Academic Libraries and the Adjunct Crisis

The large and growing number of faculty members working off the tenure track at U.S. colleges and universities has been well-documented. Recent years have seen frequent articles in the higher ed media including the Chronicle of Higher Education and Inside Higher Ed, as well as major media outlets like the New York Times. You may have read anthropologist and writer Sarah Kendzior‘s 2012 article about contingent faculty in Al Jazeera, or any of the blog posts by adjunct writing instructor Lee Skallerup Bessette at Inside Higher Ed, just to name a few of the many articles addressing what’s become known as the adjunct crisis.

As an academic librarian on the tenure track I’ve often found myself thinking on how the rise in adjunct faculty affects academic libraries. The ACRLog blog team has written about this issue in the past, though since the percentage of adjunct faculty has only continued to climb — up to 76% by 2011, according to the American Association of University Professors — the issue remains highly relevant to all in higher education. While hiring adjunct or part-time librarians obviously impacts academic libraries, I’d like to think here on the effects on academic libraries of increasing numbers of adjunct faculty in departments outside the library.

Working conditions for contingent faculty make participating fully in the campus community a challenge. Adjunct faculty may not have office space which, in addition to their potentially complicated schedules because of a need to teach at several different institutions, can mean that adjunct faculty don’t spend much time on campus outside of the classes they teach. Many adjunct faculty have multiple email accounts which may hinder our ability to connect with them if we don’t know which address they check most frequently. While some adjunct faculty return to teach the same courses in the same department over multiple semesters, many do not. At my institution new adjunct faculty are invited to attend an orientation to the college, though time pressures may make it difficult for them to do so. Staying in touch with adjuncts between semesters to keep them in the loop about library collections, services, and resources can be challenging.

As academic librarians we strive to provide access to collections that are most relevant for the disciplines and subjects taught and researched at our institutions. But while adjunct faculty may be teaching a majority of the courses in a department or subject, it can be difficult to involve them in acquisition decisions. Scheduling workshops and meetings at times when adjunct faculty are available may not be possible. At my college adjunct faculty often teach on evenings and weekends, when our full-time library faculty are less available. And though we do offer library workshops in the evenings occasionally, many adjuncts may not be able to attend them (or other faculty development programs) since to do so represents an investment of their own (often uncompensated) time.

The work we do with students can also be affected by whether their professors are full-time or adjunct. Difficulties getting in touch can hinder our ability to consult with adjunct faculty about their students’ research assignments before they come for library instruction. Some adjunct faculty may be unfamiliar with the collections and resources at our library, and may create assignments for students that are a mismatch with what we have to offer. Depending on their backgrounds and familiarity with the institution and the library, adjunct faculty may not realize that librarians are partners in information literacy and can offer research and library instruction. More than once I’ve heard from adjunct faculty members that they never knew that we provide research instruction for all subjects and disciplines at the college, not just English composition.

What actions can we as academic librarians take? We can stay informed about the challenges adjuncts face, and learn more about increasing adjunct activism, including the New Faculty Majority, an adjunct advocacy group. If we work in an institution with a union, we can advocate for health insurance and other benefits for contingent faculty members. Within the library there are small actions we can take as well. We can make a special effort to reach out to adjuncts with information about the library and, if budgets allow, consider offering a stipend to adjunct faculty to attend workshops, meetings, or other programs in the library. I’m sure there are other ways to partner and advocate with adjunct faculty members — I’d be interested to hear about what academic librarians are doing.

About Maura Smale

Maura Smale is Chief Librarian and Department Chair, Library, at New York City College of Technology, City University of New York.

5 thoughts on “Academic Libraries and the Adjunct Crisis

  1. Maura,

    I also struggle with this issue at my institution. We have tried to become part of the onboarding process for new adjunct faculty, but that only means we meet the new adjunct faculty. I have also attended departmental meetings where adjuncts are in attendance and those were useful networking opportunities.

    You are correct that it is a challenge and one that we need to address.

  2. Thanks Maura for keeping us alert to the plight of our adjunct faculty. When I wrote about it back in 2006, the issues were not much different. How do we connect with faculty that we hardly see or know – or are here one semester and gone the next. I was concerned that we’d soon be seeing adjunct librarians becoming more the norm in higher education. I suspect we have added more part-time librarians. Perhaps we should hear more from them. Do they see part-time work as an opportunity to get experience until they can find full-time slots. Or they feeling that the opportunity is still far off.

  3. Thanks for your comments, Lauren and Steven. I agree that it would be interesting to hear from adjunct or part-time librarians — their numbers haven’t increased in my library over the time I’ve been there (6 yrs), but I don’t know what the case is at other institutions.

  4. This is a sensitive and thoughtful article, presented clearly — very helpful indeed!

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