OER Outreach for Newbies, Part III: Embracing the Messiness

This post is the third in a three-part series devoted to OER outreach (here are the first and second posts). I’ll use this post to advocate for more transparency from the library open education community in order to encourage OER newbies to take risks and share mistakes.

The most important thing I’m going to do moving forward is be open about my OER work—both the pretty parts and the ugly parts. Emily Drabinksi has acknowledged that the stumbling blocks of our work often don’t make the cut as conference proposals. They aren’t flashy or impressive. But they’re important. So I’d like to ask: how can we, as a community of librarians, make our OER work more open?

Many (though not all) of the OER sessions I’ve attended, particularly those that were facilitated by librarians, have been success stories. These sessions usually focus on (currently) high buy in from stakeholders and administration, high adoption rates, and increasing infrastructure. These sessions can be incredibly intimidating to someone new to OER outreach. Moreover, they privilege product over process and hide the messiness, the mistakes, and the misunderstandings—the work that I believe is most important for us to share in order to grow as a community.

As an example, Eleta Exline, the Scholarly Communication Coordinator at University of New Hampshire, shared tips and “what I wish I would have known”s with me before I started our OER stipend program and, as a result, I was able to think proactively and improve logistics before the program was even announced. Eleta encouraged me to create OER support teams for our recipients and brainstorm opportunities for the recipients to build a community and cross-pollinate by sharing successes, failures, and stumbling blocks with each other throughout the semester. Our faculty have a much more robust and thoughtful support structure in place because of her. For this reason, I’ve been explicit about what I wish I would have done differently here on ACRLog (for everyone to read!) but I also hope to continue to share moments of learning through Twitter and possibly conferences.

Perhaps one of the most important (and frankly disappointing) things I’ve learned as a new librarian is that academic librarianship can sometimes be an exclusive, impermeable club where our hiring practices enable us to swap superstars back and forth and our conference decisions mean that the same people are asked keynote again and again. We don’t always make entry and success easy for those new to the field or a specific area, like open education. I’m not yet embedded in the open education community to know if the same is true there. But I want to continually ask myself: am I making space for new voices? If I have an opportunity to lift up someone new to this area, do I? How do I privilege the same voices, knowingly or unknowingly? We need both transparency (the tools newbies need to get started) and inclusivity (the space newbies need to learn, grow, fail, and most importantly, share).

OER Outreach for Newbies, Part II: Moving Forward

This post is the second in a three-part series devoted to OER outreach. Find the first post here. I’ll use this post to reflect on my next steps for OER outreach. I’ll also suggest that OER outreach has to look different for liberal arts colleges, particularly those that aren’t using textbooks—traditional or open—in a majority of their classrooms. A quick reminder: while I am (and this post is) inextricably linked with my current place of work, I do not (and this post does not) represent Davidson College.

Two revelations are guiding my next steps: 1) an acknowledgement that our current OER landscape (which focuses heavily on textbooks and media) is not enough for the pedagogy at my institution and 2) OER outreach should be intentionally diverse, holistic, and varied to reach different audiences and stakeholders.

While our OER stipend program is a great start, it’s just that—a start. We cannot reasonably expect it to make a significant impact on one department, let alone the entire campus. All of our stipend recipients are also in STEM departments, leaving entire disciplinary gaps in our OER outreach. Implementing more stipends might be useful, but what about the faculty member that is afraid to make the switch? What about the faculty member that sees the CFP and doesn’t even know what open education is? For these reasons, we are hoping to intentionally offer a variety of programs, conversations, and incentives across campus.

This May, Robin DeRosa, an open advocate and faculty member at Plymouth State University, will be the keynote for our annual Teaching Showcase. I know that Robin will situate her talk in what makes Davidson unique (Davidson’s “ethos,” if you will)—a commitment to access to education and learning, a desire to innovate, and pedagogy that is student centered and student led. I hope that Robin’s talk will help wary faculty see that their work and values already intersect with open education and that we can help them take it a step further.

My goal is to also vary the audience of our OER outreach through other incentives. I, along with six other librarians from Furman University, Duke University, and Johnson C. Smith University, recently submitted a request for Duke Endowment Library funding. The funding would enable us to hire an OER expert who would help us create an “Intro to OER” workshop for faculty. Then, we’d create a stipend program for faculty interested in attending the workshop and reviewing a learning object for a potential course that they teach. This incentive, while smaller, would allow faculty that are more wary of OER to investigate potential open resources without making them commit to transitioning completely. We hope that this will eventually encourage more OER adoption, as a similar program from the University of Minnesota has. OER expert Ethan Senack, writing about the Minnesota program, stated that “[w]hile the original intent of the project was to build open textbook credibility through reviews, it soon became clear that when faculty engaged with open content to provide a review, they were likely to adopt the open textbook in their class” (p. 13). Our application is still pending but I’m hopeful that, if it’s accepted, it will enable us to reach new departments and faculty members.

I’m also embedded in two Digital Learning Research and Design (DLRD) projects that have an open education element. DLRD is led by friend and colleague, Kristen Eshleman, and is fairly unique to Davidson. DLRD’s goal is essentially to reimagine the liberal arts and push back on what a traditional liberal arts education is supposed to look like. It does this by asking students (yes, students!), faculty, and staff to think past the constraints of higher education (the credit hour, time constraints, a fear of failing, distribution requirements, grades, space constraints, and a need to cover content) to reimagine what inclusive pedagogy, student agency, and experiential learning, particularly outside of the confines of classroom, might look like. I am so thankful to be even a small part of this project.

Essentially, my role in both of projects is to be the “OER expert.” For example, one of the DLRD projects is to design an Asian American Studies curriculum. Asian American Studies doesn’t currently exist at Davidson and because of this gap several students have had to create their own independent studies. These students would like to come together and, with the help of experts, craft a class or curriculum (including a much-needed introductory open text or online learning tool) from scratch. Supporting a project like this has really tested my knowledge about OER repositories and tools. But I believe that being truly embedded in these two projects will make open education more visible to humanities departments and other areas we aren’t currently reaching. It has been heartening to see students advocate for openness for whatever they create from the beginning of this project. I can’t wait to see their hard work and thoughtfulness come to fruition.

building asian american studies

Students designing the open/student-led Asian American Studies Course, photo by Kristen Eshleman

constraints

Constraints/barriers & potential experiments identified during our first design challenge

My point is that we have to be adaptable and think about OER outreach holistically—across departments and levels of familiarity. How can we maximize the number of champions on campus? How can we decrease the silos for sharing both successes and failures? How can we appeal to faculty across the spectrum of adoption that I discussed previously?

Finally, as I move forward I’m not going to settle for our current OER landscape. Anyone that skims a few OER guides can quickly discern that open textbooks dominate our repositories. I would argue that media (tutorials, lectures, videos via MERLOT or OER Commons) are close behind, though I’ve not done a formal analysis. This is okay for most R1 universities trying to make general education science lectures with 250 students open. But it doesn’t work for an institution like mine, where textbooks are not always the norm. We receive the course material list from the bookstore every semester and while textbooks are used in some of the introductory science and business courses, it isn’t the lifeblood of our classrooms. (I have argued elsewhere that creating open textbooks isn’t a radical endeavor anyway.)

My goal here is not be elitist or claim that my institution is better than textbooks. But what if we pushed back on the norm? What if we made a repository for liberal arts colleges or, better yet, for more active and inclusive forms of learning? As an example, one of our OER stipend recipients has his students create concept maps. He has them start by creating a concept map for one piece of the primary literature. Then, as they read more literature, they create higher-level concept maps that combine different pieces of literature together. This encourages students to see and question connections while better understanding how science evolves. As more literature is added, each node on the concept map becomes less granular. At the end of the semester, students create a compilation of their concept maps and submit their own “textbook” for grading.

Next Fall, we’re going to create an OER out of the best concept maps that students create. Students will intentionally curate this OER as a group. I will work with students to determine which Creative Commons license is most appropriate for the class as a whole and students will be able to decide which restrictions they’d like on their work. Then the faculty member I’m working with will provide citations to the literature they mapped (most of the literature is closed so we cannot provide the full text) and information about this exercise as a pedagogical tool. This is one of the coolest OER projects I’ve ever heard of—it pushes back on textbooks and what undergraduate learning should look like while nodding to the need for Open Access. But I have no idea where this thing should go! It isn’t a traditional textbook (OpenStax, UMN Open Textbook Library, Open SUNY Textbooks) but it doesn’t quite fit into OER Commons, MERLOT, or OpenCourseWare.

This isn’t an issue for just one OER! The same case could be made for the Asian American Studies learning object we’re trying to create. There are a lot of other awesome projects being built with Pressbooks/ Hypothes.is and Drupal that might be “textbooks,” but not in the traditional sense. Aren’t these projects—projects that actively involve students—much more interesting than textbook sprints?! What if we made an open pedagogy repository? What if we decided to change the open textbook scene to include work that asks students to interface with the literature? What would it look like? What technology would we need? How much more rich would the learning materials be? I don’t have answers. Only provocations. But I know that this needs to change. How can we get started?

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.

OER Outreach for Newbies, Part I: What I Would Do Differently

 

My library, in partnership with our Center for Teaching and Learning, recently launched a faculty stipend program for faculty interested in either replacing their traditional course materials with OER or sharing their students’ work as OER for other educators’ use. We awarded four stipends this January and I’ve been working with those faculty to prepare for their transition to OER work, which will take place throughout the Fall 2016 semester. I’ll be using this space to reflect on how thought-provoking and rewarding the process has been. This post is the first in a three-part series devoted to OER outreach. A quick reminder: while I am (and this post is) inextricably linked with my current place of work, I do not (and this post does not) represent Davidson College.

Before I dive into reflecting on what I would do differently, it’s important to acknowledge that there is space at my current institution to push the boundaries of information literacy work. I’ve written before that I believe that open education outreach is a valuable part of the work that I do as an information literacy librarian. Still, I recognize that this might not be a given at all places. Other non-scholarly communication librarians might encounter budget or time constraints or a lack of support from administration when starting an open education program. While I don’t have an easy solution to propose, I would advocate that we are apt to do OER work and that OER outreach actually combines values and interests many librarians hold dear and have expertise in—pedagogy, instructional design, and the relationship between affordability/access and equality, particularly for minority and first generation students.

So what would I do differently if I was given the chance to re-create our stipend program? What advice would I give to someone just starting to do outreach? As I answered questions about the stipend program, OER, and open pedagogy, I realized that the biggest misconception that faculty have is that free is the same as open. Other librarians seem to be thinking about how to address this misunderstanding (even if it means losing “open”) so those doing OER outreach should be prepared to articulate why this difference really matters. DeRosa holds the power of the OER movement isn’t actually about the learning object—it’s about the license. Supporting OER isn’t just about advocating for resources; instead, it’s about advocating for the continuous improvement of those resources by empowering anyone to improve and build upon them. Telling faculty that we care just as much about improving an open resource for the world (open) as we do about saving each of our students money (free) can be difficult.

As I was answering potential applicants’ questions, I also had to come to terms with my own expectations and assumptions. Within my OER outreach, I constantly walk a fine line between wanting to see savings and affordability for students (and some amount of progress!) and a need to try to get everyone to full-blown, true open education practices like using open course materials and improving them and re-sharing them and involving students throughout the entire process. If I’ve learned nothing else, I’ve learned that while this might be commendable it is not realistic.

We need to recognize that there is the potential for a spectrum of OER adoption on our campuses. As with OA, each faculty members comes to open education with different fears, ideas, misconceptions, and teaching styles. Some instructors might only feel comfortable encouraging their students to use one of the library’s multi-user eBooks or course packs. Some instructors might only feel comfortable switching to an open textbook. Some instructors might feel comfortable having their students create a textbook and share it with the world. We should be prepared to help the instructors in all of these scenarios.

If I could go back, I would have set the application process up to acknowledge and clarify the tension between open and free from the beginning. The University of Minnesota does an excellent job of illustrating the spectrum of adoption for potential applications for their Partnership for Affordable Content program. They have also chosen a very intentional and clear title that explains the mission of the program (note that “open” is missing from the title but not necessarily the examples).

Don’t get me wrong: we have to recognize that we lose something by straddling both free and open. But if we can continue to help faculty move along the spectrum—perhaps from the multi-user eBook to an open textbook, and eventually to their students editing and re-sharing improvements to that open textbook—isn’t it worth our time and effort to pursue these projects too? In a recent blog post about the power of openness as a practice, David Wiley argues that “when work is done privately–when it is carefully hidden from the public–no synergy is possible. When the individual nodes remain disconnected, no network can emerge” (para 18). This has to be the goal that we aspire to but it doesn’t have to define the steps that we take. Yes, the multi-user eBook example inhibits us and our faculty from creating synergies and networks. It also arguably just shifts the costs of a broken system from students to the library. Yet, I would argue that we have to start somewhere if we want to get more faculty on board with open education and, ultimately, make these networks more rich and diverse.

I’ve also realized that we shouldn’t hide the intricacies of open education. Try to go beyond explaining open education as only a cost issue, if you have the space and privilege to do so. Complicate access instead of simplifying it. Josie Fraser, a social and educational technologist in the UK, recently posed three questions to the OER community. I think that these are particularly relevant for librarians new to OER work. They were:

As a librarian, I know that I sometimes I make assumptions about others’ understanding of the importance of openness. Here’s another reason why it’s important to go beyond the cost conversation—every community (and person) has a different familiarity and comfort level with openness. You have to be prepared to address open education from every angle that you can think of—empirical research, retention, course completion, student costs, improved pedagogy, social justice, informal learners’ needs, the improvement of learning objects, the broken publishing system, and even the synergies between OA/OER/ and Open Data. In my opinion, it sometimes isn’t enough just to say “this will save students money so we should do it.” Different faculty will be interested in open education for different reasons. Being able to appeal to their interest in assessment or social justice is just as important as being able to explain the high cost of textbooks.

Finally, don’t underestimate faculty members’ existing knowledge of OER. I met with five faculty members a few weeks ago for an “Experimenting as Teachers” lunch that I facilitated, which was sponsored through our CTL. The theme of the lunch was essentially “Why Open?”  My abstract and rough talking points:

As more instructors embrace digital pedagogy, students are often asked to share their work with the wider public through websites, apps, and other open projects. Asking students to “open up” their research and discovery process beyond the walls of their classroom can make their learning more authentic and meaningful. In what other ways does working in public affect students? Should students doing open work have the ability to choose how their IP will be shared through anonymization, licensing, or other means? What copyright considerations are there? If students are hesitant to do open work, how might we assuage their concerns? How can we make that a moment for learning and reflection? How does the assessment of open work differ from the assessment of traditional research assignments? This EAT lunch will grapple with these questions and more.

 Talking Points

  •  How do you introduce students to “open”?
  • Are students ever hesitant? Why might they be (don’t want to be misquoted, will be embarrassed by their undergraduate work in the future, etc.)? How do you assuage those fears?
  • Should students be able to determine the level of openness their work is shared under, either through a CC license or embargo or some other means?
  • Is assessment of open work different? Why or why not?

I found that many of the faculty that I talked to (n=5; find more research on faculty efficacy and perception here), some of which are OER stipend recipients, had incredibly nuanced and complex reasons for wanting to encourage students to make their work open as well as thoughtful reasons for not wanting to. Their list of pros for openness included students learning how to write to and for their peers, an improvement of students’ digital literacy and skills, and a natural environment for collaborative learning opportunities. Their cons included the fear of having to compromise students’ work to abide by strict copyright rules, having to take class time to explain Creative Commons and copyright, and a concern that students might not want to be associated with the work that they were doing at the undergraduate level in the future. However, one faculty member thought through this and suggested that working in the open within the relative safety net of the classroom and peer/instructor review can help students grow so that they can have an online, public presence (if they so choose) after their time at Davidson. This made me realize that if our outreach is going to be successful and relevant, it has to both affirm the pros and recognize (and possibly reframe) the cons. Ignoring or failing to meaningfully address the cons cheats us out of an important dialogue.

In summary, throw your pre-conceptions out the window! Push yourself to learn about and be articulate about all of the benefits of open education. Be flexible and compromise, as long as your end goal is to increase collaboration, openness, and understanding.

The Sexy Librarian is (Un)Dead. OR I’m a rock star (and so are you).

gorgeous librarians
“Neon Librarian” by Karla Irwin is licensed under CC BY-SA. (Photo taken in Las Vegas, NV.)

For this blog post, I decided to take a break from my previous pattern of expressing librarian existentialist angst (i.e. professional identity issues) and instead focus on what makes us so awesome. Through this, I’ll be indirectly addressing those professional identity issues. I’ll also come to my eventual conclusions via a discussion of the infamous Librarian Stereotype. Again, like some of my other ACRLog post topics, these topics are discussed commonly already. That is the case for a reason – these topics are so important, and fun. Hopefully I can offer a fresh angle on them.

So, librarian stereotypes. I just watched an episode of iZombie on Hulu (spoiler alert) that flaunted some pretty scandalous librarian stereotypes. The show is about a functional zombie – a former medical student, Liv, who works in a morgue and has easy access to brains, which she needs to eat to stay functional, pass as a living person, and not transform into the grotesque, blood curdling version of “zombie.” When she eats the brains of a person, she acquires some of their memories and personality, and she uses those memories to help solve murder cases.

In this episode I just watched, “Fifty Shades of Grey Matter,” Liv eats the brains of a public librarian. Much to the chagrin of my librarian friends and I who watch this show, this particular personality was typecast as the “sexy librarian” – Yes, even an author of erotica literature who was constantly fantasizing about sex and had very little control over her sexual urges. So that’s great. Hyper-sexual librarians with little to no self-control? Again, just great. (Of course there are other stereotypes here that will go unnamed, mostly because they are NSFW (not suitable for work) and because they would necessitate a lengthier, more complex conversation about stereotypes going both ways.

The toned-down, broader version of “sexy librarian” is still damaging to the profession because it devalues and minimizes the hard, important professional work that we do. We want to be taken seriously, and we should be taken seriously! And the “sexy librarian” is an objectification and fetishization of our profession and of our embodied experience. For those who are perceived to fit that particular image of the sexy female librarian, it says that we are objects that serve to gratify the sexual and emotional needs of men, tantalized by our intellectual and physical charms and convinced of our maternal or feminine roles and functions. The sexy librarian serves as a placeholder – it is the one professional image that many people have of us, obscuring what we actually do; as others have suggested in works such as The Librarian Stereotype: Deconstructing Perceptions and Presentations of Information Work (ed. Nicole Pagowsky & Miriam Rigby, 2014), people largely don’t know what librarians do precisely because of these stereotypes. (See, for example, p. 5.)

The Librarian Stereotype might even limit others’ openness and receptiveness to persons who are librarians who do not fit the stereotype, to librarians who do not match the following characteristics: perfectly female-bodied, young, thin, sexy, usually white, conservatively yet fashionably dressed, with glasses, maybe a little rebellious or devious beneath the playfully conservative appearance – a tease. You know them all. And when librarians do not match those characteristics, we also might be judged or discriminated against. (“You’re a librarian? You don’t look like one!”) It’s a lose-lose situation for librarians. If we fit the stereotype, we’re not taken seriously because we are objectified and sexualized and our work is consequently devalued. If we do not fit the stereotype, we are judged and thus not taken as seriously because we do not look like the professional we are purported to be.

In fact, could it be possible that this limiting stereotype serves to keep some people out of the profession who do not fit the image, and perhaps attracts people to the profession who do (although there are infinite examples of librarians who defy the Librarian Stereotype, who “do not look like librarians.”)?

The other stereotypes – some of which, such as being punitive, may or may not accompany the aforementioned stereotype – and that we read all the time and shush people…these don’t have to be sexualized necessarily, and sometimes people have a stereotype of librarians in which we are desexualized – the frumpy, old, and stern librarian who wears long skirts, blouses buttoned all the way up, with a bun to boot. These stereotypes are also negative. They imply that we have nothing better to do but to enforce rules, judge others, and experience intellectual gratification or escapism, remaining alone and stubborn all the while. The old, stern, frumpy librarian lives in a bubble and is guarded and unapproachable.

On the other hand, there may be a positive side to the existence of strong librarian stereotypes.

We are also rock stars! I can’t tell you how many times people have said to me, “Whoa, you’re a librarian? That is so cool! I wanted to be a librarian when I grew up…” etc. etc. I’m sure you’ve had similar experiences. People venerate and idolize librarians! Because our job is awesome! We have *all* the things…everything that contains information! – the books, the journals, the ephemera, the manuscripts, the papers of famous and important people…etc., etc.!

And that really simply means we are responsible for preserving the scholarly record. People do know what librarians do, they just aren’t familiar with our day-to-day tasks.

What do we actually do on a day to day basis? Preserving the scholarly record means a whole lot of things.

My Dean, Patty Iannuzzi, recently held a workshop for library faculty and some staff on the scholarly record. (I had to be late due to teaching a class; it was probably better that way because I hear she talked about me and our previous conversations on professional identity before I got there.) The workshop was a planning workshop for future services that the Libraries may offer to the campus community. There were spreadsheets – lots of spreadsheets – of possible services, and we were to decide which ones we should be offering. They included everything from author’s rights and copyright consultation and assistance, piloting ORCID IDs, generating citation reports and advising on bibliometrics and altmetrics, and publishing Open Access journals to research data management and storage services. In our discussions, everyone thought we should offer services in virtually every area. The disagreements were really over wording that made it sound like librarians would be doing things for campus community members instead of consulting or collaborating with them.

This is so exciting to me – that so many of these important services do fall within the realm of what librarians do, that faculty and students trust that we will have expertise in these areas, because, in many of the areas, liaisons, especially, are already the point persons for exploring and providing such services. At UNLV, librarians are actually leading the way towards our campus’s Top Tier goal, and it is because we are responsible for the scholarly record and all the duties and objectives associated with it. We truly are rock stars!

I could continue to rant and whine about how people don’t know what it means to be a librarian – how I especially don’t know what it means to be a librarian, at least right now in my first year. But really, there are reasons why it is so hard to pinpoint what our professional identity is. It is because it is so simple, that it is easy to devalue or minimize (preserving the scholarly record=having all the books=reading all day and shushing people, all the while being a sexy young female-bodied person). It is also because it is so complex at the same time, it encompasses so many different types of activities. As a liaison, I know this…I help with anything and everything that faculty and students might need surrounding sources of information. That’s a lot! And those who have narrower focuses – their jobs are super important as well, just more focused on particular aspects of librarianship, such as the institutional repository and Open Access, or other technical services such as cataloging – these services are so important, so people can actually find the perfect materials that suit their scholarly needs. I’ll also mention public librarians here, to bring in the iZombie episode once again; they play an incredibly important role, especially through providing information access to communities who might not be able to access that information through other means.

Finally, as technology, culture and society change, so too our job descriptions and responsibilities are always changing. And that’s exciting! People are trusting us to lead the way!

So, I am a rock star, and so are you.

The Sexy Librarian is a zombie, after all. Long live the Smart & Savvy, Nonconformist Rock Star Librarian who has it all (…all the information, that is)!