Category Archives: Just Thinking

Use this category for raising questions and thinking out loud or reflecting on writings for which there is no real specific topic.

Thinking Tenure Thoughts

Last week Meredith Farkas wrote a thoughtful post on her blog, Information Wants to Be Free, about tenure status for academic librarians. Spirited discussion ensued in Meredith’s blog comments and on libraryland Twitter (much of which Meredith Storified) which has continued to today. The conversation has included many varied perspectives on the advantages and disadvantages of tenure for academic librarians, including preparation for research and scholarship in graduate library programs, the perceptions of status and equality between academic librarians and faculty in other departments, salary parity, academic freedom, and the usefulness and rigor of the library literature.

I support tenure for academic librarians as I do for faculty in other departments primarily because I believe that tenure ensures academic freedom, which is as important in the library as it is in other disciplines. I also have concerns about the tenure system more generally, concerns that many academics in libraries and other departments also voice. One of my big concerns is that the pressure to publish can result in quantity over quality.

This conundrum was raised during the Twitter discussion of Meredith’s post and had me nodding vigorously as I read. I am absolutely in agreement that the tenure system as it currently stands has encouraged the publication of large amounts of scholarship that ranges from the excellent and thought-provoking, to the interesting if somewhat obvious, to the just not very good, to the occasionally completely wrong. Of course, this is a problem not just in academic librarianship but in other disciplines as well. The avalanche of scholarship resulting from the pressures to publish to gain tenure affects libraries and the broader academic enterprise in a variety of ways.

It takes time to write and publish, and time spent on that is less time to spend on doing research or reading the research that others have published, research that might be useful in our jobs as well as our own research. You might remember the article in the Guardian late last year in which Nobel Prize-winning physicist Peter Higgs suggested that he’d be unlikely to get tenure in today’s academic climate because he hasn’t published enough. I try to stay current on what’s being published in a handful of library journals, but like many of us my interests are interdisciplinary and there is no way I can read even a fraction of what’s relevant to my scholarly interests. And the more that’s published, the more difficult it can become to find the good stuff — something we see when we teach students to evaluate sources, but something that can stymie more experienced researchers as well.

There’s also a direct connection between the ever-increasing publication for tenure needs and academic library budgets. Those articles need to go somewhere, and journal publishers have been more than willing to create new journals to fill up with reports of academic research and sell back to libraries. Publishing in open access journals can help, as others including Barbara Fister have suggested.

But I think academic librarians with tenure can make an impact on the quality versus quantity problem, both in the library literature and in scholarly communication more widely. I’m coming up for tenure in the fall, and while I’ve published my research open access, it’s also true that I’ve submitted most of my work for publication in peer reviewed journals, primarily because that’s what “counts” most. I don’t know that I’ve written anything in the past 6 years that I wouldn’t have otherwise, but as Meredith and others noted in the Twitter conversation, without worries about what counts I probably wouldn’t have felt as much pressure to write as much as I have for peer reviewed journals, and might have spread my efforts more evenly between blogging or other forms of publication as well. I’ve also felt torn spending time on other work that I know isn’t as highly regarded as traditional scholarly publishing — work like conference organizing and article reviewing and blogging, for example.

I’m looking forward to coming up for tenure in part because I’d like to help work toward expanding the definition of scholarly productivity to include alternatives to peer-reviewed publication in journals, and to focus on quality over quantity. Some of this is work that librarians are already doing — work in promoting open access, for example, among faculty in other departments who may not realize that there are peer-reviewed, highly-regarded OA journals. As academic librarians we have a view of the scholarly publishing landscape that other faculty may not share, and I hope we can use this position to advocate for tenure requirements that take into account more of the possibilities for contributing to the creation and propagation of knowledge than peer review and impact factor alone.

The Varied Life of an Academic Librarian

Earlier this week, I represented the UI Libraries and Learning Commons at an Orientation Information Fair. It’s your standard “tabling” event where we put out a variety of handouts and other materials (one might say “swag”…pens, post-its, buttons, even squishy brain-shaped stress-relief balls) and chat with incoming freshman and their families.

In the lulls between waves of people coming in, I got to talking with the volunteer at the Student Legal Services table, which is next to ours. We compared swag and strategies for engaging the orientation attendees, and more. She’s a student assistant going into her senior year, and wants to go to law school and specialize in immigration law. I told her that I have a Master’s degree in Library and Information Science, but that unlike her, I found myself in grad school after having absolutely no plan of action following my college graduation. She actually seemed pretty interested in the “library talk” parts of our conversation, and asked what it was like being a librarian.

The answer to that, of course, is that every day is different. Sometimes I’m teaching, or alone at my desk (often doing the planning for teaching), in meetings or collaborating with colleagues in the library, at an event or training session where I get to learn from people outside the library, or attending events like the Orientation Information Fair we were at that day. I’d say the variety is definitely something I like the most about this career. Here’s a quick snapshot of the various projects I’ve got going on at the moment:

  • I’m collaborating with our Learning Commons Coordinator and others to develop and manage a digital badges program which will pilot in the fall. There was a great session at ALA that helped me think through our process a little differently – if you are thinking about digital badges, here are some resources to check out from that session. Our goal at UI is to encourage and reward engagement with the Learning Commons and library resources.
  • This fall semester I’ll be teaching an online section of a one credit-hour course offered through the Libraries, called “Library Research in Context: Find the Good Stuff Fast.” I’m pretty excited about this but also a little nervous about the time commitment, since I’ve never taught a semester-long course before. I’m a bit behind on planning, but fortunately have several experienced librarian colleagues as resources and support.
  • Another new project coming up for me is that I’ll be coordinating our Personal Librarian Program, where librarians are matched with Living Learning Communities. I’m taking this on in the absence of a co-worker who is leaving soon for another position, and am currently getting introduced to her contacts. While I don’t expect the actual coordinating to be a huge time commitment, continuing the libraries’ relationship with campus partners and communicating with people in Residence Education is a great way to stay in touch with what’s happening on campus outside the library and get other perspectives on student success.
  • All new international students who are undergraduates are required to take an online course that serves as a continuing orientation to the university. A colleague and I reached out to the instructor and recently completed a mini-module on basic library information for this course. Previously, none of the modules in the course covered (or mentioned) anything about the libraries. This is part of the libraries’ ongoing efforts to improve services and resources for international students.
  • One last thing for now – I’m chairing a committee for ALA’s New Members Round Table. Although I was a member of the same committee last year, it’s my first experience chairing a committee and already I definitely feel the big difference in responsibility from “member” to “chair.”

I’ve heard of “summer slowdown,” and although it felt much slower and quieter for the first few weeks after classes let out, that is definitely not the case anymore! That seems to be true for others, as well. If anyone has similar projects going on, it would be great to hear about it and share ideas!

Something I’m thinking about right now, is that with so much variety and flexibility in my day to day, I haven’t really taken the time to think about what parts of my job I really enjoy the most. What kinds of things do I want to spend my time on, now and into the future? The legal studies student I talked with was so passionate and knew the kind of law she wanted to go into, because it fascinated her and she cared about it. Right now, I don’t think I have that clear of a vision for any particular area – rather, I’m happy to do whatever needs to be done and help the best that I can wherever it’s needed.

Now, I know our situations aren’t exactly parallel, and I do like doing a little bit of everything, but it would be an advantage to figure out where I’m more personally motivated within librarianship. What do I enjoy the most? What are my strengths? How can I leverage those two? Within this wide variety of projects going on, I’m going to try to start paying attention to what I enjoy doing the most in my job.

Summertime Space in the Library

After a long, cold winter in much of the U.S., summer is finally, definitively here. Many of us in academic libraries are taking advantage of the slower summer months to work on projects — both big and small — that may be difficult to get to during the academic year. Hopefully we’re getting the chance for some rest and relaxation as well, so that when the fall rolls around we’re rejuvenated for the start of the new semester.

In the library where I work we’re having a somewhat busier summer than usual. We’ve got a couple of librarians retiring, some new staff coming on board, as well as a major upgrade to the ILS used by all of the colleges within our university system. All of this has meant lots of activity for our librarians, making it in many ways more similar to the full swing of the semester than to the typical summer.

Student use of the library, on the other hand, has been characteristic of the slower summer. While summer classes are offered, there are far fewer classes and students than the rest of the year. The college has fairly high enrollment (17,000 students) for the size of our campus, and during the academic year we struggle to accommodate them in the library. (Luckily, a new building is under construction on our campus which will relieve the congestion when it opens in a few years.) A full, busy college library is a much better problem to have than an empty one, though it does bring challenges. With a colleague I’ve been engaged in a qualitative study of students’ academic culture — including library use — and have identified many of our students’ frustrations with the library that we’re beginning to address.

But as I walked through the very lightly populated library last week, I wondered what lessons we can learn from studying the library during these times of less heavy use, like the summer. What affordances might the summer provide?

During our primetime hours in the academic year we field many student complaints about noise levels in the library. One of our two floors is designated as a quiet individual study floor, but it can be a challenge to maintain quiet when the library is crowded. In the summertime that floor is not just quiet but silent. Students are spread more evenly over the quiet floor as well, and we haven’t had any complaints about the areas of the floor that are often problematic during the academic year. Our other floor, which has areas for group study and individual study, is also quieter during the summer, with more of the groups working together talking in low voices. Again, this is our goal for the academic year, too, but when the library fills up it can be difficult to maintain.

A related topic is student use of computers in the library. We have two small computer labs plus computers adjacent to the reference desk for students to use, and during the semester they are nearly always occupied. One challenge is that some students are clearly using the computers for non-academic reasons, often watching YouTube, shopping, or playing games. Perhaps they have some time to occupy between classes, or are taking a break from their studies. While we have no desire to prohibit activities or websites at our student computers, when we’re busy and there’s a line to print or use the computers for other academic reasons, it can be difficult to reconcile. We do have time management software on our computers and can adjust the settings to reduce session length during the busy periods. But our summer use is instructive — there are plenty of computers both for students who want to work on their assignments and for those who want to watch the occasional World Cup match.

I wonder whether the summertime lack of crowds has offered a window into preferred student library use, as students may be less likely to have to change their behavior based on the presence of others? And, if so, what can this teach us about extending the possibilities for students to find their ideal academic workspace in the library throughout the academic year? I’m already thinking about clearer and more visible signage, and perhaps increasing the number of walk-throughs by librarians, staff, and security to encourage students to keep their voices down in the quiet areas.

Does your library feel different in the summer than during the academic year? Have you gained useful insights from observing your library during the slower summer months?

Musings on Outreach as Instruction

Last week, librarians from many branches of our university gathered for a Teaching Librarians Retreat. The retreat was organized and hosted by a few wonderful colleagues, who I cannot thank enough for their efforts and a fantastic event. The goal for the retreat was to promote a community of sharing, peer support, and ongoing learning among UI librarians who teach, and was a chance to reflect on the year and find colleagues with similar interests and concerns about teaching. Making dedicated time for sharing and reflection is especially important in an institution as large and with as many librarians as ours.

We broke out into discussion groups for part of the retreat, and my group gathered to talk about “outreach as instruction.” What struck me first as we each shared our thoughts is that “outreach” can mean so many different things. We had people contributing to the conversation from perspectives of social media, events and programming, marketing, digital badges, special collections, working with student organizations, and outreach to faculty vs. students vs. the community.

My take on “outreach as instruction” and why it matters has to do with the limitations of one-shot sessions and ways we can expand the impact of instruction beyond traditional methods. One-shot sessions are valuable as point-of-need instruction for academic coursework, but relying solely on them is limiting: only a fraction of students receive library instruction, and a number of them may not be particularly interested in the General Education required course that brought them into the library. This is where I think outreach can be powerful – in the many possibilities to connect with students outside of a classroom setting, while still teaching something. Here are a few ideas on how to go about doing that:

  1. Connect over something interest-based, rather than academics-based. For example, I’ve heard of academic libraries having knitting sessions (which is also closely tied with stress-relief activities during finals week), but it could be something else. The draw to participate is something of general interest that can also be connected to research and resources available at the library.
  2. Communicate with student organizations, and let the student leaders know how the library can support their group and members. This can lead to tailored teaching opportunities for students who are involved and invested in a group that may not get this attention and instruction otherwise.
  3. Use the collection creatively. We’ve found ways to do this by using images from the Iowa Digital Library on buttons, postcards, and Valentine cards. Those are all short and simple activities that can naturally lead to learning something new about a variety of resources. (You can see the Valentine’s activities here.)

Those are just a few ideas, which clearly come from my perspective as an Undergraduate Services Librarian (and barely crack the surface of our group discussion at the Teaching Librarians Retreat). For you, “outreach as instruction” could mean building on relationships with faculty, an emphasis on social media, or something else. Outreach itself is a broad concept with multiple definitions, but that also means there are so many variations and opportunities for librarians to engage with their users and community.

When I hear “outreach as instruction,” I think of how we can connect with undergraduates in ways other than in the classroom for a one-shot session, and incorporate what I like to call “nuggets of information literacy.” What does it mean for you and your library?

Tactics for Organization: Making Progress

I started my job as the Undergraduate Services Resident Librarian back in August, and I remember often not knowing what to do with my time during the day. I think that’s normal when you start in a new position, especially a newly created one like mine. For at least the first month or two I had to get used to a new work environment, meet a ton of people, learn as much as possible, and generally begin to shape what my job was going to be. However, I wasn’t sure what to do with the “down time” between scheduled meetings and training.

Fast forward six months and I found myself in the complete opposite situation. Instead of having time on my hands that I wasn’t sure what to do with, I felt like I had so much going on and not nearly enough time to keep up. February was a particularly hectic month and while things have settled down a bit now, I have to constantly work towards staying organized and on track with the variety of projects going on at any given moment.

This week is spring break for students on my campus, so it’s quiet and empty around here and I will hopefully be able to get a lot more work done. Here are some things I’m keeping in mind to make sure I’m actually making progress:

  1. Prioritize, prioritize, prioritize. Everything needs to get done, but something needs to get done first. When I have a list of things to do, I want to jump into them all. This can end up in doing a little bit here and a little bit there, when that time could be better spent focusing on one priority.
  2. Fill your to-do list with specific, actionable items. Instead of “work on X project” or “plan session Y,” I’m thinking in terms of things like “write first draft for X project” and “email instructor about session Y.” Setting smaller, measurable to-do items helps me take on the larger goal.

These may seem obvious, but a reminder doesn’t hurt. Being mindful of those practices has certainly helped me recently.

Getting organized is key to staying on top of things. I’ve tried out several tools in an effort be more organized and to consolidate my many notes and to-do lists, but have yet to find the *one perfect thing* that works for me. Therefore, my notes are scattered throughout many places. Since I’ve found benefits to all of them, I thought I would share:

  1. A friend recommended Workflowy and I fell in love with it immediately. Workflowy is great for list-making and brainstorming, and is very simple and easy to use. I think the best part is that you can collapse or expand any bullet point on the list, allowing you to either see the larger picture or focus on just one point.
  2. I’ve heard Evernote is a great note-taking tool that you can do a lot with, and decided to give it a try. I haven’t delved into any neat tips and tricks, but the Evernote iPad app is now my favorite way to take notes during conference sessions – and now at least most of my conference notes are all in one place.
  3. Sometimes good old Microsoft Outlook is my best friend in organizing. It took me a while to discover the Tasks and To-Do List within Outlook, and now I use them all the time. Flagging emails, setting reminders, creating custom categories…I can get really into this stuff, but the important thing is that is actually helps.
  4. A pen and notepad can be the easiest route to go, especially when I’m dashing off to a meeting and just need something to write on. However, I now have about five notepads in rotation, and have grabbed the wrong one in situations where I need to reference previous notes.

I’m always trying to improve my personal organizational system, but maybe this is what works for me – a combination of many systems. Feel free to share what works for you, and any interesting tips or tools. I’m wishing you all a very productive rest of the week!