What they do
Teach courses in library science. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
|
|
Also called: |
Assistant Professor, Associate Professor, Classification Instructor, Information Science Professor, Instructor, Lecturer, Library Instructor, Library Science Professor, Library Technology Instructor, Professor
|
|
|
|
|
|
Wages
Wage rates not available for Vermont but may be for the nation and other states at CareerOneStop |
|
| |
Industries of Employment
United States - 2020 |
Industry | Percent of total |
- Educational services; state, local, and private
| 100% |
More at BLS |
|
|
|
Knowledge
People in this career often know a lot about: |
- English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
|
- Education and Training
Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
|
- Computers and Electronics
Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
|
- Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
|
- Communications and Media
Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
|
More at O*NET |
|
|
|
Skills
People in this career often have these skills: |
- Instructing
Teaching others how to do something.
|
- Reading Comprehension
Understanding written sentences and paragraphs in work-related documents.
|
- Speaking
Talking to others to convey information effectively.
|
- Active Learning
Understanding the implications of new information for both current and future problem-solving and decision-making.
|
- Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
|
More at O*NET |
|
|
|
Interests
People in this career often prefer these work environments: |
- Social
Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.
|
- Investigative
Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service.
|
- Conventional
Work involves following procedures and regulations to organize information or data, typically in a business setting. Conventional occupations are often associated with office work, accounting, mathematics/statistics, information technology, finance, or human resources.
|
What are your interests? Take the O*NET Interest Profiler |
|
|
|
Work Styles
People in this career will do well at jobs that need: |
- Initiative
Job requires a willingness to take on responsibilities and challenges.
|
- Achievement/Effort
Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
|
- Integrity
Job requires being honest and ethical.
|
- Adaptability/Flexibility
Job requires being open to change (positive or negative) and to considerable variety in the workplace.
|
- Independence
Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
|
More at O*NET |
|
|
|
Tasks
On the job, you would: |
- Conduct research in a particular field of knowledge and present findings in professional journals, books, electronic media, or at professional conferences.
|
- Evaluate and grade students' class work, assignments, and papers.
|
- Keep abreast of developments in the field by reading current literature, talking with colleagues, giving presentations at conferences, and serving on committees in professional associations.
|
- Prepare and deliver lectures to undergraduate or graduate students on topics such as collection development, archival methods, and indexing and abstracting.
|
- Prepare course materials, such as syllabi, homework assignments, and handouts.
|
More at O*NET |
|
|
|
Related Occupations
|
|
|
|
Career Video
|
|
Projected Employment
Projected employment not available for Vermont but may be for the nation and other states at CareerOneStop |
|
| |
Education and Experience:
- Typical education needed for entry
Doctoral or professional degree
|
- Work experience in a related occupation
None
|
- Typical on-the-job training needed to attain competency
None
|
Based on BLS Education and Training Classifications |
|
|
|
Physical Work Activity
Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials. |
- Physical activity is Seldom Important
|
- Level of activity is Very Low
|
|
|
Low | | High |
|
|
|
Compare Occupations at O*NET |
|
|
|
Job Zone
Extensive Preparation Needed |
- Specific Vocational Preparation Range
(8.0 and above) - A typical worker will require
over 4 years up to and including 10 years or more
of training to achieve average performance in this occupation.
|
Based on O*Net Job Zones and SVP |
|
|
|
Education Level
How much education do most people in this career have? |
Education level | | Percent of U.S. Workers |
Doctoral or professional degree or post-MA certificate | | 74% |
Master's degree or post-BA certificate | | 25% |
Bachelor's degree | | 1% |
Associate's degree | | 1% |
Certificate or some college, no degree | | 0% |
High school diploma or equivalent | | 0% |
Less than high school diploma | | 0% |
More at O*NET |
|
|
|
Abilities
People in this career often have talent in: |
- Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences.
|
- Oral Expression
The ability to communicate information and ideas in speaking so others will understand.
|
- Written Comprehension
The ability to read and understand information and ideas presented in writing.
|
- Speech Clarity
The ability to speak clearly so others can understand you.
|
- Written Expression
The ability to communicate information and ideas in writing so others will understand.
|
More at O*NET |
|
|
|
Work Activities
In general, what you might do: |
- Getting Information
Observing, receiving, and otherwise obtaining information from all relevant sources.
|
- Working with Computers
Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
|
- Training and Teaching Others
Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
|
- Interpreting the Meaning of Information for Others
Translating or explaining what information means and how it can be used.
|
- Updating and Using Relevant Knowledge
Keeping up-to-date technically and applying new knowledge to your job.
|
More at O*NET |
|
|
|
Detailed Work Activities
What you might do in a day: |
- Research topics in area of expertise.
|
- Write articles, books or other original materials in area of expertise.
|
|
- Serve on institutional or departmental committees.
|
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
|
More at O*NET |
|
|
|
Other Resources
|
- CareerOneStop
resource for job seekers, students, businessess and career professionals
|
- O*NET Online
nation's primary source of occupational information
|
|
|
|
|