Library Instruction West 2018

Library Instruction West 2018 was held at Colorado Mesa University (CMU), in Grand Junction, Colorado in July. (I’ve been working on this post since early August, and it’s now almost mid-September!). The campus is absolutely beautiful.

My colleague and friend Laureen Cantwell also did a tremendous job organizing the conference at CMU.

This was my second time attending LIW, and its become one of my favorite conferences, and not just because Christal and I had a successful presentation. I like its smaller size, and its focus is specific to the work I do. I met some wonderful folks (I need to contact them as a follow-up!), and all of the talks and workshops I attended were useful and interesting.

Here’s a round-up of what I attended, along with some notes.

Pre-Conference Workshop with Maria Konnikova

Psychologist, science writer, and professional poker player, Konnikova is the author of  Mastermind: How to Think Like Sherlock Holmes (2013), emphasizes the importance of slowing down, especially when it comes to solving problems, which is the tactic that Sherlock Holmes uses to solve crimes. In this workshop, she walked us through breathing and visualization exercises and then we played a game of Mafia. (I don’t really enjoy playing games, especially in front of people I don’t know, so when it came for my turn to be accused, I just wasn’t into making my plea and said I was okay with the group just voting me out. LOL! This is a true story. I felt incredible relief leaving the circle.) The point I took was that slowing down really is helpful for creativity.

She also shared two mindfulness apps that she uses, Primed Mind and Headspace.

Embracing the Mystery: Mindfulness, Creativity, and Critical Thinking Techniques from Sherlock Holmes

In this keynote, Konnikova continued her mindfulness theme. Mindfulness helps unclutter your mind, or better organize your mind attic, as Sherlock Holmes calls it. It helps train attention muscles as our brains can’t actually multitask (our brains just switch rapidly through something called rapid task-switching).

If you read the Konnikova piece I linked re: the mind attic, she references a really interesting study that was done about the effect of technology on our mind attics. In our networked world, we are able deploy memory but in a different way.

In a recent study in Science, Betsy Sparrow and a team of researchers from Columbia, Harvard, and the University of Wisconsin-Madison found two important effects: first, when people are primed to think about computers, or when they expect to have access to information in the future, they are far less able to recall the information. However—and this is the second effect—they are far better able to remember where (and how) to find the information. (Konnikova, n.d.)

In the piece, she asks us to consider going through our mind attics on occasion, as the information we’re storing helps us with making decisions. While the post doesn’t necessarily say how, if you consider her book, mindfulness can help.

Just 5-10 minutes of mindfulness a day has many benefits, including clarity of thought, emotional stability, and better problem-solving skills (the Bill and Linda problem). For an example of how mindfulness can help in education, Dr. Amishi Jha‘s research has been very influential.

Mindfulness helps broaden your visual field. I wrote a big fat YES!!! in my notes when she mentioned that folks who are depressed aren’t able to pay attention to as many details. When I was 21, I went through something that really put me in a fog, so I started seeing a counselor. Almost a year later, I walked into his office and asked about the new painting behind his couch. It had actually been there the entire time! I was absolutely shocked. That’s when I knew I was feeling better. I had more clarity.) This keynote also encouraged me to get back into my yoga practice. It’s difficult, but slowing down is something I need to do to help me reset, allowing me to look at things more clearly.

Discovering Student-Centered Instruction: Applying the Framework Using Backward Design

I attended this mostly as a refresher. It reminded me a lot about a planning session my colleagues and I had to begin drafting some digital learning objects for a new GE course. I had also just finished the Thing 22 module of the 23 Framework Things.

I had just given my presentation before this one, so I wasn’t quite in the right mindset to fully engage with the task. I was still trying to tackle one section of the worksheet by the end, but the worksheet is a really helpful planning tool. I’m having trouble locating it and will need to reach out to Cordova and Wanucha to post it here, but it is adapted from the Information Literacy by Design template at ulinstructors.web.unc.edu.

Checklists Are Not Enough: Exploring Emotional Intelligence as Information Literacy

For some students, the issues they are choosing to investigate are highly personal. As a librarian who teaches in a one-shot environment, one of the greatest challenges is rapport. We don’t know the students, and the students don’t know us. I really care about students’ feelings, and I could be inadvertently causing some kind of internal crisis when I’m asking students to consider other factors when developing research questions and finding information.

So often, students are creating questions for which they have already decided what the answer should be, even if its not supported by the literature, but how we approach this issue needs to be done sensitively. Because humans have the tendency to reject information that doesn’t line up with our preexisting beliefs [an interesting study that was referenced is Kahan (2011)], it can be challenging for students to accept reliable sources of information that contradict their experiences and values. Passing the CRAAP test or other checklists isn’t enough (I think most of us agree that these are too simplistic; in the library literature, Meola began discussing this in 2004). How can we help students work through this? How can we help students cultivate awareness of their values? This is an important part of information literacy but one that isn’t addressed specifically in our practice, but there are elements of it in the Framework, and several librarians have done some writing on the role of emotional intelligence in library instruction.

In “Indigenous Information Literacy: Nêhiyaw Kinship Enabling Self-Care in Research,” a chapter in The Politics of Theory and the Practice of Critical Librarianship, Loyer (2018) explains that “[l]ibrarians need to address the student’s whole self..in IL instruction.” In Critten’s (2016) “Death of the Author (ity): Repositioning Students as Constructors of Meaning in Information Literacy Instruction,” which can be found in Critical Literacy for Information Professionals, argues that “[t]he library classroom should be a place where students confront their prejudices.” In a blog post title “Wiretaps and CRAAP,” Kevin Seeber (2017) writes:

“Our ability to evaluate information, and explain that process to others, has to involve recognizing that we, and the people with whom we interact, are whole human beings, each of us bringing a set of lived experiences that are unique. And those experiences, as much as anything, are going to drive what we accept as ‘real.”

And in “Motivated Reasoning, Political Information, and Information Literacy Education,” Lenker (2016) writes, “Information literacy education should broaden its scope to include more than just knowledge of information and its sources; it should also include knowledge of how people interact with information.”

Heinbach offers some practical ways that we can help students better interact with information. For example, we can ask students to think about questions they should always ask themselves when evaluating information, such as, “What are my existing biases?”  We can also have students reflect on any previous life experiences that may have influenced the selection of their research topics. Another method she mentioned that I think would work to help students think a bit more deeply about sources they are evaluating and reading is to have them reflect on how much a particular source helps them learn. Another activity is to have students come up with their own evaluative criteria (I have done this latter activity in an upper division writing class). Heinback also referenced a crowdsourced list of activities and strategies to help counter cognitive dissonance from Kirker and Stonebreaker’s LOEX 2018 presentation.

Check out the presentation at bit.ly/liwfeelingsIL. It was very thought-provoking, and I am looking forward to doing some more reading and work on this topic. I think it has the potential to really help students developing their critical thinking skills in ways that can help shape their responses to information well after college.

Activities for Evolving Student Needs: Teaching Discovery and Citation through Competitive Play 

I know what I said earlier about not really liking games (LOL!), but this was a fun session, and it provided me with ideas to bring back to one of the Spanish instructors I have been working with who isn’t thrilled with the citations students have been producing in their composition papers. (Part of that has to do with just not spending any time outside of sending them to Purdue OWL; one three-month freshmen writing course is not enough.) At the end of the spring semester, she and I got together to discuss activities to help her students with MLA, and I had mentioned that an adaptation of Citation Relay might be helpful and fun. I was so pleased to see that Citation Bowl is another version of the Relay, and it’s a better fit since it’s based off of citations created by citation tools, which is what I had suggested since that’s how students are using to cite (I encourage these tools, but students need to know they aren’t perfect).

What I really liked about the Discovery Puzzle is that students have to both use a search tool and focus on the information available at the item record level. In a webinar I recently attended about critical reading, one of the librarians noted that students also need to learn how to read results lists, and this exercise is one way to encourage a closer examination and help students identify the information they need to create citations. Very clever.

Also, for sources that show that play is a helpful way for adults to learn (child development scholars and practitioners already know that children learn through play), check out:

Teaching the Craft of Writing an Effective Research Question

Although these lessons are used in a for-credit information literacy course, I think they can work in a one-shot environment if instructors would be willing to have students do some pre-work. I’m going to share these lessons with my colleagues because our hope with the new GE curriculum is that we can spend time on research as inquiry for the in-person lesson. We have developed some digital learning objects to help tackle other things students need to know but that can be more readily done online. Note that these lessons are not necessarily in any order. Also, many of these activities have think-pair-share and group elements, but I’ll leave it up to you to read the full lesson plans.

Lesson: Characteristics of Effective Research Questions

Prior to the first lesson, students have to read a chapter in Turabian’s (2010) Student’s Guide to Writing College Papers, which helps them learn the characteristics of effective research questions. (But I believe Markowski said that even if they don’t read the chapter, it doesn’t break the class activity; for one-shot librarians, I think this is crucial.) In class, the students go over the evaluative criteria again and, working in pairs, are provided with a sample research question to improve upon.

Lesson: Peer Review Research Questions

Markowski noted that while students are able to improve sample research questions, evaluating their own research questions is still challenging, but having students peer review each other’s questions is another way to help them transfer what they have learned about effective research questions.

Lesson: Moving Beyond Scenarios

This lesson can help students narrow down research interests into focused statements about their investigation that can then help them pinpoint a research questions. Students are provided with a real-world research scenario (I believe the examples selected are for a specific course) in which they have to condense the topic into a fill-in-the blank statement (I have used variations of this before):

I am working on the topic of _______________ because I want to find out _______________ so I can suggest to _______________ what to do to improve _______________.

From this statement, they then compose a question. The question must also meet the criteria for an effective research question.

Lesson: Topic Brainstorm

I believe this lesson is taken or adapted from Rebuilding Research Writing: Strategies for Sparking Informational Inquiry (2014), which is aimed at high school instructors (I’m adding this to my Goodreads account!).

This lesson has students think about how their specific interest links to a bigger (societal) issue. I think this could be a really effective way to help students who may be selecting specific topics based on current events be better equipped, at least in mindset, to find scholarly information that connects to, but is not exactly the same as), their chosen topic. For example, a student from a Spanish composition class (think of this as the equivalent of first-year writing but in Spanish) wanted to write about a racially-charged incident involving a Republican student group on campus, but the issue was that she needed to use scholarly sources…in Spanish. It was challenging encouraging her to think about, say, activism on college campuses or how colleges and universities are grappling with free speech, etc.

In the Problems Around the World activity, students draw a series of three concentric circles. In the middle (Me) circle, students list something that effects them. In the next circle (Community), they try to tie the issue to something in the community, and then try to tie that to something happening in the country (Nation). I’m sure that there are other ways to label the circles, but I think this is a clever exercise.

Lesson: Narrowing a Topic Brainstorm

What I like about this is that it really shows students that pre-research is a valuable part of the research process. It’s a step that needs to be more clearly spelled out for students. It’s not enough to say to do it; we need to show them how.

In this lesson, the instructor shows students how to develop a topic based on sources. The instructor comes to class with three peer-reviewed articles related to a topic, such as sustainable agriculture and then produces a topical mindmap. From the results of the mindmap, the instructor then poses who, what, where, when questions to the topics in order to fish out a particular line of inquiry. Students then work with a partner to discuss their interests and pose who, what, where, when questions to each other’s topics.

Socially Responsible Pedagogy: Critical Information Literacy through Social Justice

Ernesto Hernández is a former University of California (UC Irvine) and Instruction for Diverse Populations (IS-IDP) committee colleague, and I was excited to attend his program. Before I left to LIW, I had taught a lesson for CRES 101 Race and the Media, and the instructor invited me back to teach for her class again the spring. I plan to write to her about the assignment shared in this presentation because I think it ties in nicely.

Hernández and his colleague Beatty teach Information Navigator (LIBS 1704), which is a required, lower-division course at Weber State University. General education courses must meet the following outcomes: content knowledge, intellectual tools, responsibility to self and others, and must also emphasize connected and applied learning. Courses also must involve a big question and signature assignment. LIBS 1704 is anchored in critical librarianship and based on the understanding that “librarians have a political responsibility to students to engage in critical inquiry that interrogates information about race, class, dis/ability, sexual orientation or gender.” The big question is “How does information literacy help bring awareness to social justice issues?”

For the signature assignment, students produce a research project based on social justice-oriented imagery. Students have to create a group presentation using sources that tie to their topic and the class’ big question. They can choose from seven different images and can opt to write about the artwork itself, or they can use it to launch an investigation about the themes central to the art. The students actually select the “topic” by selecting an image. For example, students who choose “Sun Mad” might write a paper about how pesticides affect farmworkers. Both Hernandez and Beatty agree that using images in this way is a helpful way for students to learn about social justice topics and also provides librarians opportunities to tie topics like these into courses.

Check out the slides at bit.ly/liw18images for more details.

What We Talk About When We Talk About Bias

In many ways, this was a perfect pairing with Heinbach’s Checklists Are Not Enough: Exploring Emotional Intelligence as Information Literacy presentation. I was really happy I went to both of these.

I realized that my notes at this session were not good, so I reached out to Leuzinger about obtaining a copy of his slides. Here is the PDF version of his presentation: What We Talk About When We Talk About Bias

Research as Inquiry in First-Year Composition

Springmier, a librarian, and Miller, a composition instructor and writing center director, delivered a presentation about how Sonoma State University has been able to re-imagine its first-year composition program. Using Baer’s (2016) Information Literacy and Writing Studies in Conversation: Reenvisioning Library-Writing Program Connections, ACRL’s Framework for Information Literacy for Higher Education, and the WPA’s Framework for Success in Post-Secondary Writing, they worked to change the conversation about research and move away from one-shot instruction to collaborative work focused on the research as inquiry frame of the ACRL Framework. (It many ways, I feel like this parallels with the work we are trying to do for the new Spark Seminars at UC Merced.)

Springmier and Miller developed a new, accessible language that brings together both librarian and composition pedagogy, which also shows that the library is an equal partner in teaching research and information literacy. The library then re-marketed its library instruction by packaging instructional activities on a library guide that correspond to the new pedagogy. They introduced these activities, which can be taught by either librarians or instructors, in a series of workshops aimed at writing instructors. (We do this with TRAIL at UC Merced, but, with Spark, we are creating learning objects in Canvas.) I’d really love to talk to Springmier about the research as inquiry guidelines that she and Miller created at Sonoma; I think this could potentially help us be better able to communicate with faculty about the ideas behind the Framework.

Check out the slides at schd.ws/hosted_files/liw2018/e5/LIW.pptx for more information.

I have so much reading to do and ideas to try out as a result of LIW 2018. I’m really looking forward to LIW 2020! If you haven’t attended before, I highly recommend it.

Integrating Intersectionality into Library Instruction & Programming

I’ve had a very busy summer in terms of conferences. I came back from ALA Annual 2018, and right as I was finally getting caught up at work, I was off to Library Instruction West 2018 at Colorado Mesa University. To present! I’ve not been very active in terms of presenting, and this has everything to do with imposter syndrome and having difficulty coming up with a topic (the irony considering how much I like teaching about this), but I took the plunge and was so pleased to have been selected as a presenter.

I worked with Christal Young, Reference and Instruction Librarian at the University of Southern California, to lead a discussion about incorporating intersectional themes in instruction and outreach work. The abstract reads:

Incorporating critical librarianship into daily practice may initially seem daunting due to varying demands and constraints. Given these challenges, how can we help first-year students develop more complex understandings of social issues that they may be researching and writing about in their composition courses? How do we reach first-year students who may have overlapping identities find resources and support during their time at the university? Join two academic librarians who will introduce the efforts they have made to incorporate intersectional themes into instruction and educational programming on their respective campuses. Librarians attending this roundtable discussion will brainstorm and share ideas for engaging in first-year instruction and outreach efforts that promote intersectionality.

We do plan to add on to the initial guide we put together throughout the year.

I was happy to receive nice feedback about our talk while at the conference, and I was also surprised to see it circulate on Twitter a bit via the ACRL Instruction Section and individual librarians. (Thank you!)

I hope our librarian colleagues find our slides and guide helpful.

I will write more about the other presentations and workshops I attended in another post. I really enjoyed this conference, and I learned a lot from my colleagues.

 

ALA Midwinter

I attended ALA Midwinter in Denver, Colorado this February, which was a good experience, but when I got home from the trip, I felt worn out. I had a very busy fall. During the conference, I was wrapping up a book review, putting together a conference proposal, and working on my review documentation. As I sat in my room munching on a salad while writing, I realized this was not dissimilar to what I was doing at home most nights after work–still working, not spending time with others, not exercising, etc. I had been stretching myself too thinly and not taking care of myself. I took a step back from social media, turned down requests, canceled a few things, and used some sick days to start getting a little help. Making the right steps to get myself back on track have helped me feel a little better, and I plan to begin writing here a bit more now that I have some more energy. As a way to jump back in, I have a quick Midwinter overview.

This was my first time attending Midwinter, which I attended to co-lead ACRL’s Library Marketing and Outreach Interest Group (LMOIG) discussion with my co-convener Jen Park. It was lovely to meet her in person, and we actually ran into each other in the restroom on the way to the ACRL Leadership Council meeting. I’ve really enjoyed working with her!

LMOIG Leadership Team

After the Council meeting, we attended the Opening Keynote, given by #BlackLivesMatter co-founder Patrisse Kahn-Cullors and #1000blackgirlbooks founder Marley Dias. It was a humbling experience, and I was amazed to meet them both and receive signed copies of their books, one of which I gifted to a co-worker.

I only attended a few other meetings, but I enjoyed the Undergraduate Librarians Discussion Group (UGLi DG) meeting. I also experienced falling snow for the first time.

I visited the Denver Public Library, which has seven floors and is home to the world renowned Western History Collection.

Reforma held a fundraiser at Museo de las Americas; the museum had just opened a new exhibit on pachuco culture. (I somehow missed Junot Díaz appearance at the fundraiser, though! And this is a small gallery! I’m hoping he showed after I left, but I did leave at about 10 pm.)

Lowrider piñata

I think I had the most fun at the Denver Art Museum. I actually liked that it wasn’t that large, and I managed to see everything except for a few things in a just a couple of hours. I’m not one to write reviews, and I actually wrote one for their Facebook page. In case you don’t have a Facebook account, here is the text:

I really enjoyed my visit!

I was actually able to see most of the museum in a couple of hours, which was perfect as I am in Denver for a librarian conference full of meetings. As a librarian, I was very moved by Xiaoze Xie’s book censorship exhibit. I also thought the Stampede: Animals in Art exhibit was a lot of fun.

I happened to come by during the #heartsforarts campaign and spotted a few make-and-take craft carts and the participatory poster about what visitors treasure about the museum. I also saw an area that has soft seating and Spanish- and books available for young children. I really like that there are interactive activities for people of all ages to enjoy.

I love the integration of Spanish throughout the museum, as well–from the descriptions of items to the books available for children. I would love for my mom to come visit as her predominant language is Spanish.

I also took note that the museum is free for all children 18 and under. What a wonderful way to make art available to our youth!

From fun exhibits, interactive elements, and integration of both Spanish and English, I highly recommend this family-friendly art museum.

I generally don’t go on many excursions between conference sessions, but I’m glad I took the time to do a little exploring in Denver. In June I’ll be attending ALA Annual in New Orleans, which will be full of programs, including a co-sponsored program by the LMOIG and University Libraries Section Academic Outreach Committee, and, hopefully, a little sightseeing, too.

UC Merced Assessment as Research Symposium

My instruction colleagues and I presented a poster at the UC Merced Assessment as Research Symposium earlier this month, “Assessing the Value of Library Instruction Using Qualtrics Survey Software.

Assesing the Value of Library Instruction Using Qualtrics Survey Software

Here is our abstract:

In fall 2016, the library created two online exit surveys (Option A and Option B) in Qualtrics, an online survey tool, and used the surveys to collect student feedback after library instruction sessions. Library instructors selected a survey to use after each session. Option B survey questions were designed to elicit responses regarding students’ attention, relevance, confidence, and satisfaction levels, per Keller’s ARCS Model of Motivational Design Theory. Option A surveys used similar questions but also asked about students’ comfort level with library instructors. Results from both surveys indicated that students find value in learning about databases and specific search strategies. Option A survey results indicated that over 95 percent of students felt comfortable contacting their library instructor later in the semester. Option B survey results indicated that over 96 percent of students agreed or strongly agreed that participating in a library instruction session increased their research confidence. The evidence suggests that library instruction sessions are beneficial for students and that library instructors are approachable.  Though online exit surveys in general and Qualtrics more specifically may present challenges, there are also benefits for educators.  The library offers recommendations for individuals and programs interested in using this lightweight form of assessment.

I served as lead on the project since I crunched the numbers and interpreted the data from this fall’s instruction surveys. Over the summer I had also crunched and interpreted data from the spring surveys. It’s a time-consuming project, but I have come to enjoy working on it. I anticipate crunching the numbers from this spring’s surveys as well.

A special thank you to our Library Communications Coordinator Breanna Wright for designing our poster. I did a rough sketch using columns in Word with the information we needed and provided redacted Excel data, including charts, and she made it beautiful. We got lots of nice compliments on the design.

National Diversity in Libraries Conference (NDLC) 2016

This was a really great conference, and not just because I went to Universal Studies Hollywood to look at the Harry Potter section of the park when the conference was over. 😉

I’m a bit of a late bloomer when it comes to things like this, so it might not be that exciting for more seasoned folks, but I co-presented a poster for the first time! I am on ACRL’s Instruction Section’s Instruction for Diverse Populations Committee, and during the last year, we have been updating a selected bibliography of resources for inclusive library instruction. A few of us from the committee decided to present a poster on our work to help advertise the bibliography. I met one of my committee colleagues in June at another conference, but it was nice to get to talk with the other group members in person. Working online with this group has been a great experience. This coming year, we’ll be working on the Multilingual Glossary. Click here for the description of our poster.

NDLC Poster

For quick access (the tl;dr version), here are the sessions I attended in a list. The links take you to the descriptions from the program. Below this list, I have included my notes/thoughts for each session. I really need to start doing summaries when they are more fresh in my mind.

Keynote Address

We had the very great honor of hearing a message from Lakota Harden. She spoke a little about her background, including her time at a residential boarding school; her people’s relationship to water; the protests happening against the Dakota pipeline; and unlearning racism and gender discrimination.

Harden took a few questions, as well. Someone asked about preservation and access to items in museums and archives. Harden asked how many of us had visited the National Museum of the American Indian. “How did those things get there?” Talk about living in a post-colonial world view. I didn’t grow up going to museums, so I have always thought of these these places as “fancy”rather than as places that serve to make a spectacle of native culture for the enjoyment of non-native people. But it is true. (Here is Ulali’s song “Museum Cases.”) She explained that when people visit or drive by reservations, they don’t want to see reality and yearn for a romanticized view of Native Americans. This makes me think about the part in Whitehead’s The Underground Railroad where Cora and a few other young black women posed for a museum installation. Harden explained that things were being returned to native populations.

She also spoke about white people’s tendency to “help” as a way to feel better and get an “innocent certificate.” Someone asked how the library community could help native voices. Harden expressed that the act of listening and hearing lifts the weight of the loss of language, devastation, poverty, suicide, alcoholism, and lack of education affecting Native American peoples. Someone else asked about the lack of native representation in children’s literature, and Harden expressed that native communities are dealing with very scary, difficult situations, so it’s not surprising that there is a lack of materials. She asked that we become allies, that we continue to include native voices in our collections and programs, that we go out to meet the native community where they are and listen. “Coming together is a sacred act.”

Identity at Play: Exploring Racial and Identity Theory in Everyday Experiences in Academic Libraries

This panel was slightly different from that described on the program. The focus of the program was on these three questions.

  1. What is identity theory? How do race/ethnicity shape our sense of self?
  2. What does intersectionality mean? How do we unpack it?
  3. How can we apply this framework to our work?

In introducing racial and identity theory, the panelists asked us to think about how identity may play out in the library. Asking for help is simply uncomfortable; it’s a sign of vulnerability. One of the participants shared a story where a student who was not white had waited a really long time to ask a librarian a question related to blackness because she waited for a non-white librarian. I can understand how the student would have been uncomfortable, not just asking for help, but asking for help from someone who may or may not be an ally. The panelists brought up Hall’s chapter in The 21st Century Black Librarian in America (2012), “The Black Body at the Reference Desk: Critical Race Theory and Black Librarianship.” It sounded really familiar, and then I realized I had come across the citation in Hathcock’s article “White Librarianship in Blackface: Diversity Initiatives in LIS” (2015) from In the Library With the Lead Pipe.

In the intersectionality section, the panelists introduced the work of Kimberlé Crenshaw, who coined the term in 1989. The panelists also pointed to Crenshaw’s Washington Post article from September 2015, “Why Intersectionality Can’t Wait.”

In my notes, I also listed the citations below, but I have no context for why I wrote them down.

Bonnet, J.L., & McAlexander, B. (2013). First impressions and the reference encounter: The influence of affect and clothing on librarian approachability. The Journal of Academic Librarianship, 4 (39), 335-346. doi:http://dx.doi.org/10.1016/j.acalib.2012.11.025

Ortega, A.C., & Ramos, M. (2012). Recruiting and mentoring: Proactive mentoring: Attracting Hispanic American students in information studies. In J.L. Ayala & Salvador Guereña (Eds.), Pathways to progress: Issues and advances in Latino librarianship (103-124). Santa Barbara: Libraries Unlimited.

Price (2010)? Why would I write only this? I should use this to show students why taking good notes saves a lot of hair-pulling.

Academic Libraries Spearheading Diversity and Cultural Initiatives on University Campuses

In this lightning round, librarians from four institutions shared what they have been doing on their campuses to support diversity and introducing students to new cultures.

I was very impressed by the programming work at the University of Cincinnati Library. One thing they did was provide students with diversity/inclusion journals at the beginning of the year. These are just composition books, so not at all expensive. During each cultural event or program, the library provided a writing prompt for students to reflect on. The journals were not collected; the intent was to help cultivate a culture of writing. While the librarians shared several wonderful examples of diversity programming and events, there were two that I was very interested in. Around Thanksgiving, the library held an event called Coming Together to Give Thanks. The speakers were students who shared cultural foods, rituals, and traditions from their home countries or ethnic backgrounds. I was also very drawn to the library’s Reading Around the World book club. Click here to find their LibGuide to learn more about it.

At the University of Tennessee Knoxville, there is a campus-wide diversity committee with library representation. I believe there are also campus representatives on the library’s diversity committee. For the last 15 years, the University Libraries have had a three-year diversity residency program. I was very impressed to learn that the library still has a relationship with former residents. The university also has an Office for Diversity and Interculturalism, a Black Issues Conference, and an International Festival. I didn’t write down how the library is involved, which is a bummer, but I can contact the librarians who spoke about these programs and events. The campus and the library seem very engaged in diversity efforts.

Chapman University, which has an emphasis on global citizenship, has a very robust exhibit program focused on diversity in its Leatherby Libraries. Essraa Nawar (check out her TED Talk!), the library development coordinator, explained that she has had great success in pairing fundraising with diversity efforts. I was so blown away by the sorts of donors and exhibits they have had at Chapman that I didn’t even write down a single example.

I was so happy to see folks from California State University Fresno! I’m a CSU graduate–both for my undergraduate and graduate degrees, and Fresno is just south of Merced. I was also very impressed with the Henry Madden Library‘s diversity work both in and outside the library. Click here to see the library’s diversity committee Facebook page. The committee supports the university’s mission to promote and celebrate diversity through library programming and exhibits, LGBTQ Allies, Library Diversity Lounge, Meditation and Prayer Room, and International Coffee Hour Presentations.

Educating the Educators: Proactive Approaches to the Inclusive Classroom

This session was comprised of two individual presentations. The first presentation was given by Paula M. Smith from Penn State Abington and focused on the Global Awareness Dialogue Project (GADP). GADP is a faculty development program that engages faculty in the exchange of ideas about contemporary global issues in education, with an emphasis on non-Western educational systems. The sessions are three hours long and are open to 20 or so faculty members who register for the program.

After Smith introduced the session, we were asked to complete The Numbers Exercise, which was developed by Roxanna Senyshyn and Marianne Brandt. Essentially, it’s a list of simple math problems, but the directions indicate that subtract means to multiply; divide means to add; add means to divide; and multiply means to subtract. So 12 x 2 really means 12-2. After a few minutes, Smith asked how we felt completing the worksheet. I said it was stressful. The idea behind this is that this is the sort of frustration international and immigrant students feel navigating American academic life.

Smith then discussed the types of GADP sessions they have had at the university. In one program,  a panel of international and immigrant students, representing East Asian, African, South Asian, and Middle Eastern backgrounds, were able to tell faculty members about some struggles they have had in the classroom. For example, Chinese students were not familiar with cursive. Students were Googling the characters one by one! The students also said they felt stupid because many of their classmates would leave exams early. Chinese students, if given 30 minutes, will use the whole time. There are also some challenges about what academic integrity means in a western framework. What a wonderful way to include student voices and help faculty foster more inclusive classrooms.

I’m really itching to talk to someone about this, but being so new, I’m not sure it’s appropriate for me. However, the person in charge of Center for Engaged Teaching and Learning is also new. We actually sat next to each other at the new employee orientation.

One neat thing I jotted down that was a result of one of the GADP sessions was that faculty members who speak more than one language started putting little stickers (or signs) on their windows/doors that said, “My name is_____. I speak ________.” How fabulous! I’m thinking about doing that underneath the name plate on my office window.

The second presentation was given by Shannon Simpson from Johns Hopkins University. She helped developed the Toolkit for Inclusive Learning Environments (TILE), which is a toolkit of “best practices [and] a repository of specific examples that all faculty are welcome to replicate or re-use.”

Simpson shared a sample assignment that professors/librarians teaching information literacy, business, marketing, and communication could use. It’s a simple but effective assignment. “In 2014 a food and entertainment public relations firm called Strange Fruit was the subject of a media backlash. Ask the students to Google the term strange fruit to see why.” (I literally gasped out loud that no one at this company knew what this meant!) Students then answer these questions:

  • To what does the term refer?
  • Where did the term originate and who has used it since then?
  • What would you tell this firm if during the media firestorm they had come to you for advice?

During the session, we also did a pair-share in which we came up with groups or people we could partner with to share about TILE, such as a diversity committee, student life/affinity groups, teaching and learning groups, university departments, human resources, provost/president’s office, and other relevant people or groups. I plan to share this resource with the Center for Engaged Teaching and Learning. I will probably also share this resource with some of the writing lecturers I know who I think would be interested in this. I also plan to ask my colleagues from ACRL’s Instruction for Diverse Populations Committee if we can add this resource to the bibliography; the general resources section is a great catch-all.

Why We Stay: The Motivation of Veteran Underrepresented Minority Academic Librarians

I actually met Antonia (Toni) Olivas trying to find where the keynote address was going to be held, and I am glad I was able to attend the session she was moderating. While Olivas was completing her dissertation on motivational theory, she realized she wanted to do a larger project and decided to edit a book. Choosing to Lead: The Motivational Factors of Underrepresented Minority Librarians in Higher Education will be published in early 2017, and I can’t wait to read it.

At the beginning of the session, Olivas briefly discussed Chan and Drasgow’s (2001) Motivation to Lead (MTL), which includes personality, values, self-efficacy, and previous experience. Motivational identities include affective, social normative, and non-calculative. Most minority librarians stay in the profession due to these identities.

This panel was organized around the themes of the chapters in Olivas’ book. The panelists included Shannon Jones, Oscar Baeza, and Binh P Le. Each gave advice or their perspective based on the themes of the chapters. I actually found this to be a very applicable session, and I honestly feel like the advice is helpful for all new and early career librarians.

Chapter 1, for example, is on self-development, and Jones explained that librarians should have a strategic plan for themselves. Write your own SWOT analysis and make a three-year career road map. I haven’t actually done this before. I have had goals and met them and made new goals, but I’ve not ever done this systematically. This is definitely a project I need to undertake this semester, especially as I have started a new job.

Chapter 2 is on knowing yourself. Baeza explained that librarians should know who they are, including knowing their strengths and weaknesses and where they come from. He emphasized family history. I find this to be absolutely true. Every time I begin to think of myself as not being successful, I remind myself that my family is proud of me. That is enough. I am so thankful for the support they have given me, even if they didn’t understand what I was doing.

Chapter 3 is on trust. Le said it plainly, “People need to trust you in order for you to lead.”

Chapter 4 is on family impact. This sort of goes with chapter 2 for me. Jones shared a beautiful story about her grandmother wanting her grandchildren to go to college, to do the things she was not given the opportunity to do as black woman born in 1912. Jones’ grandmother had a seventh grade education. She had a saying that if people wanted to keep things from black people, they would put them in books. She cultivated a culture of reading, taking her grandchildren to the library and teaching them that they should look for answers to questions. It was so touching to hear Jones talk about the impact her grandmother made on her life.

Chapter 5 is on support groups. Jones mentioned that mentors are “for a reason and a season.” I find this to be true. Currently, I realize I am in need of a couple of new mentors. She also mentioned that mentors advise and friends inspire. Certainly, your mentor should be a cheerleader in some ways, but constructive criticism is needed, too.The other thing Jones said that I found particularly inspiring was to be brave enough to walk through doors people open for you. I was intimidated about starting my new job, but then I heard from one of my references about a conversation she had had with the folks here. Without saying too much, I knew it would be both a place where I could help the library meet its goals and mission and also grow as person and professional. Jones also advised that we ought to open doors for others. If you are in the position of being a mentor, be honest, realistic, responsive, and create an exit strategy for the mentorship for both yourself and the person you are mentoring if it doesn’t work out. s

Chapter 6 has to do with involvement. Some of the most fulfilling experiences for me have been participating in campus and national committees. I am really glad that I didn’t shy away from contributing where I could in my previous job, and I am also finding ways to contribute at my new employer, both in the library and university-wide. Le really spoke well when he said committee work is not something we should avoid but actively seek out, even if it means you have to ask how you can contribute if there isn’t a specific call.

Chapter 7 is on preventing burn out. I know this is the area where I struggle. The panelists all emphasized that self-care is essential, and each shared some ways that they blow off steam or find inspiration, from keeping thank you notes to finding non-library people to you can vent to. Jones also advised that we ought to be selective about projects we take on. Some questions to ask yourself include whether an opportunity fits within your plan and/or if you can do it well in addition to your other duties and responsibilities

We skipped a couple of chapters to wrap up the session, but one of the last words of advice I wrote down was that it’s okay to sell yourself and toot your own horn.

The Library as Connector: Creating Collaborative Outreach Opportunities for Diverse Student Populations

I was really interested in attending this session because one of the people on the ACRL committee I am on works at University of Nevada Las Vegas (UNLV), and I also wanted to see my fellow University of California colleagues Roberto Delgadillo and Robin Gustafson from the University Library at UC Davis. This was a fantastic session!

The UNLV University Libraries have done fantastic work with the LGBT community at the university and area high schools. I was impressed, and it was good to know that the library is helping students who may be struggling with their identity find a place where they can be themselves and be successful college students.

The presenters introduced research about why it is important for them to work with LGBTQ students. GLSEN’s National School Climate Survey “… has consistently indicated that a safer school climate directly relates to the availability of LGBT school-based resources and support, including Gay-Straight Alliances, inclusive curriculum, supportive school staff, and comprehensive anti-bullying policies.” The presenters briefly asked if anyone in the audience had seen the Chronicle of Higher Education’s Ask Me video. I have, and it is very moving. In the video, LGBTQ students express what they want their professors to know. Lastly, the presenters shared a book called Student Success in College: Creating Conditions That Matter (2010). Not only can the library “play a big role by providing student access to LGBTQ people, history, and events through library and internet sources,” but we can also build a community where students can pursue education and learning with less fear. Click here to check out the UNLV University Libraries’ LGBTQIA LibGuide.

In order to build community, the University Libraries have had some really neat events. For example, for this year’s REMixed Week (as a culturally mixed person, I was really excited to see this), the Lied Library, in collaboration with UNLV’s  Center for Social Justice, MEChA, Jean Nidetch Women’s Center, Gender and Sexuality Studies, University, and Students Organizing Diversity Activities (SODA), held a paint party and screening of Transvisible: The Bamby Salcedo Story. The library also participated in the Coming Out Carnival and GSA Talent Show. They also held a Banned Books Buffet Book Tasting, which was an interactive, self-paced event that highlighted books censored for various reasons. The library also has helped foster partnerships between the University’s GSA and the GSAs at area high schools.

The presentation from from UC Davis focused on how the library aligned its diversity goals to the campus goals by creating strategic partnerships to empower all students. This presentation was interesting because it included mini presentations from the director for the new Strategic Chicana/o and Latina/o Retention Initiatives and the director for Academic Services in the  the Athletics department at UC Davis, who touched on how the library has been assisting in their efforts to aid Latino students and student-athletes. While the University doesn’t yet have a center for Chicana/o and Latina/o students yet, it does have a Center for African Diaspora Student Success and plans to open a Native American student center and a center for Chicana/o and Latina/o students. (Click here to see a list of multicultural resources available at UC Davis.) In reaching the student-athletes, the library has helped in a life skills class that is designed for athletes but is not required. In the class, the library has given workshops and gone over services, such as the 24/7 chat service. The library also has allowed the football team to have evening study sessions. The Academic Services director from the Athletics Department let participants know that every athletics department has academic services staff and suggested getting in contact to form a collaboration to reach student-athletes.

Refocusing Information Literacy Instruction Under the Framework: Changes & Challenges Presentation

In early December,  I gave a 30 minute presentation, Refocusing Information Literacy Instruction Under the Framework: Changes and Challenges, followed by a 20-minute question and answer session. The link opens to a Google Slides presentation. You can find the works I consulted for this on the last two slides. For more information about the threshold concepts, please see:

ACRL. (n.d.). Annotated bibliography of threshold concepts. Retrieved from http://www.ala.org/acrl/issues/infolit/teaching/thresholdbib

This is a significant presentation in that it is my first academic presentation on an aspect of librarianship. Sure, I do presentations and teaching sessions for students, presentations on introducing library services to new part-time faculty during orientations, and I have taught with a colleague about Google Drive and Google Tools for back-to-work professional development sessions, but this was different because it was presented to library staff and librarians outside the college where I work.