Category Archives: First Year Academic Librarian Experience

On “Everything”: Reflections on working in a field that is all-encompassing

Everything is information. Even some physicists and philosophers believe that information might be the basis of reality itself. According to a physicist quoted in a PBS blog post, one can imagine a universe without matter or energy, but one cannot imagine a universe without information. Hegel, the philosopher, also famously stated, “The real is the rational, the rational is the real.” If the rational is what we can know, and information is defined as what we can know, then reality itself is information insofar as it is knowable. (Of course we may able to know more than just information, and I’ll elaborate upon that in Part I of this post.)

“Everything is information” is a predominant maxim in librarianship. Ever since library school, with the antelope-as-a-document example we learned, it is clear: librarians are all about this statement. A simple syllogism can then tell us, then, that librarianship focuses on everything having to do with everything. (If everything is information and librarianship focuses on everything having to do with information, such as the research lifecycle, then librarianship focuses on everything having to do with everything. Or, to be a little less meta, just everything!) Of course it may be more complex than this, depending upon definitions and grammatical nuances, and I am no logician. But the focus of our profession is all-encompassing.

In this post, I would like to run with this idea…see where it leads – a sort of thought experiment. I will do that in Part II of this post, and will ask: what are the implications of working in a field where the focus is everything? Yet, first I would like to address some of the problems with the maxim and present a preliminary critique of it. For Part I of this post, I will ask: Does Everything is Information take into account our lived experience? What place does knowledge have? My first draft of this post left out the distinction between information and knowledge, and some of my colleagues pointed this out to me. Now upon further reflection, I think this distinction is critical, because it throws into question the notion that Everything is Information and does a better job of accounting for lived experience.

Part I

Everything is Information suggests information is all there is, but what place does knowledge have, then, in reality? Does Everything is Information take into account the full range and types of human experience?

Along with Tony Stamatoplos, I am co-chairing the ACRL Anthropology and Sociology Section 2017 Program Planning Committee. We are hoping to propose a panel that will incorporate such a critique. We want to focus on non-textual information, on the lived experiences and physical/material realities of social activists, the kind of non-textual information they produce, and what role libraries can/should play when it comes to this kind of information. So of course the panel will address the distinctions between information, knowledge, and human understanding. We are hoping to invite Richard Gilman-Opalsky, a political philosopher, to be on a panel, along with an archivist with experience in this area and hopefully an activist who is on the ground. Gilman-Opalsky’s forthcoming book, Specters of Revolt – touches on some of these ideas, as well as how revolt is a form of philosophy that takes place from below as compared to philosophy from above, which characterizes the work done by scholars. While I have to wait for the book to be released, I know that Gilman-Opalsky challenges Thesis 11 from Marx’s Theses on Feuerbach: “The philosophers have only interpreted the world, in various ways; the point is to change it.” Gilman-Opalsky believes that activities that change the world are already a form of philosophy. Gilman-Opalsky sees activism as a form of philosophy that is better than philosophy from above in many ways, because of its “collective, experimental, creative, and humanist dimensions” (Richard Gilman-Opalsky, personal email). His work points to the inherent rationality of revolt as well as the historical context of different movements, as revolt makes a lot more sense when understood within the context of surrounding events and root causes. Indeed, sometimes the absence of revolt is actually what is irrational, as revolt can be the most sensible response to a particular reality.

All of this is to say that “Everything is Information” is a gross reduction of “everything” that discounts the full range of human experience insofar as it leaves out knowledge and understanding. Certain things – physical, material realities, cannot be reduced to text, or even to bits. To reduce some things – experiences, perhaps – to text or to bits means they will be compromised somehow. Something is lost in the translation. To go with the example of activism, it is an embodiment of rationality, the result of history, a reaction to systemic violence and racism, for example, as well as the expression of various affective states stemming from prior experience. It is oftentimes an expression of anger and desire – desire for a better world free of injustice. None of these things can be reduced to information.

Yet we can have knowledge about activism. We observe it, have an awareness about it, and even participate in it. We understand it. We know it on a deeper level than we know, say, mathematical formulas, because it has to do with human experience, which is very complex.

In spite of this fixation on this maxim, we actually do take knowledge into account in librarianship, as well, as a part of the research lifecycle, which includes a deep understanding of information in order to be able to communicate it to others, and that is necessary for the whole field of scholarly communication. We cannot communicate well what we do not understand ourselves. Yet in librarianship, sometimes it seems that we minimize the importance of knowledge or understanding, valuing information and evidence more highly. With scholarly communication, the focus seems to be on the transmission or dissemination of information, not knowledge or understanding. At this point, I am merely speculating as I haven’t thoroughly examined these ideas in order to make an informed critique of the place of knowledge in librarianship. I wonder what such an examination might reveal?

Part II

Back to Everything is Information, a thought experiment. What does it imply for us? I will also take into account that librarianship covers knowledge and understanding as well, not just information. We do truly cover everything! What are the implications of working in an all-encompassing field?

First, there is this idea that as our focus is information, we gather, process, comprehend, understand, and create information that is about information. This is very meta, and I think as human beings who are rational, sensing, thinking creatures we have a need for this meta aspect to thought that is provided by our field. We have a need to think about and ask questions about what information, knowledge, and understanding are – in order to fully engage with them, experience them, and create new knowledge (although Plato would disagree with that last bit – there is no new knowledge!). Speaking of Plato, just as philosophers point to the human need to think about reality, so we, as librarians, point to the human need to think about information and knowledge. Insofar as we facilitate these processes, our field – and thinking about everything – will never go out of style.

I also think this means as librarians, we really have opportunities to be creative and think outside the box. There are many different ways to think about information and knowledge, and thus many different ways to think about our field. Especially with information literacy instruction, there are all kinds of ways we can rethink the meaning and practices within information literacy. For example, information literacy also includes literacy – reading and comprehending information. This type of skill certainly crosses the distinction between information and knowledge, as to read deeply and comprehend a text is to have knowledge of the content or topic of the text. On this basis, I developed a critical reading workshop to help undergraduates learn skills in reading dense theoretical texts. These are skills that are important, yet often left to classroom instructors who in most cases probably can rarely take the time to teach such skills. As experts in information literacy and literacy, we are perfectly positioned to do so. This example, too, points to this idea that as information professionals and librarians, we need to challenge ourselves to think more deeply about the information/knowledge distinction, and what constitutes knowledge, because students learn from us, as well, how to arrive at a place where they actually know something. We don’t just look at the evidence when we teach information literacy. Even evaluation and formulating a research question require some degree of knowledge, and we assist with these activities.

Finally, the fact that librarianship is very meta also means that the library means different things to different people, and serves different roles for different people. The library isn’t everything to everybody, but it is something to everyone. That is a good thing, but it also can be a point of confusion and contention, especially between librarians and those outside the profession. The broadness and narrowness of our field (as etymologically, it is simply a place for books) sometimes means that the importance of the librarianship is minimized or discounted, but librarians will always be tasked with providing a space where “everything” can be explored, a space where the mind grows – where the real is the rational – a space where we can gather the evidence or information, contemplate it, and experience knowledge and understanding. This is profound.

First-Generation College Students – How Can the Library Help?

Three months into my current position, I realized that one of my biggest professional goals was to work with first-generation college students (FGCS). Inspired by a presentation about FGCS on campus at a Teaching with Technology conference sponsored by the campus Center for Teaching and Learning, I immediately marched into my reporting officer’s office seeking guidance on how to make this happen. As a social work librarian at my current institution, my primary outreach focus is on students and faculty who participate in the Master of Social Work program in the School of Social Work, and my secondary focus is participation in campus-wide reference and instruction programs for undergraduate and graduate students. I was worried about whether I’d have the opportunity to achieve this goal in my current position – could I cross the lateral boundaries of my immediate job responsibilities to work with this student population? Would that be a major faux pas? Did any of my colleagues want to join me? Would campus stakeholders be willing to collaborate (or, at least, provide insight) on library initiatives? Luckily, I have an endlessly supportive reporting officer who encouraged me to rally support from both academic and non-academic partners across campus.

Here is some background. I was not an FGCS myself, but I taught many of them in my introduction to information literacy course during graduate school. Planning, coordinating, and delivering lesson plans for that course was probably the most challenging part of my job assignment as a teaching assistant, but it was also the most rewarding – the experience also inspired me to pursue instruction as a library career. If possible, I wanted to continue working with this student population but knew that it may not be within the purview of my job responsibilities, especially in my first job.

At my current institution, the number of FGCS is increasing and the number of corresponding university services dedicated to FGCS is, thankfully, increasing as well. Groups dedicated to peer mentoring, career services, and internships for FCGS are going strong on campus, some of them with years of institutional history and experience under their belts. The First Generation College Student Task Force guides many of these groups. Developed under the auspice of the Office for Diversity and Strategic Initiatives, the group is dedicated to connecting FGCS students with myriad resources available to them on campus. In addition to connecting students to academic resources such as the Writing Center and cultural resources such as El Centro Chicano, the Center for Black Cultural and Student Affairs, and the Women’s Student Assembly, the Task Force encourages student well being and offers support for stress management. The Task Force also supports FGCS fellowships, awards, internships, and study abroad programs

So how did the library fit into this campus support system for FGCS? Was there a need for a library program for FGCS? I certainly wasn’t sure. I knew that collaboration was key – collaboration with my library colleagues and campus groups dedicated to helping FGCS.

It took six months for me to put out a call to library staff and faculty. I sent an email via the lib-all listserv (which was terrifying!) to gauge interest. Were any of my colleagues interested in starting a FGCS working group in the library? They were. We ended up with a fairly agile group of library faculty and staff – many whom were FGCS themselves – who wanted to develop library interventions for FGCS or, at least, think more intentionally about library outreach to this student population.

But what should these library interventions look like? Are they workshops? Personal librarian programs? A position dedicated to FGCS? Our initial conversations were informal and concentrated on reviewing the literature on FGCS and learning more about campus FGCS partners. We started out as an information-seeking group. We knew that the insight of campus partners dedicated to FGCS was crucial to guiding our charge. And let me tell you, it took time to gain buy-in from these partners – understandably so. Like so many on college campuses, these groups are understaffed and over worked; we were a freshly developed group who needed more of their time. So immediate buy-in was, frankly, non-existent. After months of contacting the Task Force, introducing myself to stakeholders, and describing the charge of our library group, I finally convinced the Vice Dean and Assistant Dean of Diversity and Strategic Initiatives – and leaders of the Task Force – to chat with our group about how the library could help FGCS.

We learned that 16% of the undergraduates at our institution are FGCS, defined as students where neither parents attended or completed college. We learned more about the many academic and non-academic campus groups dedicated to FGCS. We talked about the tacit barriers to college, such as working full-time while maintaining a full course load, managing anxiety about financial support, and negotiating the pressure to select a career aligned with familial goals or values. They discussed how crucial it is to include families in the FGCS experience. The Vice Dean, who teaches a general education seminar, talked to us in-depth about his philosophy and lesson plans for the class. I knew that many FGCS don’t self-identify as FCGS, but these conversations encouraged me to really ruminate on what that meant for our groups’ outreach philosophy. We were slated to meet for only an hour but collaboration flowed beyond that allotted time frame.

This conversation caused us to completely re-shift our focus. Instead of focusing on developing robust workshops, we are focused on changing the library’s perspective among FGCS. We need to simplify library language and heighten the library’s visibility on campus, which means that we need to get out of the library to help FGCS where they naturally fall on campus. We need to focus on what we can do to help them succeed in college. We need to educate academic advisors and campus peer mentoring groups on what the libraries has to offer FGCS. I’m focusing on developing an interactive library tutorial about many of the tacit barriers to academic success – such as breaking down the stigma of attending office hours, or reaching out the Writing Center for help. I’m also focusing my effort on developing campus awareness of OER and laying the groundwork on, hopefully, lowering the costs associated with textbook purchases.

Of course, all of this is in development. But our group now has a set of goals, and that’s a big deal! Group participation may wax and wane during the academic year, but at least we have an objective and related goals. But I’d love to learn more about what other university libraries provide for FGCS. Does your library provide outreach to FGCS? Are such outreach initiatives folded into another program? How does your library approach this outreach experience? I’d really like to develop a support network for librarians to share and collaborate on ideas for FGCS library programs. If you’d like to reach out to me directly (again, I’d really like to hear from you!), I’m on Twitter @therealcalliek.

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!

A Tip of the Hat to Tenure: Realizations in my First Year

Recently, I’m discovering more and more that there are certain advantages to being tenure-track, and this affects my professional identity in multiple ways. It is causing me to take on responsibilities that I wouldn’t normally volunteer for, and allowing me to do research that is challenging and significant. I’m realizing that my decision to apply for a tenure-track position was really a great decision for me personally.

One thing I’ll note before diving in is that I realize tenure is not for everybody, and non-tenure-track positions have their own advantages. For more on the advantages and disadvantages of being tenure-track, read Meredith Farkas’s blog post on the topic. I just hope that this particular post will prompt others to consider how their roles and responsibilities are unique and exciting, whether or not they are tenure-track. I also hope that this might add something to LIS students’ and early or mid-career librarians’ discussions and decision-making processes when it comes to applying for tenure-track jobs or switching from a non-tenure-track position to a tenure-track position. There is such a vast range of opportunities and types of positions in librarianship, and tenure is one factor that one must seriously consider when choosing what types of academic positions for which to apply. I realize not everyone may share my perspective.

So, to begin, there’s that adage that if you’re tenure-track, you say yes to everything. Now some might perceive this to be a disadvantage of being tenure-track, as you can get roped into things you wouldn’t otherwise do or might not like. However, I see it as a positive thing, because I am forced to do work outside of my comfort zone – work that my supervisors and other more senior librarians believe might benefit me and help me grow as a professional, work that also is suited to my specific liaison role and my unique skill sets and areas of interest and expertise. For example, I recently began the planning process for a couple political events for the fall. Along with a Political Science faculty member, I’m going to be co-moderating a student panel in the fall called “Your Vote, Your Voice” on what (and who) is on the ballot in Nevada, as well as how the students themselves are involved in the political process. The context for this event is that UNLV will be the site of the final presidential debate, which will be a monumental event for the campus, bringing in millions of dollars of free advertising and putting us in the national spotlight. This student panel will be a campus Debate event, attracting the attention of national media.

I will also be the representative librarian co-moderating a presidential election event – an expert panel gathered by Brookings Mountain West, a partnership between UNLV and the Brookings Institution in Washington, D.C. The event, “Why Las Vegas Matters in National Elections,” will reflect our metro region’s significance in a swing state. Las Vegas is the largest metropolitan area in Nevada, and is ranked 29th in the U.S. Issues important to Las Vegas are relevant to other large, diverse metros in the region and the nation. The 2 million people in the Las Vegas metro area includes a diverse population, and UNLV is the second most diverse public university in the nation. Panelists will address local and national issues important to Las Vegas, with consideration of their national implications.

How did my involvement in these events come to be? Well, essentially I got roped into it. My direct supervisor had the idea that the Libraries should be involved in some political events for the fall, which aligns with our mission of empowering students and other campus community members, encouraging them to vote and providing access to knowledge they need in order to be educated voters. As political science liaison, naturally I should be involved. So I went to an expert on campaigns and elections in the Political Science department on campus and got some ideas from him, then ran with them. One outcome of this is that it has allowed me the opportunity to collaborate with faculty in one of my departments, as well faculty from Brookings Mountain West on campus and experts from the Brookings Institution in Washington, D.C.

Normally, I would probably never volunteer for such events. I’m not really political – at least when it comes to the electoral process – and I’m really intimidated by the body of knowledge of experts in this area. My justification and rationale for my disinterestedness in politics was based on my belief that electoral politics is a poor substitute for direct democracy, which interests me more, in addition to political theory. However, now I’m developing an interest in practical politics and seeing more intersections between political theory and practical politics. I have a Twitter feed of political scientists and political news sources that I’m keeping up with. I’m reading the books and articles by the experts who will be on the expert panel. I’m showing an interest, because I have to, and because now I live in a swing state which makes the process a lot more interesting, too. What I’m learning is proving to be quite fascinating, and it is stuff that I wouldn’t have otherwise cared too much to learn about. And this is all because of tenure.

There are other things I couldn’t say no to, that I’m now very passionate and excited about. For instance, I’m curating an exhibit for the Libraries on student activism on campus, especially through the media – specifically the Rebel Yell, the campus newspaper (which is incidentally undergoing a name change presently – a student decision). For this exhibit, I’m doing extensive research through which a very interesting narrative about UNLV students is emerging. I’m getting to exercise my creativity and innovativeness in giving voice to this narrative. I’m learning a lot about current students and am making connections with current and former students, senior faculty on campus, and community members to acquire memorabilia and learn about student experiences. Normally I wouldn’t seek out such opportunities. I’m not an archivist. I’ve never done anything like this before; I’ve never even done research with archives or special collections. This particular project was initially intimidating to me, and I knew it would be extremely time consuming. I might not have said yes quite so immediately and eagerly had I not felt a sense of obligation because of tenure. Yet this is a real opportunity – to do research for the first time in special collections and archives, contributing to my professional growth; to have my own research featured in an exhibit; and to highlight the amazing work of student activists here, both current and historical – All because of tenure.

Then, of course, there’s the research requirement for tenure. This means I’m supported to do research that challenges me and makes me learn, as a scholar and a librarian. I definitely wouldn’t do research if there wasn’t this kind of support for it – I’m too much in favor of work-life balance to even do much of any reading when I’m not working, so I’m pretty sure I wouldn’t be motivated to do research if this 20 percent of my time on the job wasn’t devoted to it. And I’m so excited about these opportunities. My exhibit will count as a creative activity in my tenure case. I’m also collaborating with a Sociology faculty member long-term doing research on teaching, providing library support, and assessing student learning in a course with a heavy critical service learning component. The students’ library research for this course is really impactful. They are using library sources to support advocacy work and things like providing trainings and annotated bibliographies for refugee women representing themselves in their own asylum cases. The students are all using different types of library resources and legal resources for this work. They are also learning first-hand about information privilege, with licensing agreements oftentimes prohibiting them from giving resources directly to community members, considered to be third parties unaffiliated with the university. Anna (Dr. Anna C. Smedley-López) – the Sociology professor and I – are going to do some writing about this aspect of the students’ education for this course. Our first project will be to write a book chapter for a new ACRL-published book called: Disciplinary Applications of Information Literacy Threshold Concepts (edited by Samantha Godbey, Sue Wainscott, and Xan Goodman of UNLV). Our chapter, the proposal for which was recently accepted for this publication, is called “Serving Up Library Resources?: Information Privilege in the Context of Community Engagement in Sociology.” What an opportunity this is for me – to be a research partner with a faculty member in one of my disciplines and to be essentially embedded in this service learning program and course in which students are doing truly significant, social-justice oriented library research. Again, all because of tenure.

I feel exhausted just writing this. I’ve definitely got my work cut out for me. These opportunities will challenge me and make me grow as a professional, as a librarian and scholar. And I have tenure to thank.

Saying No

No. A word in the English language that we probably use every single day. The definition is “a negative used to express dissent, denial, or refusal, as in response to a question or request.”

We use it in our everyday life. However, when it comes to the workplace, it can be hard saying “no.” As a first year librarian, many people have given me their advice on the first year, settling in at a new institution, etc. I have been grateful for all the advice I have been given, but the one piece that stood out was “you don’t always have to say yes to everything.”

I understood what this meant. However, this is a little easier said than done. As a new academic librarian, I was ready to dive in. I found myself getting a lot of opportunities in terms of scholarship, service, and projects in other library departments. As I took on more projects, my schedule became busier and my workload increased. I felt that this was a good thing; after all, I wanted to be completely immersed in academic libraries.

I tend to have the habit of piling things, and working on them at the last minute. The workload piled up during the same time period. I would rush to get everything done and ended up being tired all the time. This is a result of taking on too much, but even when I knew I had a lot on my plate, I would take on more.

Why? There were a couple of reasons. The first reason was fear of missing out on valuable opportunities–not only opportunities that would allow me to gain valuable experience, but opportunities that would benefit me in terms of being able to get a tenure-track position in the future. I also did not want to say no because I did not want to disappoint anyone. Many of the opportunities that appeared, did not do so magically. Colleagues, friends, my mentor, and my supervisor let me know about them. Whether it was something they saw through email or something that they were working on, I did not want to seem ungrateful by rejecting them.

Further, as someone trying to put her name out there, I had the mindset that I could not afford to say no. It has been a little over 6 months since I have started my position, and it feels like a lifetime ago that I began this new job. The saying goes, “live and learn” Let me tell you, I have (and still have more to learn).

 

Now that I have been at my job for half a year, here are some lessons learned:

-As you go through your job duties, you will learn your workload limit. If you go past it, be prepared to work harder and know that it will be a stressful time. You alone know your limits.

-Plan ahead and schedule everything. My calendar is filled with proposal deadlines, conferences I am attending, web meetings, and dates of when projects are due. Not only does this include work and scholarship related dates, but it also includes vacation days and my research days or working from home. The reality is that sometimes I have to get work done during my own time, but keeping track of everything helps me budget my time. I have found that I rely very heavily on my Google calendar. Without it, I would be lost.

-There are times when you will feel overwhelmed. For moments like these, I like to make lists. I make a list for daily tasks and tasks/events that are coming up soon. Being able to cross off things on my list make me feel like I have been productive and makes me feel like my workload gets a little bit lighter.

-There were times where I saw all the scholarship that other colleagues were doing and made me question whether I truly want to go down the tenure-track in the future. For the first couple of months, I began to doubt whether this was something I wanted to do. Something that helped immensely was talking to my mentor. I spoke to her about my doubts and fears. When it came down to it, I just needed to talk about it to someone that had already been through the process.

-It’s easy to feel like you’re not doing enough or you feel that you could be doing more. I like to observe other people and how they go about their scholarship process. However, in the end, it is about your own work and your own process.

-I saw that when I took too much on, the quality of my work was not the quality that I had expected or hoped for. This caused many revisions and extra time spend on a project. I now have my own personal rule: if I am not willing to give 110% to a project, then will it be worth it to me in the end?

-Always be on the lookout for proposals or possible projects. It’s not just for ALA or ACRL, but there are other specialized conferences that might be a better fit for you. Look at the topics and dates and plan accordingly.

With these experiences in my first year, I have learned that it’s not just about yes or no. It is about learning your limits, exploring scholarly endeavors, and discovering new research interests. I still put too much on my plate, but I am learning as I go along. I think it is safe to assume that this will be a lifelong process.