All posts by acrlguest

Make it Work! Starting a Makerspace in an Academic Library, Phase 1

ACRLog welcomes a guest post from Hannah Pope, Emerging Technologies Librarian at Appalachian State University.

Makerspaces are cropping up in libraries everywhere, but the process for creating one of these areas in an academic library can often be layered and confusing. This is especially true for librarians and staff who have had very little prior makerspace experience. A factor that can make the process even more difficult is the lack of agreement over what exactly a makerspace is. My personal definition is: a makerspace is a place where patrons have access to tools where they can create and innovate while simultaneously inspiring one another as a community. Like with all things in libraries, that definition can be up for debate!

Over the course of the next several months, I am going to be sharing with you the process of creating and implementing a new makerspace. A little background first: I am the Emerging Technologies Librarian at a mid sized university located in the mountains of North Carolina. Our library has been progressively moving into a more innovative direction, and the makerspace has been a natural extension of that growth. Although there has been a lot of institutional support, we have encountered numerous issues leading up to the creation of the space…

Space Issues

Like many of you, our library suffers from a distinct lack of space. To remedy this, we began a massive library renewal project which heavily featured weeding old materials and the creating of new learning spaces. While our building is only a mere decade old, it quickly became apparent that the changing physical landscapes of libraries were not represented in the original building plans.

Many of you are working in a similar situation; either the library is in an older building, or the current space that you have just never quite seems to accommodate what you need it to. We’ve all been there. The important thing is find a space that will work for you and the makerspace that you are trying to build. There are many factors that should be taken into account that are too numerous to list here, but a few important ones include: Is there enough space for the equipment you want? Will you need access to an outside wall to ventilate your machines? What flavor should your makerspace be? Luckily, my library has finally gotten to the stage of the process where the area for our temporary makerspace has been cleared out. Whew! One hurdle down. That being said, it is a temporary space. Although we will be offering a variety of machines to work with, our space will not reach its full potential until we construct a better ventilated area in the near future. The important thing for right now is that the makerspace program will be able to start helping students and faculty in the early spring.

Creating a Makerspace Theme or Lack Thereof

I mentioned before that makerspaces can have a certain ‘flavor’ or theme. This is especially true in universities. Some can concentrate on arts-based programming and learning, while the most readily recognized types include STEM capabilities. The nature of your makerspace is ultimately up to you – and the patrons that you serve. Even though some makerspaces tend to focus on providing machines and tools that are related to certain areas, others contain a hodge-podge of anything and everything. The makerspace in my library will definitely fall into that category. The people at my library and within our community have a wide range of interests, and our makerspace will reflect that.

Equipment and Budget

Once you have the space and theme, it is time to decide what to purchase for your library’s makerspace. Rule of thumb: always overestimate the cost! When purchasing for a makerspace, there are going to be unforeseen costs to making it all run smoothly, including replacement parts, supplies, and required accessories. While there will always be new and exciting things to buy, it is important to remember that the needs of the patrons come first, so stick to the budget. It is also imperative that the physical space is taken into account. It wouldn’t be a good idea to purchase five 3D printers if you don’t have enough the space to house them. Ideally you would have someone who had the expertise to run each of the machines that you choose to buy. While it is expected that there will be at least a bit of a learning curve, it isn’t generally a good idea to buy a variety of machines if no one in the library has used them before. Getting more people involved is always a good idea, but if you or your staff don’t have any training, starting out slowly in regards to equipment may be the best approach. Academic libraries commonly start a 3D printing service before they move into full makerspace territory. This gives the library a sense of patron demand, and it also allows for staff to learn the equipment properly. My library has used this model and it has been very successful so far.

The lack of physical space didn’t keep us from implementing a 3D printing service, but now that there is a designated makerspace, we need more equipment to fill it. As I mentioned, our makerspace is going to be as eclectic as the student body that we serve. We will have a CNC machine, vinyl cutter and 3D printers, as well as a sewing machine for e-textiles and electronics in the main workspace. I am also creating an area that is specifically for instruction so that classes and workshops are surrounded by the ‘making’ environment as they learn. In addition, we are also tagging on a more nontraditional makerspace element – a virtual reality and gaming room. The room will have multiple gaming consoles as well as the HTC Vive and Microsoft Hololens available for students to explore. We also provide software so that patrons can create video games. The variety of equipment speaks to the varied interests of our students, faculty, and staff.

Developing Curriculum

One of the most vital parts of creating a successful makerspace is developing instruction and activities that highlight student potential. Even though my space was not open this semester, I still conducted workshops about 3D printing, 3D design, Arduino and e-textiles. By offering up these opportunities, I was able to introduce the campus to some of the technology that we currently have and build momentum for the makerspace opening in the Spring. I also partnered with a number of professors who incorporated the technology into their classes.

Next semester, I will be expanding the instruction by adding more courses and creating e-learning modules for patrons to use when learning about the new tools available. There will also be more outreach activities that will consist of directed projects that revolve around one or more machines within the makerspace. The opportunities for expansion are endless!

Are any of you creating makerspaces in your libraries? Stay tuned for the next piece of the makerspace journey.

Roles and Strengths of Teaching Librarians in Higher Education

ACRLog welcomes a guest post from Sara Harrington, Head of Arts and Archives at Ohio University Libraries.

The ACRL Instruction Section charged a Task Force with revising the Standards for Proficiencies for Instruction Librarians and Coordinators. On November 2, 2016 the new draft document “Roles and Strengths of Teaching Librarians in Higher Education” was released to the ILI-l listserv for review and comment by stakeholders.

Major changes in the revision include a shift in language from proficiencies to roles and from “instruction librarian” to “teaching librarian,” a structural change from a list to a conceptual model, and a change in focus from skills to strengths needed to thrive in each of the roles. The document is intended to help both clarify roles which may be assumed by a proficient teaching librarian as well as inspire new roles.

Included in the draft is a summary of the Task Force’s charge, the timeline and approach the Task Force followed, a discussion of the contexts framing the draft, and guidelines for intended use.

The document is divided into the following sections:

  • Charge and History
  • Approach
  • Context
  • How the Document was Created
  • Purpose of the Roles
  • Intended Use
  • Roles
  • Bibliography

The Roles Are:

  • Advocate
  • Coordinator
  • Instructional Designer
  • Lifelong Learner
  • Leader
  • Teacher
  • Teaching Partner

Each role is accompanied by a short description of the function and activities exemplified by the role, and a series of strengths demonstrated by the proficient teaching librarian working in that role.

A previous ACRLog post discussed the role of Advocate.

Word, Google doc, and PDF versions of the full draft are available:

The Task Force invites your comments on the draft. Your feedback can be submitted on ACRLog using the comment box below, or you can send an email to: teachinglibrarianroles@gmail.com. (The comment function at each location where the document is posted is not available.)

  1. Write up your comments and use one of the feedback methods listed above.
  2. Comments sent to teachinglibrarianroles@gmail.com will have identifying information redacted to maintain privacy and will be posted to a publicly available Google doc.
  3. Names and email addresses of those sending email to teachinglibrarianroles@gmail.com will not be shared with anyone outside the Task Force.
  4. A narrative summary of comments will also be prepared by the Task Force.

Please submit your comments by December 1, 2016.

The Task Force will then compile the feedback and submit recommendations for revision to the ACRL/IS Executive Committee by Midwinter 2017.

We encourage you to review the document and provide your feedback in order to make the document a truly useful tool for librarians, instruction coordinators, administrators, library school students, and others.

The Task Force hopes to receive constructive response to this draft over the next few weeks. We intend to summarize all comments and share them before everything goes forward to the ACRL/IS Executive Committee.

Thank you!

Standards for Proficiencies for Instruction Librarians and Coordinators Revision Task Force Members
Dawn Amsberry, Penn State, Member, dua4@psu.edu
Candice Benjes-Small, Radford University, Member, cbsmall@radford.edu
Sara Harrington, Ohio University, Co-chair harrings@ohio.edu
Sara Miller, Michigan State University, Member and IS Executive Board Liaison, smiller@mail.lib.msu.edu
Courtney Mlinar, Austin Community College, Member, courtney.mlinar@austincc.edu
Carroll Wetzel Wilkinson, West Virginia University, Co-chair, cwilkins@wvu.edu

Test for E.C.H.O.

ACRLog welcomes a guest post from Marc Mason, Library Undergraduate Services Associate at Arizona State University Libraries.

I had one of those days today. One of those rare ones, the kind of day where you walk around with a little more bounce in your step, your chin tilted a bit higher. It was a day where – hallelujah! – validation rained down upon my shoulders and washed away some of the frustrations I’ve felt lately on the job.

We could all use a few more of those days. Mine came about courtesy of our university’s International Students and Scholar Center. Prior to school starting, they held a day-long conference for all incoming international graduate students. This is the second time that the ISSC has put on this conference, and they have generously included me as a breakout session speaker each time. Last time out, around 20 students came to my talk, which I will admit was disappointing. I suppose the competition during that time slot was fierce, but my library-guy pride to this day still kind of believes it can’t have been that fierce and more students should have come to see me.

Arrogance? Sure. But I think libraries could use a little more swagger.

Because of that tiny turnout last time, I had little in the way of expectations going into this second conference. So it was more than a bit shocking when I arrived at my room to set up and saw that there were 240 chairs arranged in the audience. I can take a joke at my expense, but this had the look of something that was going to be embarrassing. I swear I felt my sense of pride start to shrivel. The time ticked down. The previous session finished. I held my breath.

A flood of people poured into my room. 180 of them as a matter of fact.

Floating on air, I did my thing, offering up the library services I wanted them to know about, and keeping them laughing all the way through. When I was done, over two dozen stayed to talk to me further. Like I said: it was incredibly validating. May each and every one of you have a day like that, and soon – that’s my wish for you.

I’ve been working with the international population for over seven years now, and in general, it is always my favorite part of my job (even when it isn’t one of “those” days). The opportunity to meet and teach people from all over the world is truly a gift. It has also put me in a position to speak at conferences on international student topics and to meet amazing colleagues from across the country in the process. It has given me the opportunity to see humanity in an incredible light, and to truly take a stand for tolerance. I would not trade it for anything. My job gives me the chance to continuously learn, both on an academic and on a cultural level.

I have occasionally been asked about best practices for working with international students, and with that in mind, I decided to put into words how I go about working with these student populations and their extraordinary cultural differences. I call it “Test for E.C.H.O.”

E stands for Empathy: The first thing you can do is show your capability for understanding. These folks have traveled thousands upon thousands of miles to be at your institution. Sometimes they have traveled for almost three days depending on long layovers. They’re far from home, they cannot get home easily, and everything is somewhat scary. The signage is in a second language. The odds of any random cashier speaking their native tongue is slim. Local foods may not sit well with their digestive systems for a while and they may get sick for the first few weeks of being here. Oh, and they may not see their families for a year or better. The whole process can be wildly intimidating, and all it takes is one bad interaction with a local to make them question their life decisions.

Don’t be that local. Keep some of the above in your mind and let it guide you in how you approach working with these students.

C stands for Care: After you have shown empathy, follow that up by demonstrating that you believe that they matter. That you care about them as fellow human beings. Don’t allow that physical distance they’ve traveled to become an emotional one as well. (Life need not always batter us with metaphors.) I can’t even begin to tell you how many students I have worked with over the last few years who responded to simple moments of genuine caring. Creating that connection grounds that student to the university and provides them a human connection to their educational experience.

Be that connection. It’s great for them, and I promise it’s great for you as well.

H stands for Humor: Different cultures have different senses of humor, that much is certain. But laughter creates a bond between you and the international student that will be of enormous benefit.

There is a tendency among many in our profession to take themselves very, very seriously. And I get that – we are the gatekeepers for information, freedom fighters against the tyranny of government overreach, yadda yadda yadda. However, that seriousness can also be rather intimidating, not just for our international students, but for all students. This sometimes places our expectations for students far out of reach for where their real capabilities lie. If and when that happens, students start avoiding the library, seeing it as a foreboding place where they do not belong.

We never want them to feel like they don’t belong. Right? So be silly. Tell a joke that revolves around a pop cultural artifact that has worldwide appeal. No matter where we are from, certain things are popular. Star Wars, Beyonce, Harry Potter… it isn’t difficult to find common ground. Use it to get some laughs, put their minds at ease, and create a learning experience they will never forget.

O stands for Optimism: And finally, help these students believe. When you are working and learning in a second language, particularly one as difficult as English, confidence is a fragile thing. Setbacks can be crippling, and doubts about one’s ability to succeed (not to mention the time and money put into coming to the U.S.) can set in quickly. Numerous students have shared their “I almost quit” stories with me since I started working with this population, and they all have pretty much the same plot: a failure of some sort, painful phone calls to friends/confidants expressing regret and fear, worries about how family may react when they go home in “disgrace,” and (for those who stuck it out) a eureka moment where they got the right help to carry them through their struggles.

A librarian can be that help. Be that help.

When working with an international learner, using phrases like “yes, you’ve got this” or “I can tell you understand this stuff” can make a massive difference as that student continues working through their assignments. The reassurance of an expert goes a long way towards solidifying confidence and building a strong mindset for success. And they’ll remember the part you played in that success, I promise you.

The world isn’t slowing down anytime soon, and neither is the influx of international students to U.S. schools. Cultural literacy and competency is going to become one of the most critical skills our library staff can possess. So as you find yourself working with this population – whether individually or whole classes – take just a moment to remind yourself to test for E.C.H.O. Trust me – you’ll be glad you did. And you’ll have more than a few of those kinds of days.

Starting from the bottom and teaching my way to the top

ACRLog welcomes a guest post from Jessica Kiebler, Reference/Instruction Librarian at Berkeley College.

My journey into the world of librarianship started with my failure to get a job as an elementary education teacher. I’ll never know if that was due to the over saturated job market or my newbie skills, but one would think that with my undergraduate degree in elementary education, I would be ready to take on library instruction like a fish to water. However, I was never truly confident in front of 30 screaming children so while the transition to libraries wasn’t surprising, getting a job as an instructional librarian was a bit daunting. So if I didn’t want to teach, then how did I end up in an instruction position at an academic college instead of a public reference librarian? Good question. After five years as a librarian and one year in my current position as a Reference/Instruction Librarian at Berkeley College, I decided to reflect on my journey from uncertainty to confidence.

You have to start somewhere

More than a year after graduating with my MLIS, I began working as a solo librarian at a small nursing college that needed a librarian to create their library. Yes, create a library from nothing but shelves, an ILS and a computer. Thankfully, the Director of Education had purchased hundreds of books before I had started and I began the task of cataloging them and organizing the physical space. Not only was I in charge of reference, maintaining the collection and all policy creation but also designing an instruction program. It was an amazing opportunity to learn but also very intimidating in my first professional position without the assistance of a mentor or experienced librarian. I took everything I had learned from my MLIS program and my undergraduate pedagogy courses and combined it with my own research to create a basic instruction program to show students how to use the library resources. The resulting lessons were basic but worked for the limited time and prior knowledge of the students.

Smarter, not harder

As any educator knows, the best lesson plans can mean nothing if an instructor does not have classroom presence or presentation skills. My lack of confidence showed through to my students so while my lesson plans were well written, my pacing and poor question prompting did not create a cohesive experience. I was also dealing with a short amount of instruction time combined with a student body who had little to no computer skills. This made getting experience in teaching actual information literacy very difficult because my classes became so much more about getting students to access the library website or about how to navigate a browser. As it became evident that this was not isolated to my first few cohorts, I had to start teaching smarter, not harder. I made notes about common issues students were having so I could create visual aids that would be on the screen while I walked around and assisted. I made time in my lessons for the common computer questions since I knew they would distract students from learning the steps to get the resources they needed. So while I thought these initial problems were distracting me from teaching, it was actually helping me to learn the constant juggling act that is teaching.

Frequently, I would be ready to move on from the initial login process (our students needed to login to the library website to access any resources) and a student would come in late or say they needed help because they had missed the instructions. In my first months that would have thrown off my thought process and I would have paused the whole class to assist. I learned from my mistakes by preparing the classroom beforehand with login information on the board so students could troubleshoot on their own or with the help of a fellow student. I no longer let those distractions keep me from moving on to my next thought or stall the class. Having a fellow librarian or mentor may have helped me make these progressions faster, but doing it on my own gave me the confidence that I could conquer anything. The challenges of working with limited time and support also forced me to get creative and create resources outside of the classroom that I could use to support students in accessing the library. Since we didn’t have LibGuides, I used free tools like Google Sites and LiveBinders combined with physical handouts and a YouTube page of screencast videos. These aids were incredibly helpful to students who felt they couldn’t absorb everything in one session or who needed a refresher later.

While I made steps to improve my lesson plans each term, I felt unable to move past the limitations of my environment. I updated slides, made handouts clearer and created more effective examples but I wasn’t moving towards a more engaging classroom experience. I felt stuck in the rut of assessing with the same handout and seeing the same issues with student responses month after month. I was proud of what I’d accomplished on my own but knew that I might need some guidance to improve even more. I just didn’t know how much more I would come to learn.

Joining the A-Team

In April 2014, I was hired as a Reference/Instruction Librarian at Berkeley College where I currently work. After two years at my previous position, I knew I was capable of standing in front of a classroom, delivering a lecture, and walking students through technical assistance but I wanted more. I was now working at a college with many majors and would be instructing in the schools of Liberal Arts and Health Studies on much more than just how to access the library website. Would I be able to craft effective, engaging lessons on information literacy objectives? Would I be able to deliver these lessons with confidence? My imposter syndrome was on high alert in my new position.

While it might have worked for me before (although slowly), I didn’t want to rely on my own persistence to improve. I contacted our Information Literacy Coordinator and discussed my concerns about my own teaching: “I’m nervous about trying new assessments. I’m not familiar with these classes. And how do I incorporate information literacy into a database lesson?!” He said not to worry and that it would come with practice. I had the core skills necessary and I could see some sample lesson plans that were already created to get used to teaching in this new environment. Having these road-tested lessons did help my confidence a bit but I still struggled with pacing myself and being comfortable with the silence that can follow when you ask a room of students a question. I knew if I wanted to improve I had to once again find a way to learn from my mistakes.

Tools for success

One tool that helped me more than I thought possible was creating an instruction journal. Immediately after each classroom session, I wrote down all of my impressions from my teaching:

  • How many students were there?
  • What did I teach?
  • What did I do well?
  • Where did I slip up?
  • Were there interesting interactions with students?

Getting those ideas and feelings out on the page created a place for me to archive them so I could go back and improve and also a way to reflect on what could have been better. Since I frequently teach the same courses, I would read through the journal before similar sessions and prepare myself to practice certain skills. This helped me to focus my energy on what needed work and just do what I knew how to do for the rest. I don’t share my instruction journal with anyone so I feel confident in writing whatever feels natural for me and to really be critical (or complimentary!). It’s also a great tool to go back to for yearly evaluations so I can find places where I excelled to point out to supervisors. I also made notes on any fun things I might want to try in the future once I felt comfortable with meeting the basic course objectives.

Finally, success

Finally, I had an instruction success that felt like the culmination of my 5 years of work. While doing outreach to English faculty to plan instruction, a new professor suggested a scavenger hunt lesson which she had done at a previous institution. The concept reminded me of a recent article I had read about creating “stations” for students for a library resources lesson[1]. I crafted a lesson geared for our library – from objectives to rubrics – and the professor loved it so we scheduled a session. On the day of the class, I pored over my notes to make sure I had the sequence of events down. I was sure I would mess up some part and have to backtrack. But I was wrong. I focused my energy on the skills I knew were my weakest – pacing, not being scripted or attached to a Powerpoint, giving students prompts if they aren’t quick to answer my questions – and the session was a success. Students not only completed my worksheet, they did so with thoughtful answers and even made insightful comments in our post-instruction discussion. It was a rewarding experience that I hope to continue.

Final reflections

I have now been a librarian for 5 years. I still have not conquered imposter syndrome (many librarians say they never do) and I know I can still improve my instruction skills. But I’ve learned that you don’t always need formal instruction to take on new skills. So much of my journey was done by coaching myself and learning from others – librarian bloggers, education authors, fellow librarians, my own students, and my own mistakes. I also relied on my fellow team members to help me work through ideas I had for future lessons which always bolstered my confidence. I sometimes felt like asking for help would make it seem like I wanted to take my colleagues’ ideas – especially as the newest member of the team. But when you work with a real team, they’ll understand when you’re looking for guidance and not hand-holding. I frequently felt so inspired by their work that it was easy to come up with my own ideas for lessons and assessment. You may also feel like asking for help means that you aren’t qualified to do your job but asking for help means you are willing to do the work to do better. I feel much more confident in the classroom these days and have even created engaging lessons that I’m proud of. Those pep talks and failures can show you that there’s so much more ahead than behind you.

[1] Fontno, T. J., & Brown, D. N. (2015, February). Putting information literacy in the students’ hands: The elementary learning centers approach applied to instruction in higher education. College & Research Libraries News, 76(2), 92-97.

#WeNeedDiverseBooks in Academic Libraries

ACRLog welcomes a guest post from AJ Robinson, Islamic Studies & South Asian Studies Librarian at Washington University in St. Louis.

“Some people don’t expect to see themselves in the library.” This comment from Vivek Shraya, 2015 recipient of the South Asia Book Award, was a moment of clarity at the Conference on South Asia in Madison. The conversation among book award authors addressed #WeNeedDiverseBooks, an online campaign that has highlighted issues of exclusion in mainstream literature industries. “Diverse books” generally feature characters of racial, ethnic and religious minorities, LGBTQIA identities, and/or varying abilities. Many libraries with a strong focus on serving young readers have embraced the campaign with displays, booktalks, and new collection development strategies. There has yet to be significant traction for this campaign in academic libraries, so as academic librarians we must ask ourselves: do our users see themselves in the stacks?

Despite the influx of university diversity and inclusion programs, minority students at many schools continue to report feeling like outsiders. The topic of diverse books exposed a critical gap for supporting my students—a visible collection that explicitly recognizes their presence. Making diverse books prominent in academic libraries is a necessary component for welcoming all users.

At my library, I started expanding the Popular Literature (PopLit) collection with novels and other non-scholarly titles representing authors, protagonists, and themes related to South Asia. PopLit is located on the main floor next to study spaces and arranged by genre for browsability. I also noticed other gaps in the collection, including a need for representation of my other subject specialty, Islamic Studies. Working with PopLit had the benefit of collaborating with other bibliographers, reducing strain on subject-specific collection budgets, and (most importantly) placed the books on shelves more accessible for casual browsing.

The push for diversity in books speaks to wider issues in systematic exclusion, including standard selection tools such as mainstream publishers and reviewers. Booklists such as the South Asia Book Awards and blogs like Arabic Literature (in English) have been instrumental in building a core collection. I also sought out alternative publishers such as Arsenal Pulp Press, Other Press, and Seven Stories Press. In selecting books, I prioritized finding authors who speak directly from personal experiences to balance popular journalist, travel writer, or ghost-writer accounts. I also sought materials with a wide variety of genres and formats, such as graphic novels and poetry.

To reach a wider spectrum of genres, my most useful tool were lists on GoodReads. Lists like “Desi Chick Lit,” “South Asians in Contemporary YA,” “Fiction featuring Muslim Women,” and “Queer Islam,” among others, were useful for identifying novels appropriate for pleasure reading, and the user-submitted reviews helped evaluate literary and content quality. Although GoodReads is now owned by Amazon, it’s possible to change the interface to easily check availability through BetterWorldBooks or IndieBound.

In processing new titles, student workers curate books for display on the centrally located New Books Shelf. The YA novels have eye-catching covers that draw interest to the shelves even from a distance. I also found an opportunity to promote the books through collaboration with the campus Center for Diversity and Inclusion, which is housed on the second floor of the library. We arranged to display a monthly book exhibit related to their programs. New PopLit titles complemented and balanced relevant academic texts. Books circulated from the exhibit each month, and several students expressed appreciation for the display.

If students immediately recognize that the library is intended for them, they are far more likely to see the rest of the services we provide. As librarians we must be deliberate and proactive to “meet users where they are.” Building and promoting the collection has challenged perceptions of the library to open conversations and outreach on campus. While a book collection alone cannot address the deep inequalities embedded in higher education, it is an important opportunity to show users that we see and value them in the library.