Predictable Misunderstandings in Information Literacy: Anticipating Student Misconceptions to Improve Instruction

I finally was able to watch the recording of Lisa Hinchliffe’s Credo webinar, “Predictable Misunderstandings in Information Literacy: Anticipating Student Misconceptions to Improve Instruction,” in which she provides an overview of the preliminary results of a qualitative study she conducted to determine what librarians believe are first-year students’ misconceptions related to information literacy.

In 2017, Library Journal and Credo Reference conducted a survey to learn how two- and four-year institutions tie information literacy to the first year experience. The survey results, “The First-Year Experience Instruction Survey: Information Literacy in Higher Education,” indicate that students are not well-prepared to conduct academic research, lack experience using libraries, don’t understand that they need to learn research skills, and are overconfident in their abilities. Librarians’ challenges in teaching information literacy include limited contact time with students, having too many outcomes, not having specific assignments to contextualize lessons, and not sharing the same expectations as course instructors. There were over 400 comments related to the findings.

Hinchliffe and her research assistants were curious to know if there are student misconceptions that drive errors in information literacy practice. These misconceptions are plausible inferences based on previous experience. Once we can identify these misconceptions, we can help students unlearn habits and strategies that worked for them in high school but may not serve them as well in college [see Wiggins and McTighe’s Understanding by Design (2008)]. Hinchliffe and her assistants coded responses to the report that seemed to answer “What is challenging about teaching first-year students?”, removed duplicates, and then synthesized the responses into nine summary misconceptions to form an initial inventory.

Students:

  1. think that they shouldn’t ask for help
  2. don’t see themselves as “scholarly apprentices” (view themselves outside the community of practice)
  3. think of research as a linear process
  4. think of the library as the place to find books
  5. equate relevancy search rankings as a measure of quality vs. relevance to the search statement they enter
  6. conflate achieving access and information quality (don’t understand that finding information isn’t the same as finding “good” information)
  7. believe that free online resources are sufficient
  8. believe that Google is a sufficient search tool
  9. believe they are information literate (Hincliffe later explains that students interpret information literacy as a cross between computer and digital literacy)

In the second phase of this project, Hinchliffe and the research assistants held librarian focus groups online to discuss the misconceptions. The librarians noted other student misconceptions, including:

  • all library resources are credible
  • every question has one right answer (rather than seeing research as an opportunity to explore possible answers)
  • the library is the place to study or work with fellow students (no mention of collections or resources)

As a practicing librarian with a limited five years of full-time experience, I have an anecdote for each of these. While further research needs to be conducted, what strikes me about this is that we can redirect some things we do in the classroom to help dispel some of these misconceptions. Hinchcliffe also reminds us that the best way to do this is to provide students with the opportunity to encounter these misconceptions so they can self-correct their assumptions.

I am very much looking forward to seeing how this research continues to take off and what it might mean for those of us in the front lines. I also think having a discussion around these misconceptions might be particularly good to have with librarian colleagues who teach, as well as course instructors.

ACRL 2017 Conference

Back at the end of March, I attended ACRL 2017 in Baltimore. I hadn’t attended ACRL before, and I was able to go with two of my colleagues in Access Services. There were a few sessions and events I enjoyed at ACRL, including Roxane Gay’s keynote and hanging out with folks from the Library Marketing and Outreach Interest Group, but I found that I was just really tired and couldn’t get myself going in the mornings. I was wiped out by the last day, so much so that I also missed the Librarian of Congress’ closing remarks. I didn’t even look at any posters, which is also very unlike me. (The three-hour time change may have had something to do with it.) A colleague and I were able to visit Ft. McHenry for about an hour or so before grabbing lunch and hitting the airport back home.

Looking back through the conference booklet, there are quite a few sessions, papers, and posters I want to dig into, but here is what I attended:

Find more conference papers here. Find the conference’s complete proceedings (available as a PDF) here.

Committee Work

It’s been a while since I have updated. I’ve basically been reblogging posts I’ve written for the CJCLS blog and a nice post with a shout-out from the Haggerty Library. I think I will work my way backwards to share what I have been up to. Today’s post is all about committee work for ACRL and the UC Merced Library, which seems fitting since ACRL 2017 is next week! (It’s actually going to be my first time attending the ACRL conference.)

In the fall, ACRL’s College Libraries Section (CLS) sent out an urgent email asking for someone to volunteer to serve as editor of the CLS Newsletter. I became a member of the CLS Communications and Membership Committee and am responsible for producing the fall and spring newsletters. Because of the tight timeline in the fall, I used a MS Publisher template from the previous editor. You can find the Fall 2016 CLS Newsletter here. For the spring newsletter, I will be looking to use something else to produce the newsletter. (If you have suggestions, that would be great!)

And, very unexpectedly, I was asked if I could co-chair the CLS Communications and Membership Committee for 2017/2018! My appointment starts after ALA Annual. I’m a continuing member on the committee, so only my role will change. I will have to find a new CLS Newsletter Editor! I do plan to end my time with CLS and the committee once my appointment is done since I work at a research university with graduate programs.

Back in September, I mentioned that I had started my tenure as the incoming co-convener for ACRL’s Library Marketing and Outreach Interest Group. I have loved working with Bonnie, Chris, Amy, Mark Aaron, and Jen! Jen and I will be leading the group after ALA Annual, and I am equal parts nervous and excited. Our group has grown significantly (nearly 3k have joined the Facebook group!). This year, our group had a lightning round during our regular meeting time at ALA Midwinter 2017 (sadly, I wasn’t able to attend Midwinter). I am excited to announce that we will have a panel discussion at ALA Annual 2017, “Transforming Our Academic Outreach Practices: Reaching Our Students, Faculty, Staff, & Administrators.”I worked on writing up the proposal, and I am so happy we were able to snag a presentation time outside of our regular meeting time. I am so excited for the members who were able to present at Midwinter, as well as those who have been selected to share about their marketing and outreach work at Annual.

I think I wrote about this previously, but my time with the Community and Junior College Libraries Section (CJCLS) and the CJCLS Communications Committee is coming to a close. I wanted to finish out my term even though I changed institution type. It was a good experience. I just have a few more posts left to write and a couple of administrative tasks.

I’m still serving on the Instruction Section’s Instruction for Diverse Populations Committee, but, to be honest, I haven’t done much with the group this year. I missed our last meeting, and I really need to get on the ball with the group again.

UC librarians have an association called Librarians Association of The University of California (LAUC). For this academic year, I’m serving as the local secretary for LAUC-M, which really only involves some elections later in the spring, but I’ve really enjoyed my time serving on the system-wide Research and Professional Development Committee. We just got done awarding spring project and presentation grants to those who were selected for awards. It has been so interesting to read about the applicants’ research projects. We have also been working on putting together a bibliography of the most interesting projects the Committee has helped fund over the last 37 years for LAUC’s 50th anniversary celebration this year, which will be celebrated at UC Irvine in April during the LAUC Statewide Assembly meeting (I’m not sure if I will be going yet).

At the UC Merced Library, I have also enjoyed being a member of our Student Recognition Committee. I’ve been putting together the award letters and taking photos of our monthly winners. We have great student workers, and I have liked getting to know them. I can’t say too much about it yet, but I am also serving on a committee that is developing a Student Research Award for the next academic year.

I’ll probably have a few other updates over the next few days. Thanks for reading!

 

Fake News & Media Literacy Syllabus

I have been collecting links related to fake news and media literacy for several weeks. The topic seems to have exploded since Stanford released its “Evaluating Information: The Cornerstone of Civic Online Reasoning” report in November.  Also in November, the California State Auditor’s office released its report “School Library Services: Vague State Laws and a Lack of Monitoring Allow School Districts to Provide a Minimal Level of Library Services,” in which I learned that “California has by far the poorest ratio of students to teacher librarians in the nation.” Somewhere along the road, it seems that librarians were equated to finding information, and in the “age of the Internet” where anyone can find things, I have often heard the obsolete speech. At my previous job, there was a committee set up to discuss whether the college’s AA and AS degrees (not for transfer) needed to fulfill an information and computer literacy requirement. One of the administrators thought that in the age of Google Chromebooks, there was “no need.” I left that job before a decision was made, and I discovered that the requirement was removed. Given the present state of information literacy, this is a mistake.

Interestingly, our library’s Deputy University Librarian Donald Barclay  wrote a piece called “The Challenge Facing Libraries in an Era of Fake News” in The Conversation a few days ago, and it has made the rounds in so many places! In the piece, he provides an overview of how librarians have helped progress information literacy historically, as well as the challenges facing students in today’s more ambiguous information landscape. My lament about our work is that as long as it’s taught on the periphery–no matter how worthy the Framework and lesson plans we develop may be–Donald is right, “Real progress in information literacy will require librarians, faculty and administrators working together…Indeed, it will require higher education, as well as secondary and primary education, to make information literacy a priority across the curriculum.”

Since before the holidays, the instruction team and I at UC Merced have been developing a digital campaign for our social media accounts and digital signage related to becoming an informed news consumer. (The idea was sparked by this graphic you may have seen before.) Unrelated to this initiative, we’re also pitching a more robust instruction menu, and one of the options is about media literacy. My colleague developed a lesson plan, but I will need to get her permission to share it. Recently, there was a call from Linda Miles at Yeshiva University in the collib listserv for lesson plans related to media literacy. She’ll be sharing those findings soon.

If you’re interested, Programming Librarian will be offering a free 45-minute webinar “Post-Truth: Fake News and a New Era of Information Literacy” on Wednesday, Feb. 22 at 2 pm EST. Register by clicking on this link.

My goal for this post is to share the links related to fake news and media literacy that I have been collecting for the last few weeks. I’m sure this sort of project is already in the works (indeed, I even signed up for Twitter again specifically for this topic…), but this is my attempt at a Fake News and Media Literacy Syllabus that can help academic librarians who teach information literacy. The link takes you to a Google Doc that can be edited. Feel free to add articles, tools, lesson plans, LibGuides, etc. to the Syllabus or to this post. I would love for folks to add their names and affiliations as well. I plan to do official citations later, as well as some kind of organization that makes sense. There is tons of stuff I haven’t added, but we’ll get there.

Last updated on Jan. 17, 2017

This Is What a Librarian Looks Like

My Elephant and Piggie dreams have come true!

This is What a Librarian Looks Like

The absolute craziest thing happened yesterday. I found out that I’m on the cover of a book that will be published in May 2017. Sure, the photo is from 2.5 years ago (it will be a 3-year-old photo when it’s published) when I was a little rounder and pre-Invisalign, and the photo is not my personal best…blah blah blah…but it’s pretty darn cool.

In February of 2014, an article on Slate called “This is What a Librarian Looks Like,” which featured photography by Kyle Cassidy, went viral. In June, there was enough money in the Kickstarter campaign to “photograph and interview more than 300 Librarians at the ALA conference in Las Vegas [and] to also fund the stretch goals of creating a series of stock photographs for libraries to use, doing five hours of video interviews, and doing some photography for the new Joan of Dark book on knitting projects for book lovers” (Cassidy, 2014). Read more about the project here: http://kylecassidy.com/librarians/

Back in May 2014, I had just finished up my first year as a tenure track faculty librarian at a community college, and I decided to attend the American Library Annual Conference in Las Vegas that June (I paid for the whole trip out of pocket). I didn’t really intend to participate in the photo taking (I’m shyer and struggle with putting myself out there), but the initial librarians involved were encouraging. I filled out the model release and wrote up a statement answering one of these questions.

1) What are the greatest challenges facing libraries today?
2) What are the most important services that libraries provide?
3) What inspired you to do what you do?
4) What do libraries do that people might not know about?
5) What would happen in your community if all the libraries shut down tomorrow?
6) Why are libraries relevant when the Internet exists?

The thing is, I don’t remember which I answered or what I wrote! I had almost forgotten about this whole project. I suspect that I answered #3. I will find out in May. It may be that not everyone’s statement was included, but being on the cover is cool.

Anyway, my parents who don’t know much about what I actually do are super excited. My sister showed them my Facebook status update (they are not computer users…my mom doesn’t even have a mobile phone). This is what my whole family is getting for Christmas 2017. As I said on Instagram, Amazon, all of those pre-orders are from me. LOL! (P.S. You can pre-order a copy here.)

I’m looking forward to reading what everyone wrote!

Instruction Brown Bag Sessions

One neat thing we do at the UC Merced Library is meet during a lunch hour to discuss information literacy and research instruction. We have an internal LibGuide for these sessions. Over the summer, we met after the Library Instruction West 2016 conference to share about sessions we attended as my colleagues and I tried to attend different sessions from each other. I shared two sessions I attended at LIW 2016 during the first brown bag (you can read about everything I attended at LIW 2016 here). We had our second instruction brown bag lunch in mid-August. Here is a summary of the sessions my colleagues attended at LIW 2016.

Foothills to Fourteeners: Preparing Students for Research in the Real World

This session referred to Problem Based Learning (PBL) and the ARCS Model of Motivational Design.

The ARCS Model can help encourage student motivation. A refers to attention, stimulating and sustaining learners’ interests. R refers to relevance, meeting the needs and goals of learners to effect a positive change. C refers to confidence, helping learners believe they will succeed and can control their success. S refers to satisfaction, reinforcing the accomplishment with internal or external awards. Chapter 3 of John Keller’s (2010) Motivational Design for Learning and Performance: The Arcs Model Approach provides strategies for how to approach each area.

It can be challenging to stimulate students’ interest in learning, and I think it’s perhaps more challenge for research instruction because students tend to be over-confident in their research abilities when arriving to a session. I found the ARCS model really useful to pinpoint the areas where I can focus my efforts to increase motivation in my teaching. In our discussion about how to apply ARCS, we all agreed that getting and sustaining students’ attention is the hardest part. I struggle with this, too, because, usually, I am really focused on getting the housekeeping bits out of the way, including objectives for the lesson. One of my colleagues shared that one “hook” she uses is a cute video about how picking a topic is research (I have used the video before, but not, specifically, as a hook). Generally, our instruction is tied to specific course assignments and requirements, so it’s pretty targeted, though I do try to  indicate that what they are learning is relevant for research in and out of school. Confidence is a little more challenging because, generally, we are only seeing students one time, but we do reinforce during hands-on practice and iterate that research takes practice for everyone. during A strategy to help measure satisfaction might be to use Padlet to ask students what they are hoping to learn at the beginning of a session and then going back to see if the things students listed were met.

As a result of this discussion, we will be using an exit slip for our instruction this semester that seeks to gain feedback about attention, relevance, confidence, and satisfaction. We will have the option to use our other exit slip for those who wish to measure some other things. After this term, we’re going to analyze the results. I’m really looking forward to seeing how focusing on these areas can improve my teaching.

Digital Research Notebook: A Simple Tool for Reflective Learning at Scale

The UCLA Library developed the Digital Research Notebook as a way to move beyond one-shot instruction (the one-shot plus language by Char Booth). The Google Doc is a “combination of video tutorials and reflective writing prompts, [which] guides student[s] through the research process. The notebook can be assigned on its own, as a pre-assignment for a one-shot session, or as the backbone of a credit course or research consultation.” The notebooks are useful for librarians to actually be able to see student work.

Outside of the Academic Garden: Lifelong Learning for Engineers

Mary DeJong and Wendy Holliday reported their findings from surveys and interviews conducted with graduates of Northern Arizona University who had majored in engineering. Those surveyed discussed what tools they use to find information, what information needs they have, and how they approach various research projects. Check out the link to the presentation slides to learn more about their findings. I think the results hold lots of implications for librarians who teach information literacy for engineering students. There may be something you can create with engineering faculty that would be helpful for students.

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.