Hoffmann, Sarah2017-12-072022-07-112017-12-072022-07-1120172017https://ir.wgtn.ac.nz/handle/123456789/20298Research problem: With evidence that generic skills are a de facto specification for many library roles a formal education in librarianship may be perceived as less relevant by employers. Content analysis of library job advertisements was conducted to measure and identify high ranking skills, emerging skills, required qualifications and experience. Methodology: Job advertisements were accessed and downloaded from the online archives of NZ-Libs and NZ-Libs-Jobs list servers. Non-random sampling yielded a total of 517 listings (331 in 2007 and 186 in 2016). A categorisation dictionary was compiled, frequency counts tallied and data tabulated, converted to percentages and graphed. Results: Library employers requested the majority of skills more frequently in 2016 than in 2007. Communication, customer service and computer skills were the three highest ranking skills in 2016. Qualifications and information-specific qualifications were cited less frequently in 2016 than 2007. Employers requested one year or more of experience more frequently in 2016 than 2007. Implications: It is recommended that future studies use multiple data sources to increase representativeness of samples. A mixed method approach involving interviewing of library employers could also help to improve robustness of conclusions.pdfen-NZContent analysisEmploymentLibrarianshipJob advertisementsJob requirementsLibrarian jobsText