Shifting Gears for Summer in the Library

At my workplace — the City University of New York — our semesters run later than many others, and finals just ended for us yesterday. Today the library’s practically a ghost town, nearly empty of students during our short intersession before summer classes begin next Thursday.

As I imagine many of us do, I’ve been looking forward to this summer slowdown (though not the hot & humid weather that’s accompanied it this year). The summertime can offer mental, physical, and temporal space for us to work on library or research projects that can be tough to schedule during the academic year, or even just the opportunity to take a day to clean our offices and organize files (surely I’m not the only person who’s really looking forward to that day?).

I’ve had an unusually busy semester and am getting ready for a week of research leave coming up soon, so it’s not quite time for me to hit those summer projects yet. But I’ve already started thinking about how to organize my time this summer. Every year I’m surprised at how challenging it can be to schedule project work over the summer when it seems like it should be the exact opposite, since there are fewer meetings and other commitments. My fellow ACRLoggers (and others in higher ed) have written about this in the past, and today I find myself revisiting these posts for tips and suggestions:

And as we go into a long holiday weekend in the U.S., I hope everyone has a chance for rest, relaxation, and whatever forms of self-care you prefer, in order to start the summer off right.

#libeyrianship: Pop Culture and #critlib in Information Literacy Programs

ACRLog welcomes a guest post from Jennifer Ferretti, Digital Initiatives Librarian, and Siân Evans, Instructional Librarian, at the Maryland Institute College of Art.

Beyoncé’s new album ‘Lemonade’ dropped April 23, 2016 as both a traditional album and a “visual album.” The visual album weaves poetry, music, cinematography, fashion, and literary and film references into an hour-long film that follows a woman going through stages of grief. The album was highly anticipated by two librarians at the Maryland Institute College of Art, Jennifer Ferretti, Digital Initiatives Librarian, and Siân Evans, Instructional Librarian. After watching Bey’s Formation music video and her performance at Super Bowl 50, Jenny and Siân realized the topics Beyoncé is exploring in her music provides a perfect opportunity to engage students through a popular point of reference.

In seeking to make research more exciting to undergraduate art students, while also promoting critical thinking skills, Siân developed an instruction session which included a visual analysis of Beyoncé’s Formation, a discussion of Black Lives Matter, and an active learning component in which the students responded to Beyoncé’s Super Bowl performance by researching the Black Panther Party in the library catalog, research databases, and special collections. Jenny, also invested in developing critical thinking skills via popular culture, primarily through digital resources, designed a topical LibGuide which provides perspectives, opinions, and ideas referenced or directly address in Lemonade.

In this post, borrowing The New York Times Bits Saturday newsletter’s conversational style, Jenny and Siân discuss #critlib, engaged instruction, and the success of the topical LibGuide “Beyoncé’s Lemonade and Information Resources.”


Jenny: Hi Siân! What are you up to?

Siân: Morning, Jenny! I’m just prepping for a meeting with a faculty member who is teaching a course on Art and Totalitarianism. You?

Jenny: Sounds interesting! I got an email today that has me thinking about my unit of the library, Digital Initiatives, taking on archiving websites.

Siân: Nice! I was having coffee with my dog, Pickle, this morning and I noticed that an article in City Paper came out about the Lemonade LibGuide you made. How many times has that LibGuide been viewed now?

Jenny: Aw, Pickle! Let me check… 39,775 views as of today!

Siân: Dang, girl! How does it feel to be internet librarian famous??

Jenny: <blushing> Honestly, I’m still taking it all in. It feels great to feel supported by so many people who work in libraries, archives, and museums. I love the fact that I can talk about Beyoncé and librarianship in the same conversation. I’m also really enjoying all the other projects that are popping up that are related, like the #LemonadeSyllabus.

Siân: The guide was shared on Twitter by Sherrilyn Ifill, President & Director of the NAACP Legal Defense and Educational Fund, School Library Journal, and Kimberly Drew (aka @museummammy), founder of Black Contemporary Art and Associate Online Community Producer at The Met, among many, many others. It even has its own hashtag: #libeyrianship. That’s pretty epic! So, why did you choose to publish it as a LibGuide? What do you think about them as a means of instruction?

Jenny: The shares have been overwhelming in the best possible way. One of the things I love about Twitter is that you can speak to a certain community, but what you say can also echo out to people you thought wouldn’t find what you do relevant to them. I’m grateful for every share and like!

Honestly, I chose to publish the research guide as a LibGuide because the platform lets you organize information quickly and easily. I didn’t want a list of links. I wanted gifs, book covers, etc. LibGuides can be used for lots of purposes. Decker has been using guides mostly for programs. I find LibGuides to be most successful when they center in on a particular subject or research topic.

After sitting in on your library instruction class based on Beyoncé’s Super Bowl performance and Formation video, the idea for a research guide on Lemonade just made sense. In fact, that class went so well and was so different from what I’ve seen here previously, could you tell us a bit more about the idea behind it?

Siân: Sure! I think that was one of the first conversations you and I had about librarianship, because we were both so fascinated by Beyoncé as a means to critical instruction. I had just started working at MICA and I was so thrilled to learn that there are faculty here who are open to creative, critical library instruction.

So, less than a month into my job, I convinced a particularly thoughtful and engaged professor to let me test out my “Beyoncé-based instruction session.” Her class consisted of first year students, mostly fine arts or graphic design majors, who had limited research experience and, in some cases, doubts about the relevance of library research to their work. Our goals were to get them to think about why research is relevant to their practice, to introduce them to different types of library resources, and to think critically about how they read and access information generally. We started with a visual response to the video Formation, mimicking the format of the crits they experience in their studio practice.

Jenny: I have to stop you right there. I loved the visual response part of the session. As MICA alum, I know how important it is to learn effective critique skills, both giving and receiving feedback. I think it’s so interesting that you connected critique to information literacy in this way. It reminds me of Larissa Garcia and Jessica Labatte’s writing on metaliteracy, where multiple literacies such as visual, news, digital, etc. intersect.[1] The session resonated strongly with me, so I can imagine it did a lot for our students.

Siân: Aw, thanks Jenny! I honestly did that kind of on the fly! I’d been thinking about how to engage students who don’t see research as relevant to their practice. So, I used the video and our visual analysis of it as a jumping off point to discuss plagiarism, with the example of Beyoncé’s usage of footage from the Bounce documentary, That B.E.A.T. We looked at some of our Special Collections on related subject matter and, finally, in an active learning session, we had students researching the Black Panthers on Google, in our databases, and online catalogue. In the assessment survey, one student commented that this was the first she’d heard of the Black Panthers! I really feel that starting with a familiar, popular reference helped draw the students into the research process.

I know you have similar thoughts about the ‘Lemonade’ research guide. Can you talk a little bit about your thoughts on the role of popular culture in librarianship?

Jenny: The ‘Lemonade’ guide is the first time I’ve publicly connected a piece of popular culture with librarianship. I started thinking about film and television and librarianship as I watched The People v. O.J. Simpson: American Crime Story. Sounds weird, I know. There’s a scene in that TV series where a large group of protestors are gathered outside the courthouse. Vendors are also there selling merchandise about O.J. Simpson’s guilt or innocence. My first thought was, “did the producers see this sort of thing in the original news footage?” As an advisory board member on the Preserve the Baltimore Uprising archive project where we collect images, sound, and text from the 2015 Baltimore Uprising, I’m constantly thinking about how people, including librarians and educators, will use the archive now and in the future. Did you see the job posting for the Librarian for Literary and Popular Culture Collections at Brown University Library?

Siân: Yes! I think it’s amazing that more libraries are aware that we need to be #relevant! I think that another one of your LibGuides, Understanding Civic Unrest in Baltimore 1968-2015, is also evidence of this drive to make research relevant to the community in which you work. I feel like the elephant in the fictional room of our conversation is critical librarianship. How do you think #critlib plays into your work as a Digital Initiatives Librarian?

Jenny: Great question. First, I think less about how to stay relevant and more about how searching, analyzing, and disseminating information plays into many situations, including art. As Kenny Garcia wrote, “critical librarianship seeks to be transformative, empowering, and a direct challenge to power and privilege.”[2] #critlib asks us to be self-reflective and conscious of ourselves and our institutions so that we don’t contribute to systems of oppression. This is what I thought librarianship was about, I just didn’t have a way of articulating this before I learned about #critlib.

While at the peaceful protests and gatherings during the 2015 Baltimore Uprising, for some reason I felt like I should be there as a Baltimore resident, a person against police brutality, but also as a librarian. I don’t see a separation between librarianship and social justice. Now that I know more about #critlib, I understand why. Do you ever feel that way?

Siân: Definitely. As librarians, we promote equal access to knowledge and educational resources, so our work shouldn’t be limited to the library, the classroom, or even the campus. I see my work with Art+Feminism, for example, as “information activism” that is an extension of my work as a librarian.

Jenny: I’m so glad you brought up Art+Feminism! I’ve been a fan from afar. Before you arrived at MICA, I read a great ACRLog post about instructional design by Lindsay O’Neill. It was the first time I thought about critical instruction and design and I know we’ve talked about similar ideas. Could you talk a bit about any plans you might have for instructional design and how critical instruction differs from a more traditional take on library instruction?

Siân: That’s a great question and one I feel only .5% qualified to answer! 🙂 In my work with Art+Feminism and in my previous job at Artstor, I’ve had the opportunity to work with lots of designers and UX researchers, as well as librarians. I loved Lindsay’s post! And it brought up a lot of food for thought about the cognitive overload in my current instruction practice. As an art historian and librarian I have perhaps an unproductive love of text. But, I see teaching as an agile, iterative process. I think a lot of critical instruction is based on this principle as well — teaching isn’t top-down, it’s a process of communication between the instructor and the students. So, it has to be ever-evolving.

For anyone who wants an introduction to this, Eamon Tewell just published a literature review on a decade’s worth of critical information literacy and I really recommend Char Booth’s Reflective Teaching, Effective Learning.

Jenny: Wow, ten years worth of critical information literacy! I’m really looking forward to watching (and contributing in some ways to) the evolution of our information literacy program here at Decker Library. And I’m happy that I have someone to talk about Beyoncé with at work. 🙂

Siân: Ditto! It’s amazing to have inspiring colleagues who are doing important work, it’s like a daily reminder of why I became a librarian. And our #dailybey Slack channel is a definite highlight!

beyoncetwitterchat

Decker Library will be hosting a Twitter chat about the LibGuide and instruction on Wednesday, June 8 at 2pm EST. Follow along using #libeyrianship and @deckerlibrary.

[1] Larissa Garcia and Jessica Labatte, “Threshold Concepts as Metaphors for the Creative Process: Adapting the Framework for Information Literacy to Studio Art Classes,” Art Documentation: Journal of the Art Libraries Society of North America 34, no. 2 (Fall 2015): 235-248.

[2] Garcia, K. Keeping Up With… Critical Librarianship. Association of College and Research Libraries, American Library Association. Retrieved from http://www.ala.org/acrl/publications/keeping_up_with/critlib

Mentorship in your first year

Entering a new workplace is scary. Entering a new profession, environment, and career all at the same time, is scarier. However, with a little help, the transition can be smooth.

Before I even began my position at American University, I was assigned a mentor, another librarian at the AU Library. I had never had one and did not know what to expect.

As a first year librarian, I will be honest, I was not expecting a mentor, but I knew I would need one. I did not know the importance of having a mentor until I had one. However, as I dove into my new job, got involved in service, and started going to conferences, I realized that mentorship is very important.

Mentorship is essential because it not only provides guidance and confidence in yourself, it is also important in terms of retention in the profession for the coming years.

For guidance, as a new professional, you’re going to have questions that are not just “where is the best place to eat?” Instead, you might be curious about faculty governance or advice about a possible research project. I often found myself bouncing ideas off of my mentor or expressing concern or anxiety about my career path. The first couple of months were a time of getting to do new things, but also observing everyone around me and thinking about the possible career paths that are ahead of me.

The most important aspect of a mentor-mentee relationship is the relationship between you and your mentor. This relationship is reciprocal. By this, I mean that a mutual respect grows and that they are also learning from you.

Because I think this is a very important topic, I wanted to share how I go about it, because it’s also new to me as well. I do not pretend to know everything about mentorship, but as I go through this process, I continue to learn more. Here are a couple of “best practices” that I recommend for in order to get the most out of this experience.

-There must be some structure. My mentor and I see each other almost every day at work, so we always have short conversations about work, research/scholarship, plans, etc. However, we always find a time for either coffee, lunch, or dinner to further discuss these topics and to also put a plan in motion (if necessary). This block of time is just for the two of us and allows us to speak freely and express our thoughts and ideas. As I said before, the relationship between a mentor and a mentee is a two-way street. You both should benefit from this relationship.

How so? You should be able to teach your mentor new things, whether it’s about your interests or bringing a new perspective. Learning from your mentor about their career experiences and observations should also be beneficial to you.

-There will always be challenges in not only the workplace, but in your research agenda, service, or other aspects on your career. Have honest conversations, because if you can’t have these conversations about career struggles or successes, then who can you have them with?

-Write everything down. Even if you’re having coffee or lunch with your mentor, it is still a meeting about your career, your research plans, etc. I always have my notebook and pen with me and it’s also useful to have when you and your mentor are bouncing ideas off of each other.

-Have a plan and take the initiative yourself. Before having coffee or lunch/dinner with my mentor, I like to have a good idea of what my next plans are. For example, the Spring semester is coming to an end and our department has been discussing summer projects. Along with summer tasks/projects, I also have to work on presentations for a conference in August. Having an update and a timeline for my mentor is helpful for myself because I can get feedback.

The mentor-mentee relationship is what you make of it! This also brings up another question. What if you don’t have a mentor, but you would like one? There are a couple ways you could go about this.

Depending on your institution, the library might have a mentorship program in place already. Ask about the program(s) and find out what it consists of. Would you get paired? Or be able to choose your own mentor? What are your research interests? Ask questions!

The other option would be finding a mentor on your own. I’m glad I didn’t have to do this because I would feel intimidated. However, if there is someone that you feel would be a good fit, ask them if they would be willing to mentor you. I am not the expert at this, so I cannot say much. However, I would urge anyone to do their research on how to approach this subject. There are a couple of good articles out there for further reading into the subject. For example, “Are you my mentor? New perspectives and Research on Informal Mentorship” written by Julie James, Ashley Rayner, and Jeannette Bruno provides insight into informal mentorship, and how it might be the preferred method.

Another option would be to research the mentorship programs within professional library organizations. ACRL and ALA have mentoring programs to fit different interests and needs. It’s all about finding out what your options are!

On a personal note, I am very grateful for the mentor I have right now. This experience has been more than I imagined and I hope to continue growing, as well as updating you all!

Asking questions to create opportunities for conversation and learning

I was chatting with one of my colleagues the other day about challenges he’s been experiencing recently in some of his one-shot information literacy classes. He regularly makes time in class for students to work on their own research and to consult with them individually. Yet he described difficulty engaging students in one-on-one conversation about their progress. He described how he typically circulates the room, asking students “How’s it going?” hoping they might share their progress or pose a problem which would provide him a point of entry into conversation or an opportunity to advise the student. Instead, he said, students typically reply “I’m doing fine” or “I’m good.” Hopefully, such responses mean students really are progressing in their research, successfully applying the concepts from the session to their own work. Yet their polite reply to my colleague’s opening line shuts him out of even the possibility of conversation.

I knew exactly what my colleague meant. I’ve felt frustrated by the same scenario, too. I have often asked the same question and often gotten the same reply, essentially “no thanks.” My colleague wondered how he might create space for conversation without uncomfortably forcing the issue. While some students might indeed really be doing fine and not need assistance with research, plenty do. And even if their research is progressing well, that doesn’t mean a conversation about their work couldn’t be useful. I shared with my colleague some of the ways I’ve tried to open conversation with students during this kind of working time. Essentially, I’ve stopped asking “How are you doing?” and instead ask “What are you working on?,” “What topic or question are you researching?,” or “What have you been trying so far?” This slight variation has helped me open the door to conversation with even reticent students.

I’ve seen a variety of both cognitive and affective advantages via this small, but significant, shift. This type of question gives students fewer outs. It doesn’t require students to make a judgment of their progress (or lack thereof), either. Instead, it’s a low-stakes, low-judgment question that just asks them to account for what they’re doing so far. And once they’ve articulated what they’re doing, I can ask follow-up questions that help them probe their own steps and thinking and even identify problems or opportunities on their own. The conversation serves as a kind of formative assessment, too, helping me check in with students about their level of understanding and application of the concepts, practices, and tools we’ve been focusing on in class. I can then meet them where they are, clarifying or redirecting where needed or helping them advance further when appropriate.

This exchange with my colleague prompted me to reflect on my questioning practices in other ways and settings. I recognized this same shift across my pedagogy, in fact. Where I used to tell, I see that I now ask. Instead of first telling students how to construct a search or pick a source, for example, I instead start by asking how they would approach a search or select a source: “What steps would you take?,” “What choices would you make?,” and most importantly “Why?” When I meet with students in individual research consultations, I don’t just ask “What are you working on?,” but also “What are you hoping to accomplish in our meeting today?” These questions again help me meet students where they are and then scaffold instruction to help them develop progressively. Significantly, they also help give students a chance to construct their own learning, puzzle over their intentions and rationales, and make meaning for themselves. These questions help us (students and myself alike) recognize students’ agency in their research.

Much like I’m trying to help students develop an attitude of inquiry for their own research and learning, these questions help me cultivate my own attitude of inquiry for teaching. I don’t want to ask only the kind of questions that require students to parrot rote, meaningless responses at me. I want to foster meaningful and impactful learning moments where students construct their understanding and develop frameworks for their future use. These questions help me learn from and listen to my students.

listeningGood question” by Michael Coghlan is licensed under CC BY-SA 2.0

Join the ACRLog Blog Team!

Are you interested in writing about issues that affect academic libraries? We’re looking to bring on a few new bloggers here at ACRLog!

Members of the ACRLog blog team write on any issue or idea that impacts academic librarianship, from current news items to workflow and procedural topics to upcoming changes in the profession and more. We aim to have group of bloggers who represent diverse perspectives on and career stages in academic librarianship who can commit to writing 1-2 posts per month. We’re especially interested to hear from librarians interested in writing about technical services and technology, to balance the public services strengths of our current bloggers.

If this sounds like you, use the ACRLog Tip Page to drop us a line by May 27. Let us know who you are and why you’d like to blog at ACRLog, and send us a sample blog post. We’re looking forward to hearing from you!