6.1 Introduction

The importance of map librarianship is obvious. There is an incredible history of maps and map-making in addition to the changing nature of cartography as seen through the geospatial revolution today. Neogeography has accelerated the widespread need for and use of maps. Neocartographers are using the plethora of online map-making programs and specialty geographic information software systems. For the library to play a significant role, relevant geospatial and cartographic resources and services must be offered.

Map and geospatial librarianship has preceded both formal academic preparation in library schools and support from professional map librarian organizations. This chapter begins with a historic perspective to demonstrate the 19th century foundations for academic map librarian course work, which finally appeared in the mid-20th century. Core competencies provided the formal acknowledgement of map librarian duties, which were adopted in the early 21st century. Research literature and map librarian job announcements are reviewed to help define the profession today and demonstrate the need for trained map and geospatial librarianship.

Past and present academic course offerings are considered in this chapter. If accredited library school programs provide a balance of content information with librarian skills, then librarians could be a relevant part in the explosive demand for maps today. Creating or reestablishing dual degree pathways and encouraging internship opportunities would help to gain geoliteracy skills and confidence among students. A robust research agenda focused on map and geospatial librarianship could then inform and inspire new professionals in the field. In addition to map and geospatial data collection management, reference and research work using maps requires adequate work space with large map-case and computer-server storage. This practical side of equipment needs must be considered in order to welcome people into the physical and digital world of maps and remotely sensed images in the library.

6.2 Academic Preparation and Continuing Education

The historic progression of academic preparation for map librarians is reviewed, and a summary of an early map librarian course outline is included, see Appendix A. The purpose and significance of course work today is highlighted. Librarians need the tools and skills to preserve and curate cartographic products from the past and understand how to navigate the present maze of digital options.

6.3 History and Transitions in Map and Geospatial Librarianship

Cartographic accomplishments of Eratosthenes, a 3rd century Greek scholar, were presented in Chapter 3. In addition to his many accomplishments, he created the first map of the world as known at that time to include parallels and meridians (Roller, 2010). Of equal or more importance was that Eratosthenes curated geographic information for future generations through his job as chief librarian at the Library of Alexandria. Maps were primarily commissioned by governments and collected by wealthy private individuals before the 20th century. It was only when maps were donated to libraries and museums that others knew of their existence. A transition occurred with the ease of map creation and reproduction in the 20th and 21st centuries, which provided greater recognition, affordability, and demand for maps. Maps in print and as digital images continue to be valued by these original stakeholders. In addition, new uses of maps have expanded the demand by professionals who need quick response times for informing disaster-relief workers, tracking pandemic illness, and many other applications. Others who rely on maps include teachers, historians, genealogists, attorneys, engineers, bioscientists, geoscientists, military strategists, and more.

Greater demand created the need to organize, store, preserve, and make accessible maps in both print and digital collections. This is the hallmark and legacy of libraries and librarians. These collections and demand for accessible geospatial data and information define the role and expectations of librarians, which have expanded to stewards and clearinghouses for map and spatial data collections.

While some map collections continue to be privately owned, other collections are publicly available, archived, and curated for viewing and lending at museums, libraries, and government agency websites, see Fig. 6.1. In addition to traditional map collection development, today libraries build collections through donations. Recent efforts in digital philanthropy allow for private collections to be publicly available in a library by a donor’s gift of digital surrogates; one example is the case of the David Rumsey collection gifted to Stanford University (Cartographic Associates, 2009, 2016; Gorlick, 2009; Stanford University Libraries, 2016).

It is clear that the historic progression of maps and cartography has shifted from print to digital, yet this does not mean print maps are obsolete. A change in format and delivery did not change the need for interpreting this visual information and making it accessible. Peterson (2014), a geography professor, called maps mirrors on civilization; he summed up the importance of having map collections freely available in libraries and the value in training map and geospatial librarians with the following salient points (p. 11, 12, 44, 76). First, while it is impossible to know when the oldest map was made, maps do predate writing, and as such are valuable, visual information. Second, digital map products are often distributed freely, except for costs associated with computers, phones, and Internet connections. Third, it is estimated that more than half of the population lack basic map reading skills when given print maps. Fourth, many people have trouble using Internet maps, computer mapping, and maps on mobile phones. Finally, online maps could be thought of as a large, disorganized atlas where search engines may be tedious and unproductive. As Peterson suggested, map libraries and librarians are liaisons between maps and people, offering solutions through resources and services.

Libraries must house cartographic resources and protect, promote, and circulate maps in a manner equal to any text-based resources. Trained librarians preserve the past and provide free access to computers or print maps, offer instructional services, and create subject guides. Shared cartobibliographies provide location information for unique, historic digital and print collections. However, this is best accomplished with strong support from library administration in hiring qualified map and geospatial librarians, as well as with accredited Library and Information Science (LIS) degree-granting programs that offer map and geospatial resource curriculum opportunities.

6.4 GeoWeb and Geospatial Librarianship

Bishop, Grubesic, and Prasertong (2013) explained GeoWeb as the junction of Web 2.0 with geospatial technologies and geographic information (p. 296). This digital platform enhances online opportunities for users to interact, collaborate, and generate geospatial content via location-based tools and data (p. 297).

Therefore, GeoWeb is the thoughtware and technological platform, which taken together are the reason neogeography and neocartography are evolving in the 21st century. Today, print maps and atlases physically reside in individual libraries, but their digital versions are shared among a global library community. This is equivalent to e-books coexisting with their print ancestors. However, the significance of the GeoWeb is the opportunity for the creation of natively digital cartographic resources. These maps do not coexist with a single tangible product and as such present the greatest challenge in organization and preservation for libraries and librarians.

Access and preservation of data needed to display maps depend upon trained geospatial map librarians and specialized technicians. The critical detail is to retain metadata and all necessary files for natively digital data to successfully transfer to new media in order to display it through the most recent, compatible technologies (Erway, 2010). In an interview, Sweetkind-Singer identified this critical concern for librarians and described the goal for long-term digital data preservation and access as threat mitigation or the act of lowering the threat to information loss in as many ways as possible (Library of Congress, 2009). Bishop et al. (2013) reiterated this data curation challenge as the main duty for geospatial librarians, to “… maintain and add value to geospatial data over its lifecycle—well beyond their original purpose” (p. 298).

The growth of the GeoWeb necessitated geospatial data services in libraries. In the past, librarians merely amassed cartographic material in the physical media, stored, cataloged, circulated, and preserved. Digital data storage, retrieval, and preservation have depended upon functional hardware and software, which means obsolescence of either could make the resource inaccessible. Thus, digital resource migration is critical to ensure preservation and access to the original media when it becomes defunct technology (OCLC Research, 2014).

The field of map librarianship is in transition, evolving and blending duties to account for existing print and natively digital geospatial resources. For example, cataloging print maps may use Anglo-American Cataloging Rules (AACR) standards, but cataloging geospatial resources becomes “metaloging” as the metadata are vital to create a record for geospatial data that supports searching and accessing data created through remote sensing, image processing, and using geographic information systems (GIS) software (Bishop et al., 2013, p. 300). Mandel and Weimer summed the problems for librarians that “not surprisingly, library and information science education did not react with curriculum additions or changes covering these skills as quickly as the emergence of the large-scale projects” (as cited in Bishop et al., 2013, p. 300). New academic course work must add to traditional librarian skills to prepare the geospatial librarian.

Professional map organizations and on-the-job training exist to support geospatial librarians. The formation of the American Library Association (ALA) preceded the world’s first academic library school. The Map & Geospatial Information Round Table (MAGIRT) followed map librarianship, yet it still provides constructive guidance and continuing educational opportunities for both map and geospatial librarians. A brief review follows.

6.5 Historical Beginnings—ALA and MAGIRT

The ALA is a nonprofit organization founded in 1876 to promote libraries and general librarian education (Thomison, 1978; Weimer, 2011). Formal education for librarians began in 1887 when the world’s first library school was established by one of the founding members of ALA, Melvil Dewey. Some consider Dewey the “Father of Modern Librarianship” in the U.S. (Library of Congress, n.d.; White, 1961; Wiegand, 1996). The need for specialized librarianship training was recognized by 1909, and the Special Libraries Association (SLA) was created (Dana, 1914; Weimer, 2011). Customized training workshops in libraries began in 1919 and by the 1940s, some Library and Information Studies schools offered courses in reference resources and services specific to fields of study such as law, business, medicine, and music (Woods, 1952).

In 1941, the first organized professional map librarian group was founded, the Geography and Map Division (G&M), a subgroup of SLA. In 1950, map librarianship courses began in one LIS degree-granting university program. Regional map professional groups formed, and finally the Map & Geography Round Table (MAGERT) was formed in 1979. This group had many members in common with the SLA G&M. A name change, substituting an “I” for “E” and geospatial for geography, occurred Jun. 28, 2011. With these changes, Map & Geospatial Information Round Table organization (MAGIRT) was founded (Weimer, 2011). The changes were initiated as symbolic to better articulate the goals of the group to include the increasing demand for digital geoliteracy.

6.6 Core Competencies: ALA and MAGIRT

ALA is the oldest and largest library association in the world with a mission to provide leadership for developing, improving, and promoting library services and the overall profession of librarianship (American Library Association, 1996–2016a). As of 2016, ALA had a membership of more than 60,000, which can be seen in an online global membership map (American Library Association, 1996–2016c; MAGIRT, 2016). The ALA is responsible for accrediting academic master’s degree programs in library and information studies; in 2016, “ALA accredited 63 programs at 58 institutions in the United States, Canada, and Puerto Rico” (American Library Association, 1996–2016b). A complete listing is available online at a Searchable Database (American Library Association, 1996–2016e).

Accreditation is a process and condition for the profession to assess academic quality and integrity, and is based on self-evaluation coupled with peer-assessment. Complete accreditation is granted to library programs for seven years or three-year conditional status. In the latter case, a degree program must change to meet Standards for Accreditation of Master’s Programs in Library and Information Studies (American Library Association, 1996–2016f). In addition to monitoring degree programs, the ALA organization has a policy manual with position statements in regard to special skills needed for quality librarianship. Professional Core Competencies of Librarianship define “… the basic knowledge to be possessed by all persons graduating from an ALA-accredited master’s program in library and information studies” and apply to librarians working in public, educational, special, and government libraries (American Library Association, 1996–2016d).

ALA is governed by an elected Council which makes policy and an Executive Board that administers established policy and programs. There are 11 membership divisions devoted to a library type or function; for example, divisions include American Association of School Librarians (AASL), Public Library Association (PLA), Association of College & Research Libraries (ACRL), Association for Library Collections &Technical Services (ALCTS), and Reference & User Services Association (RUSA). Map librarians would likely join their library type association as well as ALCTS and RUSA, to stay current on cataloging and reference services. Additional ALA subdivisions are based on specialties and called “Round Tables,” with two examples being Government Documents (GODRT) and Map & Geospatial Information (MAGIRT). Before the formation of MAGIRT, many map librarians joined GODRT, as maps are an abundant resource among Government Documents. However, it is MAGIRT that supports map and geospatial librarians with the group’s purpose and specific Core Competencies summarized as follows.

The full core competencies document is available online (Weimer, Andrew, & Hughes, 2008). These competencies are divided into three sections specific to map librarianship, GIS librarianship, and map cataloging and metadata creation to accommodate the different jobs needed. These jobs are sometimes accomplished by one or multiple librarians, depending on the size of the library and collection. Common competency areas include managerial and marketing, collections and facility equipment, reference and instruction services, and technology. Within these, content knowledge and librarian skills are ranked in three levels from beginner to expert.

Professional groups support librarians, but it is LIS programs that create career pathways and the curriculum to prepare students. Authors of the two comprehensive and pivotal books on map and geospatial librarianship, Larsgaard (1998) and Abresch, Hanson, Heron, and Reehling (2008) emphasized the importance of library school preparation and continued educational opportunities to meet current standards. The next section provides the historic progression of curriculum specific to map librarianship and identifies the ALA-accredited universities in the United States and Canada with coursework today.

6.7 History of Academic Curriculum to Support Map Librarianship

In the early 1900s, most map collections were administered by map caretakers or curators who learned map library skills via personal experience, observation, and investigation (Larsgaard, 1998, p. 297). In January 1950, the Library School at the University of Illinois, Urbana-Champaign added a map librarian specialization course, LS 306: Maps and Cartobibliographic Aids, for advanced undergraduates or graduates (C. Bertram, personal communication, September 11, 2014). The course was first taught by James Ranz, a university map librarian. Ranz had several positions at the University Library, starting as Map Librarian, and then adding Bibliographer and Cataloger titles, all in 1949; by 1953, he worked in Library Administration (C. Bertram, personal communication, August 11, 2014). Ranz held the title of Instructor, yet only taught the map course once (Woods, 1952, p. 88). Woods (1971) stated that in 1950, this was the only “accredited course in map librarianship available anywhere in the world.” Larsgaard (1998) remarked that at least one LIS school had finally recognized that “training persons for map librarianship before, not after, they became map librarians” was a good idea (p. 298).

After Ranz, Bill M. Woods took over teaching LS 306 from 1951 until 1958 (C. Bertram, personal communication, August 11, 2014). Woods had an undergraduate degree (1947) and Master’s degree (1953) in library science from the same university where he worked from 1949 to 1958 as a map librarian, an instructor, and later, an assistant professor (C. Bertram, personal communication, September 4, 2014). The original LS 306 course covered the unique concerns for map librarians in cataloging, classification, and care of map resources. Woods (1952) built on this foundation by adding and reorganizing the map course into three units: introductions to maps and libraries; describing map resources, the cartobibliography; processing maps including classifying, cataloging, care, and preservation (p. 88, 102). Woods’ course outline is summarized in Appendix A. The course was promoted for geography and library students alike, and his basic outline is still viable for a map librarianship course today with the addition of geospatial collections in electronic formats, data, and software (Woods, 1954, 1956). While there were brief gaps in the catalog listing after 1958, a map course was offered again in 1961 through 1980 at the same university. Woods (1959, 1970, 1971) continued to promote all aspects of education for map librarianship through his writings.

From 1969 until 1980, a total of four library schools offered map librarianship courses. Three were in the United States and one in Canada: Columbia University, Western Michigan University, Catholic University, and University of Toronto (Larsgaard, 1998, p. 299). In the past, Kollen, Linberger, Wassetzug, and Winkler (1998) provided results of a 1996 ALA survey of U.S. library schools and found that five programs offered courses on map librarianship: University of Arizona; University of Maryland, College Park; University of Wisconsin, Madison; University of Wisconsin, Milwaukee (UWM); and Catholic University of America (p. 5). Other schools in 1996 that included concepts of map librarianship in other coursework were: University of Southern Florida; University of Illinois, Urbana-Champaign; Wayne State University; University of Hawaii; and University of Michigan (p. 5). Two library schools offered a course in GIS in 1996: University of Pittsburgh and University of California, Berkeley (p. 5).

Over the years, several schools had courses that included sections on maps and cartography; for more modern examples, map or cartography is mentioned in the course listings at University of Missouri, Columbia, and again, at University of Illinois, Urbana-Champaign. According to online catalog course listings and personal communications, in the 2014–15 academic year, 10 out of 59 accredited LIS schools in Canada and the United States offered specialized coursework specific to map librarianship, resources, and services (see Table 6.1).

Beginning in 1980, the UWM offered a novel map librarianship graduate Coordinated Degree Program with a dual M.A. in geography and MLIS (School of Information Studies, 2016). A similar dual-graduate-degree program, Geography/Library & Information Systems (GELS), existed at the University of Maryland-College Park from 2005 until 2014 when no more applications were accepted for this career direction (University of Maryland, n.d.).

Interestingly in 2016, of the 59 ALA-accredited LIS programs in the United States and Canada, 38 offered dual/joint/double degree programs. These are combinations of LIS with history (42%), law (39%), business (16%), health-related (16%), English (8%), music (8%), and anthropology (6%), as well as 26 other fields of study. However, only one of the ALA LIS programs today offered the dual-graduate-degree program between geography and LIS for Map & Geospatial Librarianship, the UWM (School of Information Studies, 2016).

One of the newest library programs is a Master of Management in LIS from the University of Southern California. This graduate degree has GIS Librarian as a specialty, which “… entails the acquisition and maintenance of map collections, GIS databases and other geospatial resources” (USC Marshall, 2016). This MMLIS degree was announced in May 2013 and is the first library program in the United States to be associated with a business school (Blumenthal, 2013; Marshall News, 2013). The school is currently in the final phase of accreditation with ALA, and a decision is expected in 2017 (USC Marshall, 2016). The GIS librarian concentration may become a model for other programs.

6.8 Transitions in Academic Curriculum to Support Map Librarianship

Considering the few map librarianship educational opportunities for library students, it is not surprising that Larsgaard’s advice mimicked that of Woods from some 30 years earlier. In addition to the MLIS, Larsgaard (1998) suggested that students wanting to be map librarians should have a strong geography or geology background with many courses in cartography, map and aerial photography interpretation, management, and computer programming, as well as a reading knowledge of foreign languages for cataloging and reference purposes such as English, French, German, Italian, Japanese, Portuguese, Russian, and Spanish (p. 301).

Early map librarians dealt exclusively with print maps and black-and-white aerial photography. The USGS began producing maps in 1879, and in 1884, the U.S. Congress authorized the funds to begin systematic topographic mapping of the nation (U.S. Geological Survey, 2013; U.S. Geological Survey, n.d.). While other countries use metric units and map at 1:25,000 scale (i.e., 1 cm equals 250 m), the United States did not adopt metric and instead produced maps at 1:24,000 scale (i.e., 1 in. equals 2000 ft). Using this scale, the best known maps were the print 7.5-minute quadrangles or 1:24 k topographic map series, a mainstay of U.S. map libraries. More than 55,000 were produced from 1945 to 1992, covering the 48 conterminous states; they are the only uniform map series to cover the entire United States in detail (U.S. Geological Survey, 2016). Topographic maps are abundant, familiar cartographic products that are trustworthy, used for a variety of purposes, and define the national socially constructed landscape (Kent, 2009, p. 132).

In the 1990s, libraries began to adopt GIS software and geospatial data sets as well as digitize existing map collections (Deckelbaum, 1999; Stone, 1999). The early adopter GIS librarians spent time instructing patrons on how to use the software, whereas some years later, more time was devoted to collection development; managing geospatial portals; building unique collections of geospatial data; and helping patrons to find, open, and manipulate the data (Hindmarch, 2011).

Pivotal years with rapid changes for map librarians were in the first decade of the 21st century. In 2000, the USGS announced that the 7.5-minute national map series that was completed in 1992 would no longer be revised because of budget constraints; the series would be replaced with a digital quadrangle map series named US Topo (Moore, 2000). In 2009, the USGS stopped sending print versions of these maps to depository libraries, and while paper maps remain available for sale at the USGS, the map series was placed online for free download and replaced by The National Map (Moore, 2011, 2013; U.S. Geological Survey, 2012). Some libraries responded by discarding print map collections since they were available online and reassigning duties for map librarians. Few LIS programs recognized the potential for this transition either.

Since 1950, only a few LIS degree-granting universities have offered any course curriculum related to map and geospatial librarianship as noted earlier. This slow growing LIS career track is a conundrum given that we are in the midst of a map and geospatial revolution (PennState Public Broadcasting, 2010). Popular online courses with enrollments as large as 48,000 and geospatial webinars exist for professionals and the public to learn about spatial information with various widely accessible mapping technologies including military and consumer Global Positioning System (GPS) devices, interactive web maps, and map-application enabled smart mobile phones and tablets (Directions Magazine, 2014; PennState, 2016; Robinson et al., 2015).

The demand for knowledgeable librarians and robust map and geospatial collections in libraries should be at an all-time high, yet library school faculty and library administrators have not seized this opportunity. Weimer and Reehling (2006) proposed a Geographic Information Librarianship specialization, considering the significance for this expertise in the LIS profession and outlined curriculum. Furthermore, Weimer and Reehling suggested that student recruitment would succeed best in an academic interdisciplinary setting with strong geography-GIS and LIS programs. Likewise, Abresch, Hanson, and Reehling (2008) stressed the demand for trained geospatial librarians would only be met if LIS schools would provide the necessary training. Researchers from two different LIS programs are working to implement needed changes.

In 2012, a two-year Geographic Information Librarianship (GIL) project by Drs. Wade Bishop and Tony Grubesic was funded through a Laura Bush 21st Century Librarian Program grant via the Institute of Museum and Library Services. The research collaboration was between the University of Tennessee, Knoxville and Drexel University, Philadelphia, PA. The overall purpose was to introduce GIL education into LIS curricula and, in turn, increase GIS-related research in LIS (University of Tennessee Knoxville, n.d.). Bishop presented the study at a webinar sponsored by MAGIRT (Clemons, 2014). In order to design the GIL courses, researchers surveyed practicing GIS and map librarians to determine the most important MAGIRT competencies (Bishop, 2014). Bishop explained that out of 75 core competencies, 23 were identified as most important, which led the researchers to devise 13 student-learning outcomes (SLO) for curriculum, see Appendix B. After courses were created, students were recruited for participation; classes were given SLO pre- and post-test questions falling in four major categories: (a) geography/cartography, (b) collection development/maintenance, (c) reference/instruction, and (d) metadata/cataloging. The Geographic Information (GI) classes demonstrated on average, 13% student improvement (Bishop, 2014). Specifically, test score improvement for SLO categories given above was (a) 15%, (b) 8%, (c) 12.6%, and (d) 18% (Bishop, 2014).

Bishop, Cadle, and Grubesic (2015) expanded on the grant findings by doing a validation survey. Interestingly, the survey revealed only 45% of the map and geospatial librarians had a master’s degree in LIS; the 55% without the MLIS had graduate degrees in geography, geology, and urban planning, among others (p. 72). The results of the survey identified the most important knowledge, skills, and abilities within the extensive core competencies listing. As this was generated by current practicing map and geospatial librarians, it informs future LIS curricula on which courses best prepare students for map and geospatial librarianship jobs in the 21st century (Bishop et al., 2015). After identifying the map and geospatial data courses and programs offered at ALA-accredited LIS programs and considering the results from the research by Bishop et al., it is appropriate to review recent job postings and research to identify challenges students and practitioners may still encounter.

6.9 Job Opportunities and Challenges in Map and Geospatial Librarianship

In 2005, the Association of Research Libraries (ARL) Spatial Data and Collections report documented transitions and progress for libraries that offered GIS resources and services since digital mapping first appeared in their libraries 15 years earlier (Salem & Association of Research Libraries, 2005, p. 11). This was a follow-up survey from a 1999 report from the ARL regarding the 1992 GIS Literacy project (Association of Research Libraries, 1999). As an example of what the 2005 report revealed, librarians were asked to indicate the level of GIS use and the disciplines involved among students, faculty, or researchers. The overall demand for spatial data support had grown, but disciplines using GIS most frequently were geography, architecture, and geology. It was somewhat surprising to Salem and Association of Research Libraries (2005) that social and health sciences had emerged as medium to heavy GIS users, and other disciplines utilizing GIS library data and services were city/regional/urban planning, agriculture, forestry, and ecology/environmental studies (p. 13, 14).

This report contained library job descriptions in the form of job postings. Job titles for librarians working with GIS varied from Map Librarian to Geology Library Head, and other titles included Public Service Librarian, Data Service Librarian, Assistant Head of the Map & Imagery Laboratory, Map/GIS Librarian, etc. The librarian’s job expectations were often in management, but otherwise followed the traditional library divisions of collection development, acquisition, reference, and instruction. In addition, some map librarians may have been assigned classifying, cataloging, and indexing. Another primary duty was to coordinate with the map copy cataloger in technical services. One way for promoting collections was the expectation for developing map library webpages, and one director was tasked with creating a map gift acceptance policy (p. 74, 75).

What follows are some of the transitions and challenges for library students and librarians more than 30 years after digital geospatial resources and services were first added to map library collections. Research findings and selected job postings are used to highlight duties and expectations today, which can be negative and positive factors for pursuing map and geospatial librarianship.

Larsgaard (1981) described map librarianship as “an intense and isolated occupation” in an edition of Library Trends journal that was devoted to articles of good and bad news involving the profession (p. 371). She argued that the lack of interest in developing a map librarian career track at universities was no surprise given the ludicrously low librarian salaries in the 1980s. Decades later, Brown (2006) noted the discrepancy in salaries between science librarians and scientists in industry. This negative recruitment point was reiterated when Forbes magazine ranked the master’s degree in LIS as the number-one worst degree based on mid-career median pay and projected employment growth (Smith, 2012). A Library Journal editorial rebuttal suggested “librarians aren’t in it for the money,” which is sentiment that could apply to others on Forbes worst graduate degrees for jobs list including education and history (Annoyed Librarian, 2012).

Low salary for high job expectations may be a negative factor in recruiting for map and geospatial librarianship positions. According to Occupational Outlook 2015 median pay for a librarian was $56,880 U.S. per year; the expected entry-level education for librarians is a graduate degree in LIS as well as a secondary graduate degree in a content or teaching area (U.S. Bureau of Labor Statistics, 2015). Excerpts from an actual job description follow with a salary range from $43,000 to $60,000 U.S., depending upon experience and qualifications. As an example, this library opportunity was posted in 2014 for a large university in the Midwest.

Job Title: Geospatial Information Systems Specialist

Required Qualifications

1. Master’s degree in LIS with advanced coursework in GIS; or an advanced degree in geography or geographic information science; or a geoinformatics certificate in combination with an informatics degree.

2. A high degree of computer literacy, experience using ArcGIS, teaching GIS, and building GIS web services; knowledge of programming and the script languages of Python or PHP, Federal Geographic Data Committee (FGDC)-endorsed metadata standard as well as map and geospatial resources.

3. Demonstrated excellent communication skills, ability to work independently and collaboratively.

Responsibilities

1. Managing the geospatial library collection and curating geospatial datasets.

2. Design and delivery of a geographic-based portal for downloading data owned, licensed, produced, and curated by the Libraries; enhance access to digitized collections of historic maps and atlases.

3. Provide geoliteracy through instruction, research assistance, subject liaison, and campus-wide educational outreach.

Similar jobs posted in 2007 listed a salary of $40,000 U.S. and in 2009, a salary of $52,731–$65,361 Canadian. These locations were also mid-continent with job titles of Map and Data Services Librarian, Assistant Professor level, and GIS Librarian, respectively.

As early as 1948, the debate began on whether it is better to hire a geography-cartography subject specialist with an interest in libraries or a library specialist with an interest in geography-cartography (Woods, 1952, p. 88). Faculty and administrators might argue that the lack of courses for map librarianship in library school curriculum is a result of low student demand. In contrast, Hallmark and Lembo (2003) suggested that library schools simply fail to recruit students from the sciences and engineering in general and geography or other geosciences in particular. Mount (1985) noted in a 1983 survey of academic science librarians that 32% had undergraduate degrees in the sciences or engineering. Winston (2001) surveyed to find that 35.5% of science and engineering librarians had undergraduate degrees in the areas of biology, physics, chemistry, or engineering.

Doctoral candidates in library schools may have history and foreign languages educational backgrounds, but few LIS schools provide any course work specific to cartographic collections and preservation. Excerpts from an actual job description follow that involve cartographic resources with an interest in history and curation. This large academic library is on the east coast, and the job posting was in 2016.

Job Title: Curator of Maps and Prints

Required Qualifications

1. Ph.D. or extensive curatorial or scholarly experience in history of cartography.

2. Demonstrated ability for teaching, public speaking, and grant writing; experience in special collection libraries and a strong aptitude for foreign languages.

3. Interest in “linking” study of historic maps and atlases with emerging technologies; ability to manage projects effectively and independently.

Responsibilities

1. Promote the use of map and print collections, physically and digitally through engagement, outreach, and collection management.

2. Conduct individual and collaborative research.

3. Acquisitions and collection development, assisting the director.

While it appears that library schools may not be offering courses or recruiting students for map librarianship, academic libraries may be adding to the problem by not hiring qualified personnel. For example, here is an anonymous anecdote about an applicant with a geology undergraduate degree and LIS doctorate degree from an accredited library school. This person applied for a nationally advertised geoscience librarianship position at a large academic library and was not granted an interview. After a casual inquiry about the success of the search, the unsuccessful applicant was told that the job was filled by a person who had no geoscience background but had worked in the library for the previous year and was liked by other staff members. Ironically, when Hallmark (1998) interviewed geoscience library managers from government, academic institutions, and the corporate world on their views of ideal education for practitioners, these library managers stated that “they would prefer to hire a geologist and train that person in library and information science than vice versa” (p. 84). This finding is valid today as Bishop et al. (2015) noted 55% of the practicing map and geospatial librarians did not have the MLIS degree.

Library job descriptions requesting high school educational background and specialized cartographic and cataloging knowledge is a negative factor in recruiting students to map librarianship. Excerpts from an actual job description follow. This library job was posted in 2014 at a large university in the south. The salary was $41,000.

Job Title: Senior Library Specialist—Cartographic Resources Coordinator

Required Qualifications

1. High school and 4 years of library experience; ability to learn rapidly, to read complex visual information, and to use PC-based office applications proficiently.

2. Theoretical knowledge of cataloging, following Resource Description and Access (RDA), AACR2, Machine Readable Catalog (MARC) Bibliographic, Holdings, and Authorities formats.

3. Demonstrated ability to recognize, define, and analyze problems; high level of comfort in digital environments; strong interpersonal skills with effective oral and written communication skills.

Responsibilities

1. Develop and maintain map cataloging/metadata policy and practices in Cataloging and Metadata Services.

2. Provide descriptive metadata for maps and atlases in MARC and/or non-MARC in all languages; serves as a cartographic metadata liaison and assess/prioritize/coordinate map metadata projects among three major collections.

3. Work collaboratively with the Coordinator of Digital and Monographic Resources Unit to develop and train staff in cataloging.

A similar cataloging position at a large, private university on the west coast did require a university degree, the MLIS or a related Bachelor’s Degree. Additional responsibilities were for grant writing and reference work, plus creating “crosswalks for metadata transformations” and a willingness to work directly with the public in a personable, friendly manner.

Requiring a high school diploma and library experience to conduct cataloging, may or may not be typical. That being said, the scenario for hiring outside LIS closely aligned with the recommendations of Kollen et al. (1998) and Larsgaard (1998), who seemed to suggest that the best candidate to enhance map reference services, better publicize map collections, and knowledgeably communicate with clients would be one with a strong background in both geography or some other aspect of geoscience. They also recommended library studies.

Kuruppu (2006) summarized the literature on the pros and cons of hiring a science subject specialist librarian versus a generalist librarian who gains subject specialty on the job. She concluded that while subject specialization is expected and ideal, candidates with adequate backgrounds were not always available in an applicant pool. Although this is no substitute for a subject specialist, Brown (2006) found 60% of ALA-accredited schools did offer a course in general scientific reference service (p. 46). This does not make up for the point that fewer than 20% of ALA-accredited LIS universities offered a specific map and geospatial reference course in 2014. Although the answer for preparing librarians to work with map and geospatial resources is in part adding and improving LIS coursework, some suggested effective recruiting of students with the content background would suffice (Jeong, 2006; Smith, 2006). Beck and Callison (2006) argued that successful science librarians who initially did not have the subject background knowledge could not be called accidental science librarians; instead, serendipity and sagacity play a part in success when combined with sound training in LIS principles and core competencies (p. 73).

Just as Hallmark and Lembo (2003) had found, other researchers (Kellsey, Alexander, Ascher, & Brower, 2010; Roland, 2000) concluded that fellowships and internships where students work directly with mentoring librarians demonstrated great promise as a viable way to recruit students to science and engineering librarianship. Martindale (2004), a Map/GIS Librarian, suggested if students were interested in “rewarding career of GIS librarianship,” they must pursue independent study, fieldwork, and internships because the likelihood of gaining exposure to GIS or the concept of GIS librarianship in graduate LIS programs was low (p. 67). Martindale based her comments on survey results from 56 ALA-accredited LIS masters programs. Martindale concluded that most LIS curricula did not address GIS or digital geospatial data management issues and that academic library literature regarding maps and GIS had declined since the 1990s. This was a conundrum, given that cartographic professionals and academic geography faculty were realizing the potential of neogeography and neocartography.

This example was for a paid internship offered in 2015 from a company located on the west coast of the United States. Finding suitable internships is one way to influence a student wanting to have a GIS career track for librarians.

Job Title: Summer Internship Opportunity: GIS company library

Required Qualifications

1. Currently enrolled in MLIS program and completed at least one graduate cataloging/bibliographic skills course.

2. Demonstrated excellent spelling and typing, desire to work in a team, and familiarity with concepts of GIS.

3. Knowledge of digital asset management, digital rights management, and digital copyright expertise.

Responsibilities

1. Organize and catalog library archival material; enter citations and abstracts into a GIS bibliographic database with original key wording; and identify copyright for significant papers.

2. Conduct library operations including reference, circulation, and shelf management; continue ongoing controlled vocabulary project.

3. Learn about GIS and the importance of GIS in map librarianship.

Somewhat surprising is that the idea of incorporating GIS services in academic libraries is not new. Envisioning the need for geospatial librarianship led the ARL to create a GIS Literacy Project in 1992. ARL partnered with Esri and invited ARL member libraries to send librarians for free training on Esri’s ArcGIS software. By 1999, ARL measured the impact of the project and found that of those responding to the survey, the majority of librarians offered GIS services through map libraries and government documents sections; 81% of the GIS librarians had MLS degrees, 51% were trained in the ARL GIS Literacy program, and 39% had some academic GIS course work (Abresch, Hanson, & Reehling, 2008, pp. 245​–246).

A decade ago, Weimer and Reehling (2006) noted GIS librarianship differed from a traditional map librarian’s job in that the information format was “digital geodata” (p. 295). They urged LIS faculty to offer course work and proposed curricula in part by examining library job posting requirements. Job titles then ranged from map to spatial data collections and services librarians and requirements common among the postings were to deliver spatial and numeric data resources and services, while also providing GIS- and map-related reference.

Below is a 2016 job announcement from a university library on the east coast. Note the position posting did not require the MLIS degree. Being qualified as GIS consultant and librarian is not common; it is a factor in for students considering map librarianship.

Job Title: Geospatial Consultant

Required Qualifications

1. Master’s degree in geospatial discipline; experience in public service, university setting.

2. Experience in supporting academic uses of GIS and in administering ArcGIS Server.

3. Excellent communication skills and effective teaching of complex technical knowledge.

Responsibilities

1. Develop research and information services that support use of geospatial data on a university-wide scale and that guide faculty and student in using geospatial data for research and scholarship.

2. Develop spatial delivery environment, specifically using ArcGIS server, Portal, Online and offer training with other GIS and data experts.

Contrasting job postings over the past several years demonstrate that in spite of the high demand for digital resources and services, print cartographic formats remain relevant. Additionally, the consequence for not preparing students for map and geospatial librarianship is that employers are hiring the best qualified applicants, with or without the MLS degree.

As described earlier, map and geospatial librarians have numerous responsibilities. Adding to that list is designing and managing the physical space and appropriate equipment. Just as print resources have transitioned to digital, map storage cases have shifted to computing servers and the cloud.

6.10 Map Library Work Space and Equipment

Map and geospatial resource collections present a challenge in that these resources are oversized in paper or electronic file formats, which necessitates adequate work space, specialized equipment, software licensing, and large dedicated computer-server space. Flat, folded, and rolled print maps need care and preservation, while digital collections must be migrated without loss of metadata to the newest storage mediums and current hardware specifications (Sweetkind-Singer, 2009). Digital collections require computer-server storage, but print collections depend on proper storage cases and solid floors.

In 1998, by the way of an introduction to map libraries and librarian duties, Kollen et al. provided an outline of map library work space and equipment. At that time, print maps were common, and to accommodate large map sheets, sizeable work tables were important adjacent to stacked map storage cases and hanging files all in an open room appropriate to the size of collection. Besides a variety of maps, it was suggested that oversized atlases and globes should be displayed on top of the map cases or in book shelves and folded or small maps were in book shelves or filing cabinets.

Hardcopy print map storage could be straight up in vertical case or sideways in horizontal map cases. Vertical cases hold maps in racks or troughs hung from hooks or suspended folders that slide on rails fixed to the side of the cabinet. These cases vary in size, but open on top and pull out from the front. Advantages to vertical files are they hold more maps in about half the space of filing flat, and individual vertical cases have wheels. Disadvantages are that nothing can be placed on top meaning units cannot be stacked, and they cost more than horizontal cases. Horizontal storage cases may be stacked and fixed in place or placed inside compact shelving, which are rolling, movable units. See Pritchett (2014) for a short video that shows compact shelving units in operation.

Map cases in the past and today are available in wood or steel, see Fig. 6.2. Steel is stronger, lighter in weight, and less expensive, making it the choice more often than wood. Assuming the drawer size is 50 × 38 × 3 in., this would hold two separate stacks of the 7.5-minute topographic map or most thematic maps, unfolded. Units may be various sizes though, containing three to five drawers, with the ability to stack each individual unit. The best recommendation is to go no higher than about 50 in. This allows maps to be laid on top of the case and most filing could be accomplished without the need for ladders. The size and height of the storage case are dependent upon limitation of the strength of the floor. Fully loaded, five-drawer map cases stacked three units high could weigh more than 1700 pounds (Larsgaard, 1998, p. 219; Lage, 2007). This is often the argument for placing map library space in the lowest level of the building. While compact shelving saves space, it is much heavier and the load-bearing recommendation for flooring must be investigated. March (2009) cautioned against assuming floor stability is uniform as channels exist under flooring to accommodate electrical wiring and other infrastructure.

If horizontal map cases are fixed in rows, the width of a double-facing aisle is an important consideration. According to ADAAG-United States Access Board (2002), the minimum space in library stacks is a width of 42 in. However in map libraries, aisle spacing must allow for a person to move back with the open drawer, as well as for accessing maps and completely removing a drawer without being restricted by the opposite case. Space is nearly always a problem with map collections, but ideally, spacing might be determined by figuring 1.5 times the depth of the deepest storage case (e.g., for a 38 in. deep case, ideal aisle spacing would be 54 in.). March (2009) made a strong case for utilizing AutoCAD software to create a blueprint plan for map-room equipment. The purpose was a new configuration to fit the room after moving the collection, but no mention was made for how to determine aisle spacing. In the 1980s, SLA G&M developed standards for university map collections that may be useful to review to review for print map collections (Selmer, 1988; Special Libraries Association, 1985; Special Libraries Association, Geography and Map Division Committee on Standards, 1986, 1987). In addition to map storage, light tables, overhead and slide projectors, microfilm and microfiche reader printers, and photocopy machines were suggested. Some libraries might have a desktop electronic magnifier designed for people with low vision. An assortment of small equipment that was available included calculators, rulers, drafting compasses, magnifying glass, stereoscope, and paper cutter.

While much of the equipment and tools listed earlier may not be in the map library today, a stereoscope might still be available. Stereoscopes were used since the 1930s as a fundamental tool of topographers; mirror stereoscopes reduced distortion and are preferred for aerial photo interpretation (Haren, n.d.). Although stereoscopes seem more of a historic relic, modern technology is now being employed to reinvestigate older stereo photos, see Fig. 6.3. At the University of Auckland’s map library, two cartographic and geospatial librarians have been experimenting to replicate the 3D effect in a digital format in order to showcase the potential of using older aerial photographs in a different way (Jones & Drecki, 2015).

A modern map library work space room may or may not contain print maps in storage cases. Instead, the room might have large tables with equipment such as color scanners and color photocopier as well as workstations with GIS and graphics software. Individual carrel desks or tables would be configured with electrical power outlets and available extension cords. GPS units may be available for checkout with an orientation session. While print maps in cases may still be available, many print collections have been moved off-site or weeded in favor of digital map collections.

6.11 Conclusions

Map librarianship is a profession that has arisen out of necessity. The large-scale map production and collection that occurred during the 20th century created a need for specialized librarians with one foot in the library and one in the world of geography. However, formal training is a relatively recent phenomenon and today remains less common than more traditional LIS career paths. Preparing for and finding jobs in this field may be more difficult than other career paths due to the small number of educational programs to prepare students. The map and geospatial or neomap librarian must also have skillsets beyond those needed for traditional librarian positions, as specialized equipment and technology knowledge is necessary to properly handle geospatial information, in both analog and digital forms. The next chapters go into some detail with the expectations for the neolibrarian in resource and instruction services, reference, collection development, cataloging, and classifying.