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153

It’s Not Really My Job, but . . . 
Librarians as Confessors, Job Counselors, IT 
Pros, Photocopier Healers, and  
Bike Mechanics
David Edward Schmersal, Access and Instruction Librarian, Austin 
Presbyterian Theological Seminary

ABSTR ACT: The overall purpose of this conversation group was to 
identify and document the myriad ways theological librarians sup-
port the missions and ministries of our institutions that are not often 
included in our official job descriptions.

INTRODUCTION

Librarians, particularly public services librarians, often find ourselves 
taking on tasks that fall outside even a generous interpretation of 
“other duties as assigned.” We do so because we want to help, because 
we are available, and because we interact with students on a regular 
basis. Acknowledging and naming the many ways we go “above and 
beyond” contributes to a greater sense of comradery, knowing that 
others are also engaged in this good, albeit extra-professional work. 
In addition to having a chance to share stories, build comradery, and 
perhaps offer and receive ideas and suggestions for best practices, 
our overall purpose in this conversation was to identify and docu-
ment the myriad ways theological librarians support the missions 
and ministries of our institutions that are not often included in our 
official job descriptions. 

THE CONVERSATION WAS STRUCTURED AROUND THE FOLLOWING 
CATEGORIES:

IT support/troubleshooting 
We noted how even something as simple as helping a student with 
a printer issue may ultimately contribute to student retention and 



15 4    AT L A 2024 PROCEEDINGS

success, especially when students are feeling stressed and facing 
an imminent deadline for a paper or presentation. In addition  to 
finding a solution, or work-around for the immediate problem, we 
also serve as a calming presence, or an equally frustrated comrade 
seeking to exorcize the gremlin from the printer. 

Pastoral Care/career counseling/existential crisis/faith crisis 
Students sometimes find themselves confronting challenging ques-
tions in seminary, from anxieties over career decisions (many of us 
are theological librarians because of such conversations), to crises 
of faith. Librarians, especially public services librarians, are both 
accessible, in that we are often in public spaces, and approachable, 
in that we mostly do not assign grades. We are also professionally 
obligated to be non-judgmental. Thus, perhaps one of the greatest 
services we provide is offering students a safe space to share their 
doubts and struggles and fears by being present and listening, even 
without providing answers. As some participants in our conversation 
noted, theological librarians often have taken courses in pastoral 
care and counseling and can draw on this knowledge to help us 
discern where we may be able to help students by offering a calm, 
attentive ear, and when to encourage students to seek professional 
help. We are quite good at saying “I do not know, but I can help you 
find resources that may provide answers.” 

Faculty support (e.g., tenure documentation) 
While students are commonly, and rightly, regarded as our pri-
mary focus, theological librarians also support faculty. In addition 
to offering workshops to help some students fill gaps in their prior 
education (thus freeing faculty to devote instruction time to more 
subject-specific content), librarians also support faculty in their own 
research. This not only includes traditional librarian tasks such as 
submitting interlibrary loan requests, but also non-librarian tasks such 
as proofreading, collecting documentation for tenure applications, 
(more) IT support, and delivering books to and from faculty offices. 

Writing support (students, faculty, staff, administration) 
At institutions where there is not a dedicated writing center or tutor, 
or when such assistance is only available at set times, librarians 



Conversation Groups    155

sometimes find ourselves providing basic writing support. This 
can extend beyond students and may also include helping faculty 
determine how to cite an obscure unpublished source or editing 
official institutional publications. We can also draw on expertise 
and experience to offer advice on signage, internal and external 
communication, and policy documents.

Administration/institution 
Because many of us work directly with students, whether in offer-
ing research assistance or supervising student workers, librarians 
often have first-hand, unmediated access to students. This enables 
us to hear and see students’ challenges with specific assignments 
and frustrations with policies. We thus can offer instructors, insti-
tutional administrators, and deans valuable insight and perhaps 
suggest possible, salutary changes. Such first-hand observations 
can also help correct faulty assumptions (e.g., students do not use 
print books anymore).

“Other duties as assigned (and many not)” (e.g., cleaning, mopping, maintenance 
requests, pest removal, vehicle assistance, distributing Band-Aids, calling 911)

Librarians sometimes find ourselves facing situations that require 
immediate intervention, whether that means offering a Band-Aid for 
a cut, calling 911 for assistance with disruptive patrons, or mopping 
up a spilled beverage to keep others from slipping. We remove pests, 
change lightbulbs, help students with flat tires, and find leaks. We do 
what we can to help protect our patrons and our collections. While 
many of us are genuinely always happy to help, as one participant in 
our conversation pointed out, it is also important to make sure “other 
duties as assigned” does not become a black hole, swallowing our 
time in efforts that are not adequately recognized or compensated. 

CONCLUSION

Hopefully, having such conversations will help us realize, and 
communicate, how oft-overlooked “other duties” contribute to the 
missions and ministries of our institutions and enhance the wellbe-
ing of our patrons, students, faculty, and staff. 




