Combating One-Shot Fatigue

This semester, we geared up to teach quite a few mini workshops. Previously, most of our workshops focused on RefWorks, and attendance has always been low (it’s hard for students to come to something that is voluntary when their schedules are jam-packed!), but we decided to try something new. While most of the workshops were 20-minutes each, a few were 50 minutes.

The 20-minute workshops were my boss’ brainchild. Last fall, we tried to do a Research Starters series, and while we didn’t an uptick right before finals, we opted to try them again in the spring but throughout the term, both before and after spring recess. While I’m not saying we had sky-high attendance this semester, it did help that a few writing professors gave students some extra credit for attending up to three workshops.

In addition to teaching a few of the Research Starter workshops, I had planned to teach a whole slew of other workshops. I was very excited at the beginning of the semester, but after some mental health issues, I had to take a step back and reduce my load. I am going to try to teach the LGBTQ+, women’s, and race/ethnicity research workshops I had wanted to teach in the coming fall (I plan to team up with the apropos Student Services programs for these.) I did, however, teach two additional workshops, including one on Google Scholar and online consumer health information (the latter one needs a little more work; I did run out of time when planning for it).

When I worked at a community college library, I read Green’s “Library Instruction for First-Year Students: Following the Students’ Path” in C&RL News, and it really stuck with me. I know that not everyone loves GS, but, let’s face it, we all use it. Like Wikipedia, I use it before almost every research consultation. I also like to help students understand a tool that they will encounter if they haven’t already. The Google Scholar workshop I designed was 50 minutes, but I plan to adapt it to a 20-minute workshop in the fall. The students who came to the workshop had never used it before but the name recognition made them curious! I loved that. One of the students who attended had actually emailed me a few minutes before asking me if there was still room–of course!–and she literally threw on her shoes and walked over from the dorms. *praise hands*

I know it can be frustrating to create workshops that are not highly attended, but I love working with undergraduate students and getting more face-to-face time with them. And, sometimes, one-shot instruction can get old and feel limiting when working within predominantly faculty-led outcomes. I felt so much freedom when reading Nicholson’s “‘Taking Back’ Information Literacy: Time and the One-Shot in the Neoliberal University” in volume 1 of Pegowsky and McElroy’s The Critical Library Pedagogy (2016):

Information literacy allows the library to demonstrate return on investment to stakeholders in the form of outputs and impacts; the one-shot is important because numbers on spreadsheets make our work visible. Information literacy is, in no small part, a matter of fiscal survival. [Johnson cites Drabinski’s “Toward a Kairos of Library Instruction,” which I have read; read it for an overview of how info lit fits into the curricular changes in the 1980s. It is behind a paywall.] Nevertheless, moving away from an exclusive or predominant focus on teaching within the curriculum to explore ways to engage students and faculty outside of it–even when these activities aren’t seen to count as much as minutes in the classroom–would alleviate frustrations and stress.

I’m not saying I’m engaging in #critlib with Google Scholar, but I am definitely addressing the limitations I feel with my teaching by planning and giving workshops on a variety of topics.

5 Immersive Things

Hello. It’s been a while. If you recall, in the spring, I found out that I was accepted into ACRL’s Immersion program, which was held at the end of July at Champlain College in beautiful Burlington, Vermont.

The bad: traveling.

I hadn’t ever been to New England before, so I wasn’t quite prepared for traveling here. I had an absolutely crazy experience traveling both to and from VT. It involved switching airports (Dulles to Reagan) and airlines on the way there after a flight cancellation. I ended up sharing a hotel room with a librarian from Oregon State University who happened to be on the same cancelled flight. If I remember correctly, the new flight was also delayed. On the way home, the flight was delayed, which meant I wasn’t going to make my connection. I ended up staying overnight but had some treats with a new librarian friend from American University to help cure my travel woes. I was down to wearing exercise pants and a t-shirt. (I also broke a pair of sandals during my week, too!) With all my extra time, I ended up reading three books. I was so happy when my husband picked me up at the airport in Sacramento.

The good: friends and learning.

I met some new librarian friends, learned new theories and teaching ideas, and then I learned that I know more than I thought, too. I have more to learn from the resources mentioned throughout the program. I haven’t cracked open that binder in a while.

Below are five things Immersion helped cement in my mind, though they aren’t necessarily earth-shattering.

  • We have assumptions about teaching and learning that are counter-productive.
    • Ex: Curricular integration of IL is the gold standard—> we tend to view one-shot workshops as sub-par learning experiences.
      • I never thought about this before. I personally view one-shots as sub-par, but learning can and does happen in single lessons. I’m not sure if this helps, though. I put a lot of pressure on myself because I think of the teaching I do as the one and only opportunity I have to show the value of librarians to students.
      • Pick one place to be “transformational” in.
        • This has to do with the GeST windows model. During Immersion, we were taught not to think of any window as better than another, but my colleagues didn’t necessarily read it that way. I need to do some re-reading.
    • Ex: Teaching is a calling—> we become overly critical.
      • Teaching is hard. Teaching is even harder when you’re a guest teacher. As a librarian, I don’t have the same rapport with students the way the classroom instructor does, and I don’t have the benefit of knowing what has really been done in or out of class to prepare for research instruction.
  • Discussion is not always discussion.
    • Is it really “serial questioning”?
      • Social constructivism: discovery-based, student-focused, authentic, collaborative, cooperation in small groups, etc.
      • This explains why I didn’t enjoy “class discussions” in college. They were never really discussions.
  • Assessment helps you design your class.
    • What do you want students to be able to do? How will they show you?
      • Plan activities accordingly.
  • Activity does not equal active learning.
    • Active learning requires that students apply/reflect.
  • Negotiate for 2-3 measurable learning outcomes.
    • Sometimes faculty can make decisions if you provide a list of suggestions/possibilities.
      • I like this strategy because it shows faculty how much variety exists and that not everything can be accomplished in one session.
      • It really makes me think that instruction menus are more useful as negotiation tools for librarians than as a guide for instructors. I like having a menu as a reference for myself.

I wasn’t quite willing to put this in my list above because I have a lot to mull over about it, but a question I wrote down in my notes is, “What are we asking students to give up?” This hit home to me even more when one of the Immersion instructors asked me why the pre-assignment I was working on for a potential class needed to be in Credo Reference. “If you really want them to do it, why not Wikipedia?” I mean, really, why not? It was pretty liberating. I also brought up this question to my colleagues post-Immersion, and it reminded them of the C&RL News article “Library Instruction for First-Year Students: Following the Students’ Path,” in which the author shares that she started using Google Scholar in instruction sessions. The author uses the term “desire lines”; library folks will quickly see the UX practice here. I really think this is something to think about a little more, and I’d love to do something related to this question of what we’re asking students to give up when we teach research skills and concepts. (If you’re reading this, and you’d like to partner on something, shoot me a message!)

ACRL Immersion 2017

Back in the fall semester, I applied to ACRL’s Immersion Program, specifically, the Teacher Track. The program is essentially a week-long boot camp for librarians who teach information literacy skills and concepts. In February, I found out that I was selected for the program! The program is taking place at the end of July at Champlain College in Burlington, Vermont. I’m really looking forward to this action-packed learning experience, and I’m thankful for the support and encouragement from my supervisor.

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.

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

Library Outreach in Public Health

I meant to do a check in regarding my new job for both September and October, which I will get to eventually, but I just had to share about my library outreach success story.

As you may recall, the UC Merced Library launched a liaison program in late August. We have a small staff, so we don’t have subject specialist roles that involve collection development in that area. Four us were assigned to the School of Social Sciences, Humanities, and Arts. There are a number of minors, undergraduate, and graduate degrees in these areas, so we split them up. My primary areas are public health, management, and economics. Public health has both an undergraduate and doctoral program.

Our task for the semester was to begin connecting with the graduate group chairs. A colleague and I met with the Social Science graduate group chair to explain about the liaison program and possibly get ideas for how to communicate with the faculty and graduate students working in public health, management, and economics. Since public health is the only social science program with a graduate program, the conservation leaned more towards public health. I had already talked with our Head of Collections and Deputy University Librarian about previous conversations the Library had had with public health faculty, so that gave me some history. The grad group chair also briefly went over these previous  conversations, mostly related around access to some specific journals and data services. The grad group chair gave me the contact name of a professor who teaches a professional seminar for first-year doctoral students and said he would send me an email list of all of the graduate students in public health. The list he sent me included not only student names and contact information but also had the name of each student’s faculty mentor. I made contact with the professor of the class the grad group chair had mentioned, asking if there was something we could do for her students. I sent out a couple of messages, knowing it was a busy time of year, and waited.

While waiting, I discovered that there is a Public Health Seminar Series. I had missed the first talk already, but I contacted the professor who coordinates this series, explaining who I was and that I thought it might be beneficial for me to come to these talks to learn more about public health research. She was very welcoming and seemed pleased about my interest. I wasn’t able to stay for the whole talk due to an appointment, but I took notes and followed-up with the coordinator about the featured researcher’s work. (If you’re interested, the researcher is Dr. Joan Casey, and she discussed her article “High-Density Livestock Operations, Crop Field Application of Manure, and Risk of Community-Associated Methicillin Resistant Staphylococcus aureus Infection in Pennsylvania.”)

A little more time passed, and I decided that I needed to contact the students directly. Rather than send out a text-heavy email, I opted for this simple Smore newsletter to introduce myself, the new liaison program, and offer some general services. I also included the link to the article that was discussed at the Public Health Seminar Series for those who, like me, may have missed the citation or were not able to attend the talk. I sent the newsletter to two groups–the students and faculty mentors. I was able to craft different introductory statements in the email that was sent via Smore, so I explained to the faculty mentors that their students had received this information from me. (P.S. The newsletter was viewed 120 times! I also found out that we have a subscription to Mail Chimp, so I will try that next semester.)

The professor I had been trying to contact got a hold of me within a couple of hours after sending out the newsletter! She asked if I could give a session on how the librarians might be able to support students conducting systematic reviews. Thankfully, my colleague, who is the secondary liaison for public health, had done a MOOC on systematic reviews. She sent me some of the materials, so I could look at them. I found a number of useful online guides other libraries have created, which helped me learn more about systematic reviews. After doing some more research on the topic, we created a lesson plan.  The online guides I had looked at also served as the foundation for an online guide we created for the students (below is a screenshot).

Screenshot of Systematic Reviews Guide

We gave the workshop last week, and, although there were parts I could have been better in, it was successful! Some of the students took notes and asked us several questions. We also got good feedback from the students as we were packing up. They seemed happy to have a guide to refer to when doing their own systematic reviews.

The happy story could end here, but it doesn’t. It gets even better.

I sent out a second newsletter with the link to the systematic review guide, information about signing up for an ORCID ID (this campaign had been part of our Open Access Week programming), a reminder about the third installation of the Public Health Seminar Series, and some videos related to using RefWorks. I got a thank you from the professor about coming into her class for the systematic reviews workshop after sending out this second newsletter.

The third installation of the Public Health Seminar Series was this past Tuesday. The talk was given by Dr. Kurt Schnier, an economics professor at UC Merced, who has done work related to organ donation. He spoke about an article under review, “Subsidizing Altruism in Living Organ Donation.” Almost all of the students who had been at the workshop were there, and they recognized me. After the talk, a student asked me about making an appointment to learn how to use RefWorks. When I first walked in, I had heard her talking to someone about some issues she was having accessing an article via Google Scholar, so I asked about that, too. As I was getting up to go, the students mentioned that they were staying to talk to the researcher about his work a bit more, and they asked me to stay!  As the students gave their introductions, I asked the series coordinator if it was okay if I stuck around; it was fine.

It was very interesting to hear some of the students’ concerns. For example, a student was worried that the research she was working on now might pigeon-hole her somehow. The economics professor gave a very good response–that the skills they are learning as graduate students can be applied to the research they will be doing in the future. His background is also varied–he looks at both environmental and health topics through the lens of economics–so that helped eased some of the concerns. I appreciated the connection to lifelong learning; as a librarian, I try to emphasize to freshmen students that the information literacy skills they are learning will help them not only in completing their immediate assignment but throughout their college career and beyond. Even if students aren’t writing papers in the future, they can use what they have learned about information in their work and daily lives.

At the end of this discussion, another student asked me if the library had any book clubs. We don’t, but I am going to look into this. When I got back to my office, I emailed the student who had asked about RefWorks, asking when she would like to come by, and I also asked her about the articles again. She got in touch with me this morning, and I was able to help her track down the articles.

I’m really excited about the the connections I have begun making with our public health graduate students.

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.

Three Months Later

The summer really flew by! Last Thursday marked three months in my new position. I discovered that working throughout the summer is a much better fit for me. I had two years worth of summers off, and that was enough for me. School started on Aug. 24, and it has been a little strange seeing so many students on campus. We have over 2,000 new freshmen and are up to about 7,000 students or so. It’s a small university, but I came a very small center of a community college, and while my previous library was full just because of its small size, it’s amazing to see how busy it is already.

Below is a quick list of some projects and events I worked on this summer and during the first couple of weeks of school. I also observed instruction sessions, met with students for in-person research consultations, and did some digital reference.

  • attended the Library Instruction West 2016 conference and attended and presented at the National Diveristy in Libraries Conference.
  • updated some Guide on the Side tutorials,  investigated and annotated Creative Commons tutorials from other libraries for our internal instruction online guide, and added readings to another instruction online guide.
  • presented and tabled at new student orientations for freshmen, transfer, and graduate students, including one tabling event for Spanish-speaking parents.
  • co-created an online research guide for our Common Read book, Living Downstream.
  • co-taught two plagiarsim workshops for ASCEND, the university’s new student success conference.
  • taught two website overview workshops for new and seasoned library student workers
  • co-planned and tabled our Welcome Week event.
  • created my very first video tutorial using Camtasia, “Requesting a Full-Text Article through UC-eLinks.”
  • met with a new economics faculty member. I am the primary contact for Social Sciences (economics, management, and public health–we have a new Ph.D. program in public health) and am a secondary contact for Interdisciplinary Humanities. My areas in the IH are Spanish, American studies, and history. I am also helping with psychological sciences. Our liaison program is still very much in its infancy, and our goal for the fall is to meet with all the graduate group chairs.
  • attended an all-day TRAIL workshop and inaugural First Year Writing Symposium.
  • attended and participated in library strategic planning meetings.
  • met with the new librarian at my previous institution. The notes I wrote seem to be helping, and I’m really glad I prepared them and cleaned up files as much as I did. I wish her the best!

Below is a list of what’s on the horizon for this fall and the academic year.

  • For this academic year, I’m serving as the local secretary for LAUC-M (I am featured on the main LAUC website this month!), member of  LAUC’s Research and Professional Development Committee, and member of our library’s Student Recognition Committee.
  • We’re starting to book instruction sessions, and I’m looking forward to working with faculty/lecturers and students in the classroom. It’s nice to be in a library where there are strong relationships with the writing lecturers. My experience as a writing tutor in college is what helped me realize I enjoyed working with college students. A big shout out to my long-time friends Matt and Heather who began this work with the library in 2013! I’m also excited that the pilot for the Writing Center in the library is continuing this year.
  • I started my tenure as the incoming co-convener for the Library Marketing and Outreach Interest Group! This group is what encouraged me to get more involved in professional library associations back in 2014. A big shout-out for the folks who encouraged me to apply to be a co-convener. I’m truly honored. This is the type of group where folks are on the leadership for three years, first as incoming convener, convener, and then a post-convener to help the new conveners. We had out first meeting via Google Hangouts this last week. We submitted a proposal to have a panel session at this year’s ALA Annual Conference. I’m hoping our group gets a slot. The idea is that the interest group at large will vote on three presentation topics submitted by group members. The panel members will be those with the winning proposals. Our next meeting is in October. In addition to planning, I will also be helping to manage the Facebook group.
  • I’m also continuing my tenure as a member of ACRL’s CJCLS’ Communications Committee. I started my appointment in 2015, and although I am no longer at a community college, I will be carrying out my role through June 2017. I help out with the Scholarship page on the blog and have written a couple of blog posts. I am thinking about pitching Zotero for the Scholarship page content.
  • I was secretary for ACRL’s IS’ Instruction for Diverse Populations Committee in 2015/2016, and I’m continuing as a member of the group for 2016/2017. We’ll be focused on updating the Multilingual Glossary. Our next meeting is in mid-September.
  • My colleagues and I are going to visit the Yosemite Research Library at the end of September.

Stay tuned! I am having a great time here. I’m looking forward to this semester.

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.

A Genius Idea

I blame Star Trek Beyond. I feel like Public Enemy’s “Fight the Power” is haunting and taunting me! I went to see Star Trek with my husband last weekend, and when the song came on,  I was reminded of a really cool lesson on illustrating the “scholarship as conversation” frame.

As I was reading ACRL’s Instruction Section’s Spring 2016 Newsletter this past May, and I came across an intriguing lesson idea submitted by Tim Miller, a librarian at Humboldt State University, “Citations & Hip-Hop: Using Genius to Illustrate Scholarship as Conversation.” You can find the article at the link above on page 2, but I also have included it below.

This semester I’ve been participating in a book circle on Emery Petchauer’s Hip-Hop Culture in College Students’ Lives. Our first discussion coincided with an upcoming workshop that I facilitate on citations & plagiarism that I was also in the process of revamping. While discussing the symbolism behind Boogie Down Productions’ 1990 album, Edutainment, I was struck by the similarities between the asynchronous conversations within hip-hop and academic writing. I’m not a huge hip-hop fan, but I decided to delve in and put this idea to practice using another song from that era: Public Enemy’s “Fight the Power.”

Hip-hop music incorporates sampling (using audio snippets) and is filled with references to other songs, lyrics and imagery. Genius, the online song lyric knowledge base and annotation tool, provides a visual representation of these references by incorporating interactive features that allow users to create annotations alongside the text of the lyrics. These annotations provide explanations and context in the form of comments, hyperlinks and images. I purposely chose “Fight the Power” because it is particularly rich with samples, references and imagery that not only provide a background to the meaning behind the song but also point listeners to artists and individuals who inspired the song.

The imagery within Genius helps demonstrate that references in hip-hop create a conversation akin to scholarship: a conversation that is ongoing and unfinished. Just within the intro and first verse there is a variety of examples, including: a link to the music video (with its own visual references), an image of the single for James Brown’s “Funky Drummer,” a link to The Soul Children’s “I Don’t Know What This World Is Coming To,” and a movie poster to Spike Lee’s Do The Right Thing, for which the song was written. Genius makes these references come to life by incorporating comments, images and sound – all added by the various Genius users participating in the conversation. (Miller, 2016, p.2).

I would actually really love to do this as a workshop. I think it’s because of my history background; I did a lot of classes related to slavery and Civil Rights, and my interest in social justice. I will definitely keep this idea on my radar. I emailed Tim to let him know how much I enjoyed reading his piece in the newsletter. He let me know that he also uses Genius “to annotate an online article for my workshop on reading academic articles. It is a very easy way to add instructive elements into a webpage. I may explore using it with [LibGuides] to create virtual tours for our online programs” (T. Miller, personal communication, May 9, 2016).