Category Archives: Academia

Microaggressions, Faculty, and Academic Librarians: a study in intersectionality

I’ve been a follower of LISMicroaggressions on Tumblr for a while now, and even managed to pick up a zine or two in person at various library conferences. Their posts are a much needed reminder that as liberal and well-meaning as we all think/hope/claim/want our libraries to be, the day-to-day experiences of library workers can be fraught with all the -isms. There’s a strong desire, particularly in our current political climate, to make our academic library spaces welcoming and inclusive to students, faculty, and staff at our institutions. What I appreciate about LISMicroaggressions is that it is a mirror for the profession, one that–to continue this forced metaphor–provides a forum to critically reflect on our own prejudices and biases as well as the everyday (however unintended) acts of racism, sexism, homophobia, etc. that occur in our workplaces among colleagues.

At the 2016 Conference on Inclusion and Diversity in Library and Information Science (CIDLIS), I learned about another microaggression project spearheaded by Joy Doan and Ahmed Alwan at California State University, Northridge: Microaggressions & Academic Libraries. Joy and Ahmed are specifically examining microaggressions against academic librarians by non-library faculty or “teaching faculty.” Their project is rooted in the widely held belief that collaboration between librarians and faculty essential to the integration of the academic library into a campus community. Yet the goal of their project is to investigate the “dissatisfaction” academic librarians feel “about mistreatment by some teaching faculty.”

Joy’s presentation at CIDLIS was, to me, oddly reassuring in the same way that I find LISMicroaggressions is a comfort. Both projects are validating. They take comments or moments in my professional practice that are so fleeting that I question what exactly just happened, and yet so present as to feel oh-so-heavy. The discrepancies in age, educational attainment, gender, and scholarly background between librarians and non-librarian faculty are real, but are rarely acknowledged in the “collaboration literature.” If we can’t honestly discuss the impact of these aspects of librarian identity on our relationships with our faculty colleagues, how can we begin to include the intersectional identities of our librarians of color or those who identify as somewhere on the LGBTQ+ spectrum and the impact those identities have on collaboration?  If we want to take it a step further, why not look into the labor practices and classification of librarians in academia?

So much of practice-based LIS writing implores librarians to partner with faculty, but in doing so, puts all of the responsibility on the librarian. If we just do enough outreach, learn enough about faculty teaching and research, get that second master’s degree in a subject area, say yes to just one more class, and provide enough free snacks, then BLAMMO! COLLABORATION WILL HAPPEN! Instead of writing about the duty librarians have to fight for a seat at the faculty table (despite often being classified as faculty), we should be digging into the aspects of our identities that make our position within academic so tenuous.

That’s a large part of the reason I’m so drawn to both LISMicroaggressions and Microaggressions & Academic Libraries. I feel as though taken together, these two projects are investigating the culture of academic libraries and the prejudices that make library work so emotional-labor-intensive. I know based on her presentation at CIDLIS that Joy and Ahmed have plans to analyze the data they’ve gathered according to different demographic characteristics and identities of librarians. I’m curious to learn about how our intersectional identities as librarians impact our interactions with non-library faculty. I think our profession would be well-served by building on LIS intersectionality research like Fobazi Ettarh’s excellent article, Making a New Table: Intersectional LibrarianshipIf you have recommendations for additional reading–articles, blogs, websites, books–please share in the comments!

My Space, Your Space, Our Space, New Space?

For this week’s post, I had the unique opportunity to review a recently published white paper by Brian Mathews, associate dean at Virginia Tech Libraries and Jenizza Badua, interior design student at Virginia Tech entitled, Curating the Campus, Curating Change.  This fascinating conceptual piece is based on a mixture of ideas, conversations, and some actual realities relating to physical learning spaces across college campuses.

Mathews’ responsibilities for facilities, space planning, and management, combined with a background in user experience, naturally inform his research in this area.  While writing his book Encoding Space (also recently published), Mathews explores “the philosophy and texture of physical spaces and what they enable and inspire people to do”.  Curating the Campus developed out of this research by taking those same concepts beyond the library.

“So when you apply things like design thinking and look at the campus as a system, you start to notice areas that could be improved. We have been so focused on improving our libraries, but these skills and insights we’ve been developing could apply elsewhere.”

The paper challenges readers to build their own new ideas on classroom buildings, research buildings, labs, studios, exhibits & displays, atriums & lobbies, living learning community, and incubators from the 8 vignettes offered. Below are some of the questions the piece brought to my mind that I posed to Mathews.


ACRLog: I recognized examples of these ideas occurring in reimagined spaces within the library, can you talk more about how you see this model differently?

Mathews: I think the Hunt Library Teaching and Visualization Lab at North Carolina State (NC State) gets to the point. They have established their expertise in this area.  But, should they not just be contained within Hunt or Hill Libraries, they could extend service delivery — sort of in a franchise model.  For example, maybe the focus is more on data visualization for the social sciences. Working with that College they develop a space and some adaptive service models. Then staff together go in with a designer and informaticist to support teaching and research for this discipline.  I think a “phase one” would be looking at current spaces around campus to see how they could be improved. And the next level is service design and partnerships. When I visit buildings around campus I enter thinking “how could the library enhance what’s happening here.” That doesn’t mean setting up a reference desk. In the paper I tried to outline a few of the possibilities.


ACRLog: Where else can we see this is currently happening in academic institutions?

Mathews: Each campus has its own politics and geography. What works at one university might not work in another. So the point of the paper was to express a general ethos with the hope of sparking conversations. I tried to imagine the next five to ten years in the profession and it seems we will reach a point where we burst from beyond our buildings and start applying these ideas and principles in other locations.  I think the Active Learning Center at Purdue provides somewhat of an example: a shared building between libraries and registrar. At Virginia Tech we are working on this concept within a new classroom building. I’m also a co-chair of a campus-wide task force looking at renovating lobby areas of academic buildings and developing a better mix of quiet and collaborative areas.  But the paper isn’t really about spaces, it’s about partnerships. I used the word mash-ups—and that’s the creative challenge. It’s not just taking the library and putting it in Building X, but rather, working with Student Affairs and the Business School to develop an entirely new service or environment within a location that isn’t the library.


ACRLog: I’m intrigued by the significant role of partnership that comes up here, and you mention in the beginning of the piece the term interaction scienceHow do you see interaction science in this context? How is it changing the librarian profession?

Mathews: Interaction science to me is about how people work together. How they collaborate. How they cooperate. How they communicate. How they frame and explore problems. How they overcome differences. How they produce. Really — big picture — how they interact with each other and their environment. In the different stages of group work, it’s how they form and perform. In my library we study this. We want to learn from these interactions so we can improve our spaces and services. It’s the difference between offering a few tables and chairs and building a curated learning environment. The former is what I tend to see around campus buildings, whereas the latter is what librarians have been building. I think we can export our knowledge, particularly group commons areas, to other locations.


ACRLog: In addition to new opportunities, what problems are solved by decentralizing the programs, librarians, and spaces across campus buildings?

Mathews: Most of us don’t have a lot of free space in our buildings, [but] we would be able to offer emerging services elsewhere. I think we would be better able to integrate across campus rather than with a library-centered service perspective. I think it would open new partnerships and strengthen existing ones. I think it could provide better access to tools, resources, and expertise. I think it could help expand people’s thinking about what a libraries does or has to offer.


ACRLog: Yes, the idea (perceived or real) that our libraries are no longer filled with books, has in some cases, put pressure on libraries to re-imagine their own spaces for other campus purposes.  Do you see this an opportunity for, or in opposition against what is proposed here?  Or how does the role of the library building change in this new arena?

Mathews: I explore this a bit in my book. The problem I see is that many libraries are trying to do too many things. We want to accommodate digital humanities centers, visualization studios, maker spaces, quiet areas and collaborative areas, and collections, and on and on. There is a lot of pressure on our buildings. I love libraries being filled with books. I think the diffused approach helps us to push out services so that we can maintain collections or repurpose our space accordingly. But it starts by establishing expertise in this area. That’s what I really admire about NC State — their laser focus on learning environments. They have built a solid reputation and could probably advise and partner other units on their campus.I view libraries as prototyping environments. We can test emerging service designs and technologies, improve upon them, and then spin them out elsewhere on campus. I think that is an exciting possibility for our spaces. Our expertise is shaping environments, services, and resources for communities so we can serve as a testing ground for new ideas until they can move on.

Wrapping up our interview by phone, Mathews and I talked further about issues around partnership, like the geopolitics of space and the important role a supportive University administration plays.  The fun things about a piece like this is the way it generates new ideas and connections.  It’s a conversation-starter.  And it seems that reality underlies the whole premise of these spaces – to foster imagination and partnerships that are not just intentional and deliberate, but also spontaneous.  You don’t know what you don’t know, which is my favorite opportunistic problem!


Mathews, B., & Badua, J. (October, 2016). Curating the campus, curating change: A collection of  eight vignettes.

Mathews, B., & Soistmann, L. A. (2016). Encoding space: Shaping learning environments that unlock human potential.


Library Residency Programs: The pros and cons of residency positions as written by a current resident

This past Friday, I had the pleasure of attending the 2016 Conference on Diversity and Inclusion in Library Science (CIDLIS). I was able to not only attend, but to present. I was lucky enough to be put in the same group with LaVerne Gray, whose presentation “Outsider-Within Blues: Black feminist auto-ethnographic critique of diversity librarian recruitment and retention programs” hit home.

For me, library residency programs seem so new and so “in.” It seems like everyone wants a resident at their library. However, we must remember that residency programs have been around for a while. One of the earliest residencies being the Mary P. Key Diversity Residency Program that began in 1989.

Ms. LaVerne Gray was a former resident at the University of Tennessee from 2005-2007. Her talk at CIDLIS was about her time as a resident and her experience as a black woman in a residency program. She read aloud her critique and in some instances, looked over to me and smiled. I knew this smile, because we knew that we had shared experiences. No matter what year it was, where the residency took place, we knew that we had both faced similar challenges and joys of being a resident librarian.

It caused me to think about my experience, not only a woman of color in academia, but as a resident librarian at American University. The job market is going to start up again soon and librarians and/or library students will start to apply to jobs. So far, my residency has been a great part of not only my entrance into librarianship, but it’s been a rewarding experience in my life. I have experienced moving to a city that’s rich in culture, politics, and diversity. I have also had the opportunity to work with amazing colleagues who have been nothing but supportive since I have started at American University. Over the past year and a half-ish, I have taught multiple library instructions, worked with great faculty and staff, worked on projects that have allowed me to gain experience in collection development and cataloging, been on search committees that have allowed me to reflect on the job hunting process, and the most important thing of all, it has allowed me to work with a mentor that I admire to the fullest extent.

When I began applying to library positions, I had no idea what residencies were.  It was by pure luck that I found the job posting for the residency position at American University. While residencies have been getting a little more popular and widespread, I am aware that some people do not know that residencies even exist.

For this ACRLog post, I want to encourage library students or early career librarians to truly think about a residency position as a way to gain more experience with the various facets of academic librarianship. Like many things, residency programs have their pros and cons. The following information is based on not only my own experience, but other experiences that I have heard from other residents.

I am going to start with the cons, because I want to get these out of the way and I think that the pros outweigh the cons (of course, I may be a little biased when it comes to this opinion).


  1. I have heard from some residents that they are seen as “interns” from other people in the library or institution. Your title is “resident librarian” and it may cause people to think that you’re sitting around shelving books or something.
  2. Contract. As I state below, this may be a con or a pro. It might be a con if you’re not a fan of moving around every couple years. Most residencies tend to be two or three years. So, you might have a year or two to work and then the following year, would have to begin the job process. Time passes quickly, so this may not be ideal for everyone.
  3. Resistance within the institution or library for a resident. A lot of the times, these residencies tend to be for “diversity residents” which can mean many things to many people. People may have resistance to the job title itself, the position, or what they think a position like this represents.
  4. Being a “token.” The reality is that you will experience this. The title “Diversity Resident” may carry burdens that you may feel. Whether it’s feeling pressured to say certain things about diversity or acting a different way, it’s going to happen. You know what? This residency is about YOU. It’s about the professional experience that YOU will gain and the places that YOU will go. Haters gonna hate.


  1. Depending on how your residency is structured, you will be able to gain experience in various areas of academic librarianship. You might go in for more experience in instruction and leave with an interest in special collections/archives.
  2. You have this time to learn about how things work in not only academic librarianship, but academia itself. I know that I have learned from just observing and talking to other librarians and faculty from other departments.
  3. Take this time to build a research agenda. Starting a new job is overwhelming, but having to dive into research and scholarship is scary. Although I am required to do scholarly/research with my position, the emphasis was finding out what I liked and getting experience presenting at conferences and working with other librarians.
  4. You’re on a contract. Depending on the person and/or situation, this may be a con. However, it’s a pro for me. My contract is for 3 years and while I love my job, I am not a city girl. I enjoy what DC has to offer, but it’s an expensive city and my commute is an hour.
  5. You have a network of current and past resident librarians. An important aspect of a job is to network, but especially with resident positions. As you meet past and current residents, you are able to have this network of people who are/were in the same position and those who have successfully transition from a resident position to a non residency position in academia.
  6. The purpose of a residency is for you to gain experience in various parts of academic librarianship and for you to contribute to your institution. However, it’s also a great opportunity to pad your resume as much as you can. Take advantage of this!
  7. Exploration. I have repeated this many times, but this is probably the most important. I came into this residency with my mind set on reference and instruction as future job titles, but as I worked with various events throughout the library, I have found a love for student outreach.
  8. Because it’s a wonderful experience. OK, so, this is more of a personal statement, but let me explain. When I talk and interact with past and current residents, I am inspired by their work and their contributions to librarianship. Did you know that Courtney Young was a former resident? Or Mark Puente? Or other librarians like Isabel Gonzalez-Smith and Annie Pho? Or my friend Anastasia Chiu? And my mentor, Nikhat Ghouse. So many amazing librarians have followed in the residency footsteps and contributed to the world of librarianship. This will only continue and I am proud to be part of this.

So, have I convinced you? If so, here are some places where you can keep a lookout for these types of positions.

Residency Interest Program (RIG)

ALA Joblist


INALJ (I need a library job)

Don’t be afraid to reach out to former and current residents! (there is a list of them on the RIG webpage) If anyone has any questions, please feel free to contact me via the comments below or my Twitter. I firmly believe that residency programs can be very beneficial and a good experience and would be willing to talk to you about them.

Taming Tenure as a Newbrarian

Please welcome our new First Year Academic Librarian Experience blogger Dylan Burns, Digital Scholarship Librarian at Utah State University.

This month I’ll end my first “year” at Utah State University, only about 3 months in real human time. That is when my tenure calendar, which trudged on before I was a glint in the eye of my search committee, ends the first year. Given the short amount of time I’ve been in Logan I believe I’ve done well in my position as Digital Scholarship Librarian, but the tenure dossier and meeting I schedule in few weeks still makes me think about the tenure process and what it means for librarians.

How am I approaching tenure?

A common refrain amongst faculty librarians is the “failed academic” route to our success. Many of us dreamed of being on campus albeit as research or teaching faculty rather than where we landed in the library. This doesn’t mean that the library wasn’t ultimately the spot in academia that fit my interests and goals the best; In fact, I will say that I should have been shooting for librarianship for a longer time that I actually was. We all hear stories from kids in library school (I can say that now right? Since I’m library #adulting?) where they knew from a young age that librarianship was their be-all end-all, but I wasn’t one of them.

What this means is that in my prior grad school life, I had a completely different set of research interests and projects which may or may not fit in my life as a librarian (depending on how much you squint). In my previous program I presented and published on gendered bananas in advertising and American diplomacy as well as the end of the world in country music. While the end products of my research, strange discussions of cultural politics of bananas aside, fit well in many humanities departments across the country, these aren’t the research projects that librarians need to make themselves better and improve the larger discipline.

What I do think these prior flights of fancy in scholarship give me is a larger context for the work I ultimately am doing as an academic librarian. In my meetings with faculty I can share these experiences with them and draw from my own previous life as a researcher to better design a digital scholarship unit at Utah State which confronts problems and assuages fears.

In a larger context though, I find that academic librarianship allows us to see the larger picture of both the University but the entire scholarly world. Scholars on campus are brilliantly narrow in their pursuits, a necessity of the current state of academia. Librarians, on the other hand, are interdisciplinary to their core.

This leads to a potential pitfall that all of us face. With the new brand of freedom granted by not having to take classes or read assigned texts I’m left with the burden of this freedom. I guide my own path, with the guidance of experienced librarians and my committee. I chose what to read and what skills to learn. This is a great freedom but also a deep frustration: What I am going to do now? In a lot of ways we are experts in gaining expertise. We guide researchers to their own information needs and goals. How do we do this for ourselves?

With my short year concluding I felt a lot of pressure to hit the ground running. I think that is a burden that all first year librarians feel. We see colleagues doing great work and we judge ourselves against what they’ve been able to do in years rather than weeks. Remembering that we’re new and these connections and projects take time to develop is key to early success. Sometimes we come to our jobs with projects in mind, I have some on the backburner, but when confronted with new environments and new colleagues it is imperative that we jettison those projects if new ones come along. I have taken every single opportunity to work with my new friends and colleagues on projects essential to the future of our library.

What I idealized as the Baudelairian scholar or poet in the tower who worked on scholarship as a singular and lonely force is ultimately the wrong approach. Librarianship is one where we can all work on projects together to further the field. Being open to collaborations and being interested in forming these connections has been one of the most important things I’ve learned thus far.

Furthermore, after decades of school, I think I tend to view most of interactions as competitions. Competitions for grads or grants or for articles or conferences or graduate assistantships and jobs. It is easy to carry this competitive edge into the job and tenure does not discourage that kind of thinking. But I remind myself every day that I am in competition only with myself and any opportunity to cooperate and collaborate carries everyone forward together.

In some ways tenure in library circles mirror current debates about accreditation for library schools, in that these are larger discussions over the professionalization of our occupation. How do we as academic librarians view our status at the university? There are some librarians who believe that we are second class citizens at the university, and I think this, unfortunately, might be more reality than fiction at some schools. What tenure and faculty status allows is a gravitas to our work and our status at the university.

As a first year faculty member, I have been attending workshops and classes with new teaching faculty, and I must pause and take heart that while I’m not a doctor I have the same role in the larger university machine. This is a hard thing for faculty librarians, including myself, to fully cure. But there are opportunities to find common minds in these interactions and I am thankful that faculty status allows me this kind of in with new professors. I research and they research. I teach and they teach. Even in my short time at Utah State some of my most rewarding experiences have been with working with faculty members as equals in the university’s mission.

Following the road of assessment

This Fall semester has been taking off like a rocket. It’s been a little less than a month, but library instruction has been taking up a good chunk of my time. At my institution, American University, we have a program called College Writing. This program requires all incoming freshman to take at least one section of College Writing.

Every faculty member that teaches College Writing is paired with a librarian. At least one library instruction session is required and it’s up to us to shape the lesson so that it’s relevant to the student’s’ current assignment.

This semester is a bit different. I had a total of 18 sections of College Writing, compared to the nine sections I had last Fall. I was prepared for a busy semester. Oh boy, has it been busy and it’s only been 2 weeks!

I could be as detailed as I want about my routine, but it’s basically a chain of communication. I ask the faculty member about learning outcomes, what they want out of this library instruction day, what skill level their students are at, and are the students quiet? Do they participate? Details like these help me out a lot, since I will only see the students in the classroom once or twice in the semester.

As I scheduled classes, reserved rooms, and worked on my class outlines, I struggled with how I would incorporate assessment into my lessons. Assessment is a topic I have been thinking about for a while. To be honest, this was a subject that I had been avoiding because it was something that made me uneasy. I have always told myself “I’ll do it next semester” or “I’ll find more information about it later.”

However, it’s been a year since I have started my job at American and decided that this semester it was time to incorporate assessment into my library instruction. When I think of assessment, I tend to think of a ton of data, a desk full of papers everywhere, and an endless amount of work (OK, I like to exaggerate). Now, I do have some forms of assessment in my classes, but it’s in the form of the questions I ask the students in order to evaluate their familiarity with not only the library, but the resources that we are using in class.

Assessment comes in many forms, but I specifically had one method in mind. Over the summer, I worked with another colleague in doing library instruction for the Summer Transition Enrichment Program (STEP). This program provides incoming freshman with preparation for academic success. STEP is a 7 week residential program that helps students with the transition from high school to college. They have a class that is very similar to a College Writing class, meaning, they have a research paper due by the end of the program. One of the components of that class is a library instruction day. As my colleague and I started preparing to co-teach one of the classes, she asked what form of assessment I do for my College Writing classes.

Immediately, I felt ashamed. All the time I had put assessment off and this was the moment where I finally had to own up to it. However, I have awesome colleagues who don’t poke (too much) fun at me. She talked about the post class questionnaire that she usually did with her students. Together, we came up with a couple of questions for the students in the STEP class. It was not a long process whatsoever, but I came to see that there is actually nothing scary about it, like I had thought.

There are many different types of assessment, ones more complicated and time consuming than my little questionnaire. However, I wanted to start small and with something I was comfortable with.  My library instruction classes only started last week, but I remember getting back the questionnaires and leaving them on my desk for a couple of hours. I was afraid to look at them. What if the students did not learn anything? What if they hated me? What if I was the worst librarian ever?

After a couple hours, I needed to log my classes into our stats. I counted the questionnaires and look through them. To my surprise, the students did well. Now, this is an assessment to help me analyze what the students had trouble comprehending and also the areas where I need to do better.

And guess what happened? I found one area where I realized I needed to explain better and spend a little more time on. It’s only the beginning of the semester and I have already found ways to improve upon and this is what it’s really about. To me, assessment is an opportunity to learn about your teaching and improve as you go along.

As someone who is new to this, I want to continue to learn about assessment. There are a couple of resources that one can turn to:

-Look at your own institution to see if they offer any workshops on assessment. What resources do they offer to help their staff or faculty?

-Research other institutions to see if they have assessment in place or an assessment toolkit

-Research the literature on instruction and assessment to see how other institutions go about it

Finally, your colleagues will be your most valuable tools. What assessment do they do? Take them out for coffee and ask them!

I still have a couple more College Writing classes, but I am going to make it my goal to incorporate even more assessment for next semester’s classes. In other words, I am going to make myself accountable. For next semester, I will write another post on how I plan to incorporate more assessment into my teaching, but I also want to know from our readers, what assessment do you do for library instruction? Stay tuned!