Tag Archives: conferences

Conferences Full of Academic Librarians

I never gave it much thought, but I can remember wondering briefly in the past why the majority of librarians at many conferences seemed to be from academia. And now I know; it is probably because those of us who are academic librarians are required to attend academic conferences! I was even more interested to learn than not everybody is happy about this job requirement – a realization that surprised me.

As a former high school librarian I am accustomed to feeling fortunate to be able to attend conferences. When you are the only librarian in a high school, going to a conference involves the school hiring a substitute to cover the library in addition to funding your travel expenses and registration. And I was lucky…as a librarian at a well-funded private high school there was a budget to support my professional development which typically included at least one conference per year. Many librarians at public schools are understaffed, their programs underfunded and their ability to hire a sub and spend days away at a conference is extremely limited. I would imagine that many librarians in public schools would be absolutely thrilled to have the opportunity to attend multiple conferences a year.

erlpic1So, for me, going to a conference where I get to learn about trends, technologies and events that impact my chosen profession; network with other librarians and maybe even see a bit of a new city is a part of my job for which I am grateful. Most recently I went to Electronic Resources & Libraries (ER&L) in Austin and had a fabulous time. That is a seriously well-organized and enjoyable conference! And from talking to other librarians there I think that the feeling of being fortunate to be there was common. It probably helped that it was the 10th anniversary of ER&L and there were quite a few loyal attendees who were clearly proud of how far the conference has grown in a decade. I’m not sure if that sense of appreciation and gratitude will be quite as prevalent at future conferences.

At any rate, if you are new to academia you might be surprised to find out that going to conferences is required or, if not actually mandatory, it is at least strongly encouraged. You hopefully won’t be surprised that “attendance” really means “participation” because (not surprising!) the institution you work for is probably not going to support you spending a bunch of time out of town on a workday unless you are…working. If you do feel surprised to learn that conferences ? vacations…well, here is your reality check: conferences are great but if they are relaxing or easy then you aren’t doing it right.

So I thought I would write a bit about the conference experience of an academic librarian: things I love, things people complain about and maybe even a couple ideas for making the most of your time. My first tip would have to be: stay positive, don’t let people groaning about “having to go to a conference” bring you down. They are missing out!

First, a few things that are undeniably not-so-great.

1. You might have to pay for the conference yourself.
What?? Pay to WORK? Well…maybe. It depends on where you go and what your university’s budget is. Is there an amazing information-related conference in Maui this year? Expect some out-of-pocket. It might also depend on whether or not you got a presentation proposal accepted at the conference. It probably also depends on how many conferences you plan to attend. If you are going to several you are more likely to have to pony up some cash. And probably also pay someone under the table to do your work while you are away from your desk. (NO, just kidding, that is a terrible idea and you need to stop going to so many conferences!).

2. Preparing for a conference is time-consuming.
Whether you are doing a half-day workshop, a poster session, or serving on committees or in some other capacity there will be work involved to get ready for the conference. Do not put this off. Take it from me, who learned this recently from experience: finishing up a presentation at the last minute makes the days leading up to a trip much more stressful and unpleasant than they should be.

3. Attending a conference is time-consuming.
This seems too obvious. Maybe what I should say is that attending a conference is going to feel like it took up more of your time than it actually did. One day at a conference is not an 8-hour day; if you are doing it right it starts early and involves evening events (meetings, vendor dinners, networking events, etc). If you are an introvert you will find this much more exhausting than a typical workday. Expect to be tired; expect to be busy; expect to go back to your room at the end of the day and still have to type up your notes, respond to emails and prepare for the next day. Embrace the schedule and the busy-ness; it is worth it!

4. Coming back from a conference is always challenging.
This relates to number 3. When you come back you will have all the work you missed waiting for you. I recently spent three workdays at a conference and, over a week later, am still not caught up. How does three days away result in seven days of work overload? I don’t know, it just does.

So those are a few of the challenges. There are many more, I’m sure, but as I stated earlier try to stay positive. Plan conferences wisely and submit proposals early so that your institution is more likely to support your attendance financially. Carefully select the sessions and events you want to attend before you go to the conference but be flexible. I almost always tweak my schedule once the conference is underway but it really helps to have a plan first. Talk to your colleagues that are also attending. I did not realize until the second day of ER&L that I was not supposed to go to the same sessions as my coworkers. This is not a big deal but if I’d known beforehand I would have altered my schedule a bit.

Finally, I just want to say that the benefits of going to conferences far outweigh the challenges. I am always inspired to see the new ideas and technologies. One thing that is different now that I am in a larger library than I used to be is how much more contact I have with vendors and conferences are a great way to get to meet people that I’ve been emailing and talking to on the phone. I love that conferences give me an opportunity to meet people in my field that I wouldn’t otherwise get to know. When I was a high school librarian this was valuable because in that role I spent all of my time being the ONLY librarian and it was so nice to spend time with people who understood the challenges and rewards of my job. In the position I’m in now, it affords me an opportunity to make connections and to learn from others.

Even though it feels like I just got back from one conference — I still have a few notes to type up from ER&L — I am already gearing up for my next conference which is coming up in just a few weeks!

Students Taking Back the Conversation: The 2015 LIS Symposium on Education

I wouldn’t normally use this space to discuss or promote upcoming professional development opportunities. However, as an LIS graduate student contributing to a national platform like ACRLog, I feel compelled to share LIS students’ current concerns and activities, especially if they affect the rest of the professional body.

LIS students have been discussing placement, pay inequality, a lack of diversity in the profession, and gaps in LIS school curriculum and pre-professional opportunities through informal means for at least the last decade. These conversations have taken place in white papers, blog posts, and even in ALA or ACRL newsletters. They range from new librarians calling for more transparent program and placement statistics to recent graduates expressing their bleak job search and why they regret going to library school to minority librarians expressing the difficulties they face during the transition to their first professional position. They are, unfortunately, often cries of outrage or despair from one practitioner’s personal experience within the field, sometimes corroborated with statistics or other sources that prove that the individual’s issue is part of a larger trend within librarianship. A quick Google search brings up titles like these:

(If you’re trying to better understand the issues recent graduates are facing, looking at the comments is very enlightening.)

Regardless of format or venue, all of these discussions are relevant and fundamental to any change taking place. Nevertheless, we often see these conversations become stagnant and fruitless. LIS colleagues might chime in with a few comments but that is usually the extent of the impact. Or worse, a commenter will suggest that complaints about LIS education and placement are unwarranted and that new graduates need to be more autonomous and creative, completely disregarding the structural issues at play and shutting down any change the conversation could have influenced.

To make matters more complicated, the LIS practitioners that care about these issues often have little or no voice in our profession because of their status. The minority LIS student or recent graduate that feels uncomfortable and undervalued in their position often has no means of revolutionizing the issue. The unemployed (or underemployed) LIS graduate can’t necessarily rely on their alma mater or even ALA for support and most of the time their only option for voicing their frustrations is to warn current LIS students about the challenges the job market presents. Even current LIS students have little to no voice in curriculum or administrative decisions (for a great example of this at Illinois, see one of my colleague’s recent posts through Hack Library School). As a result, it’s relatively easy to find LIS blog posts that are primarily a vehicle for voicing frustrations, often because there is no other avenue for tangible action.

Thus, it has become clear to many that a more formalized, holistic movement needs to happen in order to see any real change. Moreover, it is apparent that this change should be student-led and collaborative. Students and recent graduates are, of course, stakeholders for all of these issues and should have some authority on how they should be resolved. Borrowing from (and reframing) one of the basic tenants of second wave feminism, we have to believe that the personal is political. Library students’ experience doesn’t happen in a vacuum. The personal experience of being unemployed, undervalued, and underpaid, in addition to having a lack of access to pre-professional opportunities or coursework on an important topic or in an instructional mode that meshes with your learning style is part of a trend. Our experiences are often more than our own personal endeavors. They also help us realize when institutional change needs to happen and they help inform what exactly needs to be revolutionized.

For these reasons, a group of LIS students at the University of Illinois at Urbana-Champaign has created the 2015 Symposium on LIS Education. The symposium is completely free to registrants and will take place on April 10 & 11 at the Graduate School of Library and Information Science in Champaign, Illinois. The event will have a virtual component for those that would like to participate but are unable to make it to GSLIS.

The symposium has similar goals to the innovative #critlib unconference to be held in Portland in March. We believe that experience informs real solutions and the theory and praxis needed to create them. We’d like to call on students to lead the change in LIS education and educational policy. Additionally, we hope that the symposium will provide a safe space to address these controversial issues in a collaborative and productive way.

Potential topics for proposals could include, but are not limited to:

  • Diversity
  • Advising and mentoring
  • Gaps in LIS curriculum: critical theory, technical competencies
  • Administrative transparency
  • Information ethics
  • Reflections on online education
  • Pre-professional experience and opportunities
  • Costs and funding
  • Required courses
  • Career placement
  • Dual degrees and specializations

If you are a current LIS student, recent graduate, or scholar of LIS education or diversity in LIS, we would be ecstatic to have you participate. One of the main objectives of the symposium is to simply have a centralized space to look at LIS education more critically. But it is also worth noting that a larger goal of the symposium is to facilitate the creation of a deliverable. While it isn’t clear what form the deliverable will take, we know it will be important to have a summative document or declaration from participants that informs LIS schools and ALA of what was discussed and how students are addressing these issues. We hope that this will only be the first conversation/ step in this imperative discussion for the future of librarianship.

*The ideas here are my own and do not formally represent the Symposium on LIS Education’s Planning Committee. Conversely, I can’t take credit for thinking of this innovative event. I’d like to thank Madison Sullivan for asking me to help bring her idea to life and for rounding up a group of dedicated and passionate LIS students to work with on the planning committee.

Professional Conference Lurker No More!

Hello there. My name is Chloe. Long time conference lurker, first time participant.

In the language of the internet, a ‘lurker’ is someone who observes online forums or communities without actively participating.  This is the way I have approached conferences until recently…hovering at the fringes, without much direction or purpose.

In June, I attended the Canadian Learning Commons Conference in Sherbrooke, Quebec Canada.  CLCC is a relatively small conference, attended by US and Canadian delegates who work in the specific niche of Learning Commons (or, in our case Research Commons) library spaces. Attendees are not only librarians, but also writing center directors, IT help desk coordinators, and space designers.  The smaller scale and specific focus of this conference allowed my boss (Research Commons Librarian, Lauren Ray) and I to dial in on some very specific aspects of our service model for a presentation that we delivered, and to get some very granular advice about best practices from our colleagues.

Large, student-created statue, seen in the Library at Bishop's University (our conference sponsor).
Large, student-created statue, seen in the Library at Bishop’s University (our conference sponsor)

The last time I participated in planning and delivering content for a conference, I was still an MLIS student.  But It’s really nice to feel that I have something to offer in terms of professional practice, rather than student research alone.  Another difference is that, since I am not currently job-seeking, I could allow my interactions with the other delegates to be more relaxed and natural, rather than tinged with desperation.  It was nice to know that I might have something to offer THEM (like a valuable contact, or idea for a best practice) rather than just the other way around.

With that in mind, I feel like my conference impressions bear some special weight this time around, as I was in a much more receptive state of mind to receive them.  Here are a few selections:

Pre-Conference:

I got very lucky here, because the pre-conference was directly relevant to my professional duties. The topic was “Training and Mentoring Peer Learning Assistants, Peer Tutors and Learning Commons Student Assistants,” presented by Nathalie Soini and Caleigh Minshall from Queen’s University in Kingston, Ontario.  The presenters gave a lot of practical advice as to how to foster engagement in our student workers.  The session gave me lots of ideas, and was a good reminder of what an important job student workers have to do, and that we literally cannot function without them.

Our Presentation:

Overall, I think that Lauren and I did a great job with our presentation. Again, it was nice that our audience already understood the Research Commons concept, so that we could get right to the meat of our presentation without too much exposition.  We carried the 45 minutes we were allocated fairly well, and received positive audience feedback. In preparing the presentation, I really came to understand the value of Lauren’s mentorship. She has given lots of conference talks, and has a very structured approach.  While I am certainly capable of organizing 45 minutes worth of thoughts into a coherent presentation, Lauren’s sense of time management around the project was invaluable, as was her commitment to making the final product polished and clear. Before the conference, we were required to submit an abstract for our presentation.  We worked hard to refine this, and it expressed what we wanted to say pretty concisely. One important thing that Lauren reminded me to do, was to look frequently (whenever we added new slides, or ad-libbed new language as we practiced the presentation) back at the abstract we had written, to make sure that we were staying on track. It would be very disappointing for the audience, we reasoned,  if they made a decision to forgo a concurrent talk and attend ours, only to find that our presentation was only loosely related to what we had promised in the abstract (and who hasn’t been to a conference session like that, frankly.)

Other Presentations:

I attended a wide variety of other presentations over the course of the three day conference.  One highlight was a keynote by David Woodbury from the Hunt Library at North Carolina State University. NCSU Libraries are really innovative, and it is was great to get some ideas from their practices.

Another nice thing about this conference…probably due to its size and supportive character, was that a few presenters gave talks that included detailed information about “failures,” challenges, and things that had generally Not Gone Well at their libraries. While it requires bravery to deliver this sort of a presentation, it was so much more valuable for the audience to hear them!

For the curious, all of the presentation abstracts and many slides (including ours) from the conference can be viewed here.

Embedding, Flipping, and More at LOEX 2014

I was fortunate to be able to attend the LOEX Conference this year, which took place May 8-10 in Grand Rapids, MI. I have only ever heard great things about this conference, and accordingly, I had a great experience.

This was my first time attending the LOEX Conference and I only became aware of it recently (within the past year). Many readers here will likely be familiar with LOEX, but for those who aren’t, LOEX stands for Library Orientation Exchange and it is a “self-supporting, non-profit educational clearinghouse for library instruction and information literacy information.” The annual conference has earned a reputation for being particularly relevant and exciting for instruction and information literacy librarians, as attested by the many people I met who were either multiple-time attendees, or thrilled to finally get to go to the conference.

I went into the conference with high expectations, which were met and exceeded. The two days were full of presentations and workshops that are extremely relevant to my work, and with ideas I can incorporate by making small changes. I love coming away with new ideas that are practical, so I can actually implement them myself. Here are some things that the LOEX Conference got me thinking about:

Embedding

A few presentations focused on embedded librarianship in one way or another. “Embedded” often refers to being embedded in an online course, but these conversations also brought up ways to extend the library’s presence beyond the one-shot, without necessarily being embedded online. For example, librarians can collaborate with faculty to redesign a course or a central assignment. That sounds like it can be a huge task (to me, at least), but some possibilities for integrating information literacy outside of the one-shot could be having students do a reflection paper about their research process, introducing concept mapping to develop literature reviews, or discussing with faculty how information literacy fits in with their own disciplinary content and pedagogical goals.

Another opportunity to be more embedded comes as a solution to a common problem – when you receive a request for instruction at the very beginning of the semester, clearly not at the point-of-need. Of course, try to schedule the instruction session at a time when students will benefit more from the information, but you could also visit the classroom at the initial request for a short 5-10 minute introduction of yourself and the library. This would increase students’ familiarity with a librarian and allow you to build a relationship with students prior to the one-shot session, an important connection which I think can go a long way. If the initial classroom visit gets too time-intensive, it could be replaced by a re-usable introduction video.

Flipping

During the interactive session on the flipped classroom, my group ended up talking about student buy-in and accountability: what do you do when students come to class having not done the pre-assignment or reading? One answer is to plan ahead with faculty so that the pre-assignment can be added to their syllabus, thus adding more accountability. My first reaction to this idea was that there is no way I can have instruction sessions planned out far enough in advance to be added to a syllabus. However, I now think this could take the form of a more general statement, for example:  “At least one class session will be led by a librarian to introduce you to library resources and assist with research skills. This may require a pre-assignment.” This leads to another point that the presenters stressed as important for a successful flipped classroom: identifying faculty who will be supportive. It’s less likely that students will see value where their instructor doesn’t.

That session also served as a great reminder for me that flipping the class should not be an opportunity to cram in more information, but an opportunity to cover a topic more in depth through the use of a pre-assignment and in-class active learning. I realized that the one time I somewhat-flipped the classroom, it was because I didn’t have time to cover everything I wanted to. I sent a video tutorial for them to watch ahead of time, and it was just an add-on, rather than an enhancement.

And More

These are really just a few things that I came away with after LOEX, and it’s already my longest post here yet. Some other useful ideas I picked up had to do with active learning assessment, design recommendations for online tutorials, and reflecting on and improving teaching strategies.

I constantly had a tough time deciding which session to attend, because they all looked good. By scrolling through the conference hashtag (#loex2014) on Twitter, I could tell that was the case. One thing I didn’t expect was how much I enjoyed the interactive sessions. Although I didn’t think I would want to interact very much, I ended up loving how they facilitated conversation and sharing of ideas with new people.

It was great to attend a conference for academic librarians that was so focused on instruction and information literacy, and I definitely hope to go to the LOEX Conference again sometime.

Evaluating Information: The Light Side of Open Access

Early last week I opened the New York Times and was surprised to see a front-page article about sham academic publishers and conferences. The article discussed something we in the library world have been aware of for some time: open access publishers with low (or no) standards for peer review and acceptance, sometimes even with fictional editorial boards. The publications are financed by authors’ fees, which may not be clear from their submission guidelines, and, with the relatively low cost of hosting an online-only journal, are presumably making quite a bit of money. The article included an interview with and photo of University of Colorado Denver librarian Jeffrey Beall, compiler of the useful Beall’s List guide to potentially predatory open access scholarly journals and publishers.

I’ve long been an admirer of Jeffrey Beall’s work and I’m glad to see him getting recognition outside of the library world. But the frankly alarmist tone of the Times article was disappointing to say the least, as was the seeming equation of open access with less-than-aboveboard publishers, which of course is not the case. As biologist Michael Eisen notes, there are lots of toll-access scholarly journals (and conferences) of suspicious quality. With the unbelievably high profits of scholarly publishing, it’s not surprising that the number of journals has proliferated and that not all of them are of the best quality. And there are many legitimate, highly-regarded journals — both open access and toll-access — that charge authors’ fees, especially in the sciences.

As I’ve bounced these thoughts around my brain for the past week, I keep coming back to one thing: the importance of evaluating information. Evaluating sources is something that faculty and librarians teach students, and students are required to use high quality sources in their work. How do we teach students to get at source quality? Research! Dig into the source: find out more about the author/organization, and read the text to see whether it’s comprehensible, typo-free, etc. Metrics like Journal Impact Factor can help make these determinations, but they’re far from the only aspects of a work to examine. In addition to Beall’s List, Gavia Libraria has a great post from last year detailing some specific steps to take and criteria to consider when evaluating a scholarly journal. I like to go by the classic TANSTAAFL: there ain’t no such thing as a free lunch. Get an email to contribute to a journal or conference out of the blue? It’s probably not the cream of the crop.

So if faculty and librarians teach our students to evaluate sources, why do we sometimes forget (or ignore?) to do so ourselves? I’d guess that the seemingly ever-increasing need for publications and presentations to support tenure and promotion plays into it, especially as the number of full-time faculty and librarian positions continue to decrease. I appreciate reasoned calls for quality over quantity, but I wonder whether slowing down the academic publishing arms race will end the proliferation of low quality journals.

The Times article last week notes that one danger of increasing numbers of fraudulent journals is that “nonexperts doing online research will have trouble distinguishing credible research from junk.” This isn’t the fault of the open access movement at all; if anything, open access can help determine the legitimacy of a journal. Shining a light on these sham journals makes it easier than ever to identify them. It’s up to us, both faculty and librarians: if the research and scholarship we do is work we should be proud of, prestigious work that’s worth publishing, then it stands to reason that we should share that work and prestige only with and via publications that are worth it.