Thankful

Thankful

“Thankful note on tree” by Jessica Castro on Unsplash

The day before Thanksgiving, I got an email from the Chancellor’s Office letting me know that a student who graduated in the spring (AKA my worst semester) indicated in an exit survey that I was one of three staff or faculty members who made a memorable impact during their time at UC Merced.

This recognition means a great deal to me.

As a non-faculty librarian (we’re academic appointees at the University of California) who teaches one-shot research lessons, the only student feedback I receive, besides formative assessment, is through post-lesson satisfaction surveys. While the librarians have been involved with projects to assess student learning, I, personally, haven’t yet had opportunities to see the impact of my and my colleagues’ work over time. (I am hopeful through liaison work and some other contacts I’ve made this fall that this can change somewhat, and we might be in a good position due to campus growth, a new general education curriculum, and a new department structure.) Outside of classes and workshops, my other source of student engagement is through research consultations.

I sometimes feel disconnected from my purpose in this kind of library environment. In my previous position, if I wasn’t teaching, I was at the desk, which proved to have its own challenges, but I really enjoyed knowing students’ names and about their lives. I may not feel as connected to students as I did before, but I’m very thankful to know that I really am helping students on their path to earn a degree and accomplish their life goals.

This is something I needed to hear. I go back to work tomorrow, and I’m looking forward to the two research consultations I have scheduled in the afternoon.

LibraryGo

Well, oops! I discovered a ton of draft posts. I meant to post this during new student orientations this summer. But if your academic library participates in preview days, this could also be helpful. Here’s what I meant to post:

PokémonGo is everywhere, including libraries! Although summer is a little slower for those of us in college and university libraries, fall semester is almost here, and academic libraries are preparing welcome back events and orientations. Erin Washington, the library director of the Marie Blair Burgess Library at Spartanburg Methodist College in Spartanburg, South Carolina has designed her own version of the game. She shared her idea in the ili listserv.

Washington was already working on an augmented reality game using Aurasma, so she decided to rename it LibraryGo since everyone “know[s] what PokémonGo is even if they haven’t played it” (personal communication, July 13, 2016).

If you haven’t used Aurasma before, it is basically a way to link online content to an object in the real world (I used signs, a statue, a student ID card, and a screenshot, for example). If you’ve used QR codes for scavenger hunts before, it’s basically the same idea but is just more fun. When you walk around and use the Aurasma app, it feels like you are pulling images and videos out of the air when you find a “trigger.”

It is free to set up an account in Aurasma and fairly easy to create Auras. (My suggestion is to check the “lock” feature when you create an aura so that the students don’t have to keep their phone hovering over the trigger to make the content play.) If you would like to see my auras, download the Aurasma app and follow “eirini52105”.

The attached doc is the sheet I will give students to begin their search for “LibStops” (rather than PokeStops). Feel free to adapt this however you like, and borrow/edit my “LibraryGo” logo. The students will also receive one of our library iPads that will have the Aurasma app pre-downloaded for them. If you don’t have iPads to hand out, you could easily do this with phones as long as one student per group was willing to download the Aurasma app. This activity *I think* will take about 30 minutes, and I was considering doing a Kahoot Quiz as their “Pokémon Gym” battle for the remainder of class time, or perhaps the usual database demo.

Here is Washington’s second email about the Kahoot quiz mentioned in her July message.

Now that we are closer to the semester starting, I have had the time to create a simple Kahoot Quiz to go with LibraryGo. It’s got the Pokémon Go theme song at the beginning and Pokémon images that go with the questions. I’m hoping to use it as assessment to see if they learned anything, and/or learned it better than last year’s more traditional class. If you would like to use it or transform it for your purposes, do the following:

1) Sign in/Sign up with Kahoot at getkahoot.com.

2) Click Public Kahoots (up at the top)

3) Use hashtag #librarygo to find my quiz (author = eirini52105)

3) Click “Duplicate” to put this Kahoot into your “My Kahoots” area.

4) Click on MyKahoots (also up top) and then edit to change the questions to be your own. (Erin Washington, personal communication, August 4, 2016).

For more information, or to share other PokémonGo ideas, you can contact Washington at washingtone@smcsc.edu. A special thank you to Erin for allowing me to share her ideas on here.

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.

Tablets Pt. 2

An update on that tablet project I mentioned back in the fall.

Back in September, I found out I had one week to submit paperwork for a grant offered through student equity funding. I had planned to do a survey about our students’ technology usage in order to make some mobile technology recommendations to my dean, but I had to scrap the whole plan with the unexpected deadline and opportunity.We initially received 33 percent of the funds for 36 Microsoft Surface Pro 3s (at the time, this was the college approved tablet) and a charge cart. However, a little later, the Library received funding for all 36 tablets. The tablets are mostly for library instruction since we don’t have an instructional space, but we decided to circulate 5-10 for in-house use when not being used in the classroom.

We finally got everything delivered at the very end of 2015/beginning of 2016, but, long story short, we just started checking out a few this last week. I am bummed I wasn’t able to use them for instruction. I am also sad that I won’t be seeing this project through since I am heading to a new job in June.

With all the delays and my exit timeline, I forgot all about apps. One of the part-time librarians recently reminded me about apps after I sent her a Storify summary of a Twitter chat about tablets by ACRL’s Instruction Section’s Instructional Technologies Committee. Here’s the accompanying Winter 2016 edition of the Instructional Technologies’ Tips and Trends newsletter. Back when I used to do butcher paper posters in the hallway outside the Library doors with questions for students to respond to on Post-It notes, one of the questions I asked was about apps students use to help them with their work. I didn’t get much of a response, though. After this email conversation, I remembered that I had saved a really cool idea that could be modified a bit to figure out what sorts of free apps might be added to the Surface Pros. It really needs to be guided by our students (we really need a student advisory committee!). In 2014, there was a message in the collib-l listserv from a librarian named Beth Johns about a drop-in workshop she and a colleague did about apps.

One of my colleagues and I experimented with a drop in workshop for students last February. It was called “Sips, Snacks and Apps” and was designed as a “sharing” workshop–the plan was to share information on mobile apps that have an academic purpose (such as library database apps) with students and find out what they use in their academic life.

We didn’t get a huge turnout, but some students were coaxed into attending and thanks to one of our student workers who also wrote for the student newspaper, we had a short article published on the event. Snacks included coffee, tea and lemonade to drink and cookies to eat. We held it in a group study room, but when we do it again (planning for the fall!) we want to hold it in a more public place. This room was not a good location–kind of hidden in the library. I think we will hold it near the library entrance next time. The few who attended, including one faculty member, seemed to enjoy it. It was more about building relationships than the topic of mobile apps. I’ve attached a pdf of one of the flyers.

With this particular topic, it seems that students at our school are not yet using library or academic apps (unless they are just not telling us what they use), but we did find out that those with iPhones sometimes use Siri to figure out alternative keywords when they are researching something, so that was helpful and interesting!

I mentioned to our part-time librarian that what we could do is come up with our own list of apps that work with Windows, and then see what students want from that master list, as well as look into others that are suggested. If were going to stay, I would set up a student advisory committee that includes our student workers and other students. With less than a month left until I leave my job, I do plan to add this tidbit to the notes I’m leaving for the new librarian.

Coloring Party and Other Ideas for Finals

During finals this year, I had coloring pages available. I only printed a few out the first day (some design I could download for free online), and the next day, one of the student assistants said I needed to print out way more because “people really like them.”

I have noticed an upswing in talk about the relaxing powers of coloring lately. Even NPR and Quartz have chimed in, and I think I remember seeing something on Huffington Post. It’s rare that I go to the local Barnes and Noble (I am a library user, after all), but I went a couple of days ago and was so surprised by all of the coloring books on display.

Long live coloring! I will still be offering coloring pages during finals, but I think in addition to my once a term game day/night, we need to have a craft and coloring party, too. I will definitely be talking to our student workers about it in August.

While I can’t remember where I downloaded the mandala image I used during this past academic year, there is a Facebook page, Coloring Pages for Adults, that offers free, downloadable pages to color. With back to school sales around the corner, now is also a good time to buy colored pencils and sharpeners. We have electric sharpeners in the library, but for a bigger event, we’d be in the Student Lounge, so we’d need little sharpeners. Right now, I can tell you for a fact that Target has a 12-pack of Crayola colored pencils for 97 cents.

I know there are some academic libraries with the big bucks and staff for massages, pet therapy, and coffee and cookies, etc., but even the smallest of libraries like mine can do something to help students de-stress during exam season. Puzzles and games are a great idea if you have the space. Our game night, for example, doesn’t happen in the Library because we are only two thousand square feet. Another option for small libraries might be to provide a crossword puzzle or word search. Origami supplies are not that expensive and don’t require a lot of room. We had Origami Yoda for Star Wars Day in May. I just put up paper and instructions by the checkout desk. I also do Starbursts “for a burst of energy” and mini Crunch Bars for “crunch time” near the doors. I do purchase those on my own because I only have a couple of hundred dollars I can use for the library from the college, and candy adds up so quickly.

Be creative, and, as I’ve learned, don’t get down because you can’t bring puppies or kitties to campus.