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.

Finding a Successful Work/Life Balance

When you work in academia, it can be very hard to find a good work/life balance. I’ve always considered myself pretty good at it—so it sort of took me by surprise when in the middle of December, I experienced a mild case of burnout. Burnout is defined as the experience of long-term exhaustion, which can have many causes. For me, I believe the cause was multifaceted and difficult to pinpoint, but in general I think I pushed myself too hard for too long. I also have a suspicion it may have been induced by my close proximity to stressed out college students. My creative juices went dry and things that I normally enjoy doing, such as blogging, felt like an insurmountable chore. Good news, such as finally publishing a research article, yielded apathy rather than joy and pride.

Fortunately, I had the foresight to take a couple extra days off before holiday break in hopes getting a lot of rest and giving myself the opportunity to recover. Thankfully I didn’t travel too much over winter break, so I was able to truly savor every minute. I’ve been back to work for a few days now and I’m feeling much better! I’m optimistic that I kicked this bout of burnout.

Based on my own minor experience with burnout and a bit of research I’ve done, here are a few of my survival tips on finding a successful work/life balance:

Disconnect: When you physically leave the library at the end of the day, make sure your mind leaves it, too. I’ll admit, I break this rule all the time—especially when I have a lot of instruction sessions to prepare for, when I’m working on a research article, or when I’m (ahem) working on a blog post. I have often found that disconnecting helps me find creative solutions to problems I couldn’t solve while sitting at my desk. Unless I’m expecting an important email or phone call, I try not to touch any work on the weekends.

Find another passion: While it is very important to be passionate about your profession, I also think it’s important to be passionate about something outside of librarianship. All the librarians I know have lots of interests and hobbies. Pick one and put some energy into it. Mine is yoga. If I’m not at work, I’m in the yoga studio. I take my yoga practice very seriously and I make sure to carve out time for it. My colleagues sometimes think I’m crazy for doing yoga upwards of 15 hours a week (–I don’t have children), but on the contrary, it actually keeps me sane.

Have compassion for yourself: When you’re not able to do things as quickly and as efficiently as you are used to, be easy on yourself. Be mindful enough to realize that the blockages you are encountering do not reflect your value as a librarian or a person. Know that with time and patience, this will pass. And if it doesn’t, then you need to seek help or make a change.

Do you have any tips on navigating the work/life balance?

Professional Jurisdiction

One of the many things I love about my position is that I’m one of only 3 librarians.  This means I have a fairly liberal allowance for things I can get away with, professionally speaking.  If I want to create my own outreach events, my boss invariably says “Go for it!”  If I want to create video tutorials to teach students how to retrieve full-text articles from our databases, the idea is met with “How soon can you make it happen?”  In other words, I’m not bound by the same position-specific job roles other librarians in large institutions may have.  I’m the outreach, reference, systems, emerging technologies, and instruction librarian all at once.

One of the challenges of this position, though, is navigating my professional jurisdiction.  My institution is very small (less than 1000 enrolled students) but we pride ourselves on spectacular support services.  We have Master’s-degreed writing and math tutors whose schedules are always full; we librarians spend most of our days meeting one-on-one with students for research consultations or conducting information literacy workshops.  But every so often, we’ll be presented with a unique student need and not know who to defer it to.  Unlike most of my first year librarian counterparts, I typically interact with students much older than myself: the average age of a student at my university is 38.  This means that some of our students are behind the technological curve and need some help catching up with basic computer skills. Is this the job of the academic librarian?

Public, and likely community college, libraries offer several classes a month in basic computer literacy skills.  They offer courses on setting up Email, Internet 101, and basic office software.   In addition to teaching these necessary computer basics, the courses might also cover more “high concept” topics like internet privacy and the politics of the publishing industry.  Typically, though, academic libraries do not offer these types of courses; maybe because the average college student is a digital native, or maybe because the university is in a city with a robust public library where the librarians can refer students with this need.  So when I began noticing a real need for technology support I couldn’t find many academic libraries to use for models.  For some reason, computer literacy workshops just don’t seem to fit in the library’s purview.

The library as a concept and place is in flux.  The needs of our students, the format of our collections, and the media through which we interact with the campus are all changing.  This means that as librarians, we’re always challenged to say one step ahead: to try to figure out how to best utilize our limited budgets and resources to meet the needs of visitors, students, faculty, and colleagues.  In this case of my campus, maybe this means taking on some of the more basic computer training.  Did I get my Master’s to teach classes in Microsoft Word?  No, not really.  But I did get my Master’s to facilitate a love of auto didacticism and self-sufficiency and life-long learning in my community.   However, I don’t want to lose the value of libraries by being a “one-stop-shop” or step on other campus department’s toes.  The question that remains on my mind is, given the changing demographics and needs of campus communities, where do library services begin and end?

Has your library faced a similar challenge?  How do you navigate where the library’s professional jurisdiction begins and ends?  Leave a comment or respond via Twitter, @beccakatharine.

The Unexpected Benefits of a Varied Life

This post originally was about using my liberal arts social science background as a physical science librarian. But a comment from “Bob” on my last post got to me when he mentioned some “dead ends” in his background. So here’s a roundup of ways I’ve tapped by wealth of experience to perhaps demonstrate the use of dead ends.

1) The history degree

My first tour of duty in academia was as a history major at a small liberal arts college and I wrote my thesis on Japanese militarism in China. Forward 18 years, I was asked to find an old Japanese patent that just didn’t come up in the Japanese Patent Database. But via a lovely non-linear insight, it struck me that there should be a year at the beginning of the patent application and it quickly clicked that the patent used the imperial calendar. The patent was retrieved quickly and the speed was due to this degree.

Also, I had a request for articles on Greek cultural life in America. Akron’s nursing program requires students to investigate an ethnic community and social sciences literature remains unfamiliar to most of the students. Although not as smooth as an actual specialist librarian, I at least knew to recommend an anthropology database and we found something a bit quicker than if I had not taken a few anthro classes.

2) Used Book Buying

For about five years. I worked as a book buyer at Powell’s Books and during that time purchased and priced around a million. From this job I was able to tell a coworker how to unslant a book’s spine and how to get out mildew smell. One of my liaison departments had a very nice book set donated to them and wanted an appraisal to decide if it was worth dealing with the administrative red tape to sell it (being useful is essential for liaison work).  Finally, dealing with customers at bookstore information shifts was solid preparation for reference shifts.

3) Janitorial

I can change toilet paper rolls like a champ.

4) Lab Work

My job as a research technician and lab manager has allowed me to talk shop with some of the students (giving advice on how to plate bacterial transforms is something of an eyebrow-raiser at the reference desk). Understanding lab group social structure and communication dynamics developed an understanding of the pressures facing my various user communities. Running a facility gave me experience in spending, budgeting and dealing with vendors. Also, being a former equipment manager certainly helps when the printers get jammed.

There’s more, but librarianship requires and rewards a broad skill set and may offer a chance to resurrect some of those career dead ends. That said, I’m not sad that my years of restaurant experience have lain dormant … oh, wait … I volunteered to help plan the holiday party.

But what about you? Please share your stories of unexpected value from allegedly unrelated fields, I’m really curious.

Making Things in Academic Libraries

The past few months have seen lots of discussion about makerspaces in libraries. What’s a makerspace? Buffy Hamilton’s great post over at the Unquiet Librarian has a couple of good definitions, but essentially it’s a place for folks to make things, perhaps writing and illustrating a zine, using the open source Arduino computing platform to program a robot, screenprinting, or creating model houses with a 3D printer. Makerspaces often include tools and equipment that are too expensive or specialized for most people to have in their homes, as well as provide a gathering place for like-minded hobbyists to create and collaborate.

Makerspaces seem like a great fit for public libraries, which often run programs designed to teach new skills and to create something, like an arts and crafts hour for kids. And indeed, some public libraries are experimenting with makerspaces, including Fayetteville Free Library in New York, Westport Public Library in Connecticut, and Cleveland Public Library in Ohio.

What could a makerspace look like in an academic library? What do we help our patrons make? We have computer labs, some more specialized and high-end than others, and we could add equipment like 3D printers. Of course, not every library will have the funding and staff to create tech-centered makerspaces. And faculty and departments may already have that equipment for students to use, especially those in engineering, computer science, and other technical majors.

For those colleges or universities that can’t create a physical makerspace, what are some other ways we can encourage the maker ethos in our libraries? When it comes to instruction and information literacy, I’ve definitely got a some ideas about how to make things with students in a semester-length course. We could produce a student journal or create a zine, and I have a colleague who asks students to create their own citation style. But I’m struggling with the idea of the one-shot instruction session as makerspace. What can students “make” in a one-shot? If we give them a worksheet to fill in or ask them to come away from the session with a specific number of sources to use for their assignment, have they made something?

Perhaps applying the makerspace concept to library instruction and information literacy really means expanding our own understanding of what we do when we work with students. We’re not just teaching them to find information — when we help them zero in on a source that really fits their needs, we’re supporting them as they make: make new knowledge for themselves, construct the outline for their assignment, build their ideas into an argument.

All the same, I’m interested to think about how we as academic librarians can take the concept of libraries as makerspaces even further, especially with students. We need to find ways to support creating, not just finding. The Student as Producer project at the University of Lincoln in the UK is an interesting model to consider. Undergraduates are deeply involved in research across the curriculum, and thus come to their college studies to actually create knowledge rather than passively consume it. Again, this is something that perhaps comes more easily to faculty teaching semester-length courses or doing lab research with their students.

How can academic librarians, our contact with students often limited to a few minutes at the Reference Desk or an hour or so in the classroom, become involved at the making, producer level with students?

Summer Projects

Ah, summer! A time when we all get to take a deep breath and work on all those things we put off during the school year. I’ve always thought that summer at an academic library is sort of a strange time. Even though it feels more relaxed in and around campus, we’re still  quite busy getting things ready before the students return. Last week when I realized that it was already August, I had to stifle a feeling of panic—the summer feels like its slipping away along with the time to work on all my projects.

Three projects that I’ve been working on over the summer include:

  • Reviewing the collection: Our library is doing a massive and much needed inventory and collection review project. This has involved the efforts of practically every person in the building. For my part, I’ve been looking at each of our music and theatre arts holdings and determining what could be withdrawn (–teaching faculty will get the final say). There have been endless book trucks coming in and out of my office. Nevertheless, it has been a great opportunity for me to see the strengths and weaknesses of the collection.
  • Processing opera scores: A few years ago my institution received a large donation of hundreds of music scores from the wife of a former opera professor. Most of these are opera scores. The collection has sat untouched awaiting cataloging and processing. Thankfully I was able to hire a music cataloger this summer and we are almost finished with cataloging the entire collection. Some items include incredibly rare 18th century first edition opera scores. In the future, I would like to apply for a grant to digitize some of these rare materials. But for now, I’ll just be relieved and satisfied once they officially join our collection.
  • Combining the Olympics and information literacy: While I am not a huge sports fan, whenever the Olympics roll around, I find myself glued to the television practically every night—especially for gymnastics, swimming, and track and field. Lately I’ve been thinking that there must be a way for me to incorporate some sort of Olympic-themed activity or research inquiry into one of my information literacy sessions this Fall. So far nothing has come to me, but I have had a lot of fun perusing the official website for the Olympics—including their photo gallery which contains over a hundred galleries based on year and sport.  The photos go as far back as the 1896 games in Athens.

What huge projects are you working on this summer and will you actually finish them?