activity Components
| Title | Details |
|---|---|
| Analytical classification and coding (ANCC) (Level 2) | Accurately assigns classifications/labels to low complexity information under supervision. Understands and applies relevant classification/labelling systems, standards, and guidelines. Participates in quality assurance activities such as peer review or supervisor checks. |
| Learning delivery (ETDL) (Level 2) | Assists in teaching, instruction and /or training of students/learners in order to develop knowledge, techniques and skills using appropriate methods, tools, online environments, equipment and materials. |
Behavioural Skills
| Title | Details |
|---|---|
| Attention to Detail | Applying specific quality standards to all tasks undertaken to ensure that deliverables are accurate and complete. |
| Creativity | Taking innovative approaches to problem solving and/or devising inventive and creative solutions. |
| Critical Thinking | The ability to think clearly and rationally; review and evaluation of processes and outputs; the ability to engage in reflective and independent thinking; reasoned thinking involving critique. |
| Customer Focus | Understanding the needs of the internal or external customer and keeping these in mind when taking actions or making decisions. |
| Flexibility | Taking account of new information or changed circumstances and/or business requirements and modifying response to a problem or situation accordingly. |
| Follow-up and Monitoring | Checking progress against targets, taking action to resolve exceptions/ issues and reporting and escalating where necessary. |
| Goal Orientation | Maintaining focus on agreed objectives and deliverables. |
| Initiative | Being proactive, anticipating opportunities for systems, service or product improvement or development and taking appropriate action(s). |
| Interacting with People | Establishing relationships, contributing to an open culture and maintaining contacts with people from a variety of backgrounds and disciplines. Effective, approachable and sensitive communicator in different communities and cultures. Ability to adapt style and approach to meet the needs of different audiences. |
| Organisational Awareness | Understanding the hierarchy and culture of own, customer, supplier and partner organisations and being able to identify the decision makers and influencers. |
| Planning and Organisation | Determining a course of action by breaking it down into smaller steps and by planning and resourcing each of these, making allowance for potential problems and escalating if necessary. |
| Resilience | Demonstrates resilience when working under pressure, displaying a calm and rational approach to the task at hand. |
| Teamwork | Working collaboratively with others to achieve a common goal. |
| Verbal Expression | Communicating effectively using the spoken word. |
| Written Expression | Communicating effectively in writing, such as reports and via emails. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Community of Practice | Contributing to and leading communities of practice to enable the exchange of knowledge for healthcare knowledge and library staff with an interest in specific topics. | Increasing Knowledge |
| Ethics and Values | Underpinning healthcare ethics and values by providing the best available evidence at the right time, in the right place, to inform decision-making and enable better outcomes for patients and populations. | Developing Professional Skills |
| Evidence Based Practitioner | Keeping up to date with good practice, innovation and appropriate evidence. Ensuring changes to everyday knowledge and library practice are informed by appropriate evidence and professional knowledge. | Increasing Knowledge |
| Gaining Knowledge of Employing Organisation | Gaining basic knowledge of the employing organisation, its business, structure, culture, policies, products/services, operations and terminology. | Increasing Knowledge |
| Gaining Knowledge of the Technical Environment | Gaining knowledge of IT activities in the employing organisation. | Increasing Knowledge |
| Involvement in Professional Body Activities | Attending meetings, seminars and workshops organised by professional body and reading published material, such as journals and web content. | Participation in Professional Activities |
| Job Shadowing and Special Assignments | Undertaking temporary periods or secondments in other roles, particularly those that offer a new perspective on own function or exposure to other environments and cultures. | Broadening Activities |
| Organisational and environmental context | Understanding organisational priorities and challenges identified by the executive team. | Increasing Knowledge |
| Professional development and reflective practice | Reflecting on practice and being self-aware about performance. | Developing Professional Skills |
| Research Assignments | Exploring a topic which is not part of own normal responsibilities and presenting findings to colleagues and/or management | Increasing Knowledge |
| Team Working | Undertaking learning and practice in the techniques of team and collaborative working. Gaining an understanding of the underlying concepts. | Developing Professional Skills |
| Wider library, data, information and knowledge sector context | Networking across the healthcare economy, both information providers, data analysts and health informaticists, to support shared learning and joint working. | Participation in Professional Activities |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| Apprenticeship Library, information and archive services assistant (Level 3 ST0664) | Institute for Apprenticeships and Technical Education |
| FEDIP Associate Practitioner | The Federation for Informatics Professionals |
GKIM Skills Framework Skills
| Skill | Level |
|---|---|
|
OR10 | Risk management Understanding and mitigating risk (for example, as part of a project led by your team). |
OR10 | Awareness OR10 | Risk management 1.Understand departmental risk management processes and their relationship to GKIM. |
|
IT05 | Information security Developing a good understanding of information security principles. |
IT05 | Awareness IT05 | Information security 1.Develop a basic understanding of information security, including security classifications and sharing information with the right people. |
|
CE13 | Informal learning Facilitating informal learning (for example, through knowledge cafes). |
CE13 | Awareness CE13 | Informal learning 1.Understand and be able to explain the purpose of informal learning to customers. 2.Support the running of an informal learning event. |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
|
Problem management Problem management involves anticipating and identifying problems in systems, processes or services, and ensuring appropriate solutions are implemented. |
Awareness Problem management You can:
|
Knowledge, Library and Information Management Framework
| Skill | Level |
|---|---|
|
1.5 Collection evaluation and information quality |
1.5 Collection evaluation and information quality | Level 1 - Follow I can follow service procedures to carry out basic evaluation of collections. |
|
1.6 Collection promotion |
1.6 Collection promotion | Level 1 - Follow I can understand and participate in range of methods to promote collections to staff and learners. |
|
2.1 Data management |
2.1 Data management | Level 1 - Follow I can accurately enter and store data in digital systems. |
|
2.9 AI and algorithmic literacy |
2.9 AI and algorithmic literacy | Level 1 - Follow I can follow policies and guidance to ensure good practice when using new technologies such as AI. I can use effective prompts to retrieve information using AI. I can critically evaluate the results retrieved from using AI. |
|
2.10 Data stewardship |
2.10 Data stewardship | Level 1 - Follow I can demonstrate an awareness about the transparency and fairness in data use. I can take steps to protect my own data privacy and that of healthcare staff and learners |
|
3.3 Information retrieval |
3.3 Information retrieval | Level 1 - Follow I can use databases, library management systems and the internet to locate published research articles and papers. |
|
4.1 Information governance |
4.1 Information governance | Level 1 - Follow I can comply with organisational policies relating to the protection of personal and organisational data and information in my area of work. |
|
4.3 Copyright, intellectual property and licensing |
4.3 Copyright, intellectual property and licensing | Level 1 - Follow I can understand how to share information within and beyond organisational boundaries within the limits of licensing, regulation and guidance |
|
5.1 Information management |
5.1 Information management | Level 1 - Follow I can apply organisational and service policies to collect and organise information resources to make them easy to find. |
|
5.8 Subject indexing |
5.8 Subject indexing | Level 1 - Follow I can demonstrate an awareness of how subject index terms are applied to make it easier for people to locate information and resources. |
|
5.10 Cataloguing and resource description |
5.10 Cataloguing and resource description | Level 1 - Follow I can demonstrate an awareness of how the standard rules of cataloguing and describing resources aids the effective location of knowledge resources. I can use basic features within catalogues to effectively locate knowledge resources held in knowledge and library collections. I can demonstrate to a library user how to use basic functions on catalogues to locate knowledge resources. |
|
6.1 Knowledge management |
6.1 Knowledge management | Level 1 - Follow I can assist with activities to mobilise evidence and knowledge such as providing administrative support or helping to organise outputs from knowledge sharing events such as Knowledge Cafes. |
|
7.1 Information literacy |
7.1 Information literacy | Level 1 - Follow I can understand and apply information literacy principles to my own work. I can assess the quality and validate information sources. |
|
7.4 Health literacy |
7.4 Health literacy | Level 1 - Follow I can demonstrate an awareness of health literacy principles. |
|
10.1 Customer service skills |
10.1 Customer service skills | Level 1 - Follow I can apply customer service standards to interact with staff and learners to build relationships and provide a professional and efficient service. |
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10.3 Community engagement in planning |
10.3 Community engagement in planning | Level 1 - Follow I can follow knowledge and library service procedures to gather feeback from healthcare and public health staff and learners. |
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10.8 Marketing |
10.8 Marketing | Level 1 - Follow I can take forward actions from the marketing plan under supervision. I can work with colleagues to develop themed marketing promotion and communications. |
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11.1 Leadership skills |
11.1 Leadership skills | Level 1 - Follow . I can lead my own area of work within the knowledge and library service and contribute to the knowledge and library services team. |
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11.3 Demonstrating value and impact |
11.3 Demonstrating value and impact | Level 1 - Follow I can demonstrate awareness about the impact and value knowledge and library services. I can apply examples of impact and value of my knowledge and library service when promoting services. |
|
12.1 Strategic planning |
12.1 Strategic planning | Level 1 - Follow I can recognise how my role contributes to the organisational aims and priorities of my knowledge and library service and organisation. |
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12.2 Business planning |
12.2 Business planning | Level 1 - Follow I can contribute to business planning by collecting information about the use of services, resources and space. |
|
12.3 Operational planning |
12.3 Operational planning | Level 1 - Follow I can contribute to the delivery of services following local policies and procedures to maintain effective service delivery. |
|
12.12 Change management |
12.12 Change Management |Level 1 - Follow
I can understand the reasons for change and can adapt to changes in the way I need to work. |
|
13.2 Exploiting technology |
13.2 Exploiting technology | Level 2 - Assist I can use existing digital technologies effectively to deliver knowledge and library services, find and distribute information and collaborate with colleagues. |
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13.3 Library, information and knowledge technologies |
13.3 Library, information and knowledge technologies | Level 1 - Follow I can effectively use knowledge, information and library technologies to deliver the knowledge and library service such as circulation of library collections or manage requests for documents. I can select and recommend to healthcare and public health staff and learners the best knowledge, information and library technology to use for a particular task - e.g. a Discovery system to find published journal articles and books and a SharePoint site to locate organisational knowledge assets. |
The Professional Body Responsible for this job family is CILIP. This job role profile was created in collaboration with BCS, using Role Model Plus.