Tag Archives: graduate school

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.

The Transition

Please welcome our new First Year Academic Librarian Experience blogger Rebecca Halpern, Reference and Instruction Librarian at Antioch University Los Angeles.

I very recently began my position as a reference and instruction librarian (though all opinions herein are entirely my own). Our library is teeny-tiny and I’m part of only a two-person librarian team. The position brings a lot of challenges and opportunities which I’m looking forward to sharing here, but lately I’ve struggled with something unique to being a first year librarian, something no one had really prepared me for, something that should have been obvious: not being a student any longer.

Like a lot of my colleagues, I really enjoyed school. I loathed snow days, felt cheated when my teachers showed movies, and always finished my homework early. Is nerd the right word to describe me? I think I prefer academically-minded. I went straight to the University of Michigan after high school and took only a year off between undergrad and enrolling in my MSIS program at the University of Texas. For the past 25 years, I’ve identified as a student and had come to really appreciate the lifestyle studenthood brought. Like many of my classmates, I worked, had internships, presented at conferences, and took a full class load. My weekends were hardly restful; indeed, I used weekends to catch up on projects and pick up work hours. I often went weeks at a time without having a “day off.” Crazy as it may seem in hindsight, I liked being extraordinarily busy, filling my free time with homework and volunteering and internships.

Though I’m sure my boyfriend and family appreciate that I now have a regular 5-day schedule, I’m finding it difficult to feel fulfilled with my weekends. Two-plus decades of being a full-time student kind of interfered with my development of non-academic hobbies. I find myself pacing around my apartment at times, not sure what to do with myself. Sure, I like to read and exercise with my dog and spend time with loved ones, but no longer living my life at a breakneck pace feels kind of…dull. I’m still looking for ways to fill my time that feel as satisfying as finishing off a collaborative school project. Transitioning out of student life has meant, for me, that I get to explore new interests and develop new skills. But in the meantime, that transition has been slow, frustrating–and dare I say–scary.

It seems kind of silly to complain about free time, doesn’t it? When I thought about joining the FYALE blogging team, I was excited to start writing for a blog again. And the first year of any job, let alone an academic librarian job, is sure to bring a certain amount of adventure. Blogging creates communities and professional communities are very important to me. But for this first post, I wanted to go off-the-beaten track just a bit and remind myself (and all of you) that we have lives outside of our professional roles–and indeed, part of being a first year librarian is finessing how to balance our professional selves with the rest of us. We all had to balance the professional and the personal in grad school to be sure, but at least for me, I found those two worlds to be blissfully intertwined. Now that I have non-librarian friends who want to do non-library school activities, that balance is a bit harder to achieve.

What has been the biggest surprise for you since leaving grad school and joining the professional world? How have you handled your own transition? Share your story with me in comments or on Twitter, @beccakatharine.