Tag Archives: reflection

A Day (or 3) in the Life

Yesterday I spent an hour going through my inbox, turning each email that needs attention into a task, saving the ones that I need into relevant folders on a shared drive, deleting some, categorizing some and then dropping some into an inbox folder so that I can keyword search them if I ever need them again. It was so satisfying. Now my inbox has exactly one (ONE!!) message in it and that message has been in my inbox since my first week here at UNT. I guess I’m saving it for a rainy day. Of course, now my task list is longer than it was before I started doing inbox organizing so…

Anyway, looking at my ever-evolving task list made me realize how varied my days really are. I am preparing for a presentation at the Electronic Resources & Libraries Conference at the end of this month. For the introduction to my presentation I am writing a description of a “day in the life” of an Electronic Resources Librarian in an academic library. I am struggling a bit to do so, however, simply because no two days are alike. That is one of the really great things about my job as an academic librarian, actually! There is very little down time and things are different every day, always interesting. Seriously, if you get bored doing this job then you are not doing it right!

Instead of writing about ONE typical day I thought I would do three days. That way I can summarize a “typical” (really, though, there is not a “typical”) day spent mostly at my computer, a “typical” day that involves more collaboration/meetings with members of my division and a “typical” day that involves more work outside of the division. I would say that a majority of my time is spent working fairly independently or interacting with others mainly online. Interspersed with that, though, are days where I go from one meeting to the next. And one day a week I office in the main library at a desk in Research and Instruction instead of at my official desk in the Collection Management building off campus. So here are my never-typical three days:

Day One: Let’s pretend that this is a Monday. Actually, I just looked at my calendar and completed-task list to see what I did last Monday. (So: Last Monday):
•   Pulled a list of ebooks that were recently added to one of our online reference collections; created a spreadsheet to organize the titles by subject areas and subject librarians; emailed each subject librarian to let them know about our new acquisitions.
•   Spent 30 minutes trying to answer a seemingly-simple question from a professor about ebooks that, as ebook questions usually do, got complicated and involved emails between myself and, eventually, five other librarians before the question “How much of an ebook can be put on course reserve and in what format?” was finally answered.
•   Spent another hour or so trying to answer more seemingly-simple questions, these from a student who was having trouble understanding how our ebooks work and how to interact with the various ebook platforms. The question “How do you check out an ebook from the UNT Library?” seems so simple…but, trust, it is not simple to answer.
•   Learned that one of my collaborators on a presentation for the upcoming ER&L Conference is not attending the conference or interested in participating in the presentation at all. Began working on a new outline to restructure the presentation to include content from two instead of three presenters. (Sigh).
•   Fielded some random promotional emails from vendors, decided which products being promoted might be of benefit to various people or departments in the library, emailed various people in various departments to determine if there was interest. Saved all feedback in appropriate files for future product evaluations.
•   Pulled usage statistics for a Graduate Library Assistant to add to our ever-growing database of statistics.
•   Updated the Promotions Workflow. Part of my job is promoting our electronic resources – because what is the point of buying them if nobody knows about them. Another important part of my job is creating workflows for what I do because, in some ways, I’m creating my job every day. I document processes for everything and I keep these updated constantly.

Day Two (What I Did on Wednesday):
•   On Wednesdays I office in the main library with some of the Research & Instruction Librarians. This gives me an opportunity to have some face time with colleagues that I otherwise only communicate with by email and/or phone.
•   Established an inter-departmental workflow for cataloging, maintaining and promoting electronic resources purchased by a faculty support department.
•   Spent a frustrating amount of time trying to figure out if IP authentication was working for a new database and, if not, why not.
•   Chatted with several subject librarians about various ER-related issues including how to get access to the images in a specific journal when the digital access we have only includes text, a possible future research/publication collaboration, and several upcoming trials that were requested by faculty.
•   Created a LibGuide modules for a database trial that went live and communicated the availability and parameters of that trial to various subject librarians.
•   Did some last-minute confirmations and planning with a vendor who spent the day at UNT on Thursday.
•   Emailed my student mentees to check in with them, see how their spring semester is going.
•   Attended a meeting of the University Undergraduate Curriculum Committee of which I am a member. Was surprised and pleased to see that there were pastries!

Day Three (Finally Friday):
•   Spent a fair amount of time on email communicating with vendors (got set up for a trial of several interdisciplinary databases we are looking at, followed up on some invoicing issues, etc).
•   Checked in with librarians in my department to determine how close we are to completing recent orders for electronic resources. It is my job to ensure that once an order is begun the process is completed within a reasonable amount of time. Orders involve, at minimum, two other librarians in the division. Noted expected dates of availability and scheduled times to follow up if necessary.
•   Typed up notes from vendor demonstrations I participated in on Thursday.
•   Meeting before lunch to talk about how our budget plan is being implemented and plan for future communications, purchases, reporting, etc.
•   Lunch at a restaurant with librarians from a part of the UNT library world that I don’t typically work closely with: new connections, yay!.
•   Meeting after lunch to coordinate a comprehensive evaluation of one of our largest electronic resources, one that we rely on heavily in our day-to-day collection management tasks.
•   Weekly Friday activity of going through my task list in Outlook to make sure I didn’t miss anything, finishing up tasks as possible and marking them complete, changing dates or adding reminders to upcoming tasks as needed.

Obviously, there are many, many details that I did not mention about these days – phone calls, conversations, emails, the unceasing attempt to keep the massive amount of electronic resource information and data organized in a useful fashion, etc. But you get the idea. A day in the life of an Electronic Resources Librarian is a bit unpredictable. Even more interesting is the fact that no two ERLs seem to have the same job descriptions but that may be a topic for another post.

Intentional teaching, intentional learning: Toward threshold concepts through reflective practice

ACRLog welcomes a guest post from Jennifer Jarson, Information Literacy and Assessment Librarian at Muhlenberg College.

This fall marked the start of my tenth academic year as a librarian. It startles me, to say the least, to count up the years and arrive at (almost) ten. Having spent the majority of my career so far at a small college, I’ve been fortunate to be involved in a wide variety of projects. As a public services librarian, though, my attention has most frequently been directed to reference, instruction, and all things information literacy. It’s no surprise that, six-ish weeks into the semester, information literacy instruction is on my agenda and my mind.

Just the other week, a faculty member and I were chatting about our past versus present selves in the classroom. A critical eye back over the years dredges up some pretty squirm-worthy memories. Because they were performed in front of an audience of students and faculty, these mis-steps are especially embarrassing to bring to mind. I cringe to recall, for example, some excruciating moments in early years in which I droned on about the minutiae of search strategies, students’ eyes glazing over, drool practically trickling down their chins. I’m grateful, then, to look back and also recognize successes and, more importantly, evolution in my teaching. Perhaps it’s just those most awkward and agonizing of moments that best surface the need for change and fuel experimentation with alternate approaches.

For many, a protocol of reflection and experimentation, of trial and error, seems a natural drive. Yet demands on our time and attention might cause us to repeat an ineffective session because we don’t have the time to examine its inadequacies and restructure. Our many competing obligations might prevent us from effecting the more wholesale change we sometimes desire. In an effort to promote the “intentionality” of my reflection and experimentation, as Booth (2011) might say, and to pay it more of the attention it deserves, I’ve been compelling myself to make space for it, adding it to my to-do lists, to my annual goals. In years past, themes of my reflection-for-self-improvement-in-the-classroom regimen have included, for example, scaffolding skills to slow the pace adequately for students’ development and enhancing student engagement through more constructive (and constructivist) in-class activities. This intentional reflection is giving me the perspective and head space to uncover my assumptions and shortcomings and to motivate improvement, rather than revisit the same practice again and again for no good reason.

I don’t mean to claim that I’m reinventing any library instruction wheels. Far from it. But I do hope I’m oiling its sometimes rusty squeak for a smoother, more productive and engaging ride that takes us all (student, faculty, and librarian alike) a little further down the pike. As are you, I don’t doubt. How I will feel in another ten years when I look back on yesterday’s class or today’s blog post, even, is up for grabs. But on we march. And thank goodness for this drive forward, for the chance to reflect, learn from these shortcomings, and try again. Moment to moment, class to class, semester to semester. Small or large, these steps trend toward progress.

As I reflect on my practice in this particular year, then, I think that what I’m trying to teach—and where I’m still coming up short—is the practice of reflection. Too often, I know I have focused on the how at the expense of the why. I long ago moved beyond the point-and-click method of library instruction. Yet despite my efforts thus far to model, scaffold, and construct our way toward information literate, a connecting piece seems to be still sometimes missing. When I look back now to find my in-class nods to the what for, I better recognize their nuance and how hard it must have been for inexperienced students to catch them, decode them. While my modeling and scaffolding certainly have had the why at their core, many students haven’t had the frame of reference to recognize its presence. I want to uncover for students the habits of mind—the “knowledge practices” and “dispositions,” so to speak—of information literacy, not just the clickpaths to mimic it.

So this year I’m looking to add reflective, metacognitive moments to help expose rationales, purposes, and processes for students. With the metacognitive mindset made visible, I hope students will develop a more flexible information literacy lens to apply to their future paths. I think this is a strength of the new (draft) Framework for Information Literacy for Higher Education: highlighting the reflective practice and metacognitive mettle at the core of information literacy. Metacognitive awareness is, no surprise to us, inherent in information literacy skills and development; the new draft framework helps us to enhance its prominence.

Now to the business of actually doing this. How, you might ask? Good question. I wish I had more answers. So far I’m trying to integrate more direct discussion of process and purpose into my classes. I’m trying to lay bare for students the practice, reflection, and progression that complicates this work, but also connects the gaps, that brings them closer to crossing the threshold. And I’m trying to work with faculty to extend this work beyond the limitations of single, isolated library sessions. I see some successes so far, but it feels more than a little premature to claim I’ve conquered such a problem. By their nature, these concepts and this work are complex and protracted. For now, I am (mostly) satisfied to be working on it.

I feel I can’t so much as stick a toe into these waters without at least a nod to their expansiveness. I imagine you recognize, too, the shared roles of librarians and faculty in this kind of information literacy instruction. These are not topics and goals isolated to a one-shot instruction session. This is the work of not one class, but many. This is the work not only of librarians, but of faculty, too. We work to establish the library as a leader in information literacy on our campuses, but it’s also our aim to recognize the extensive information literacy work that takes place outside the library-instruction-specific classroom. Our ambitions to promote shared faculty and librarian understanding of information literacy, common investment in students’ learning, and opportunities for collaboration and curricular development are ever more relevant.

As I recognize the role of intentional reflection in my own development, then, I’m struck to see its place of primacy in my teaching goals, as well. I might typically brush this aside as a self-apparent truth requiring no further deliberation. In my reflection-oriented state, though, I’m more inclined to pause for a moment and consider the parallels of these themes in information literacy teaching and in information literacy learning. With my ongoing push (some days it’s a bit more like a shove) into an intentionally reflective practice, I’m aiming to improve student learning as a more effective, responsive, and flexible instructor. I’m simultaneously aiming for a congruent push toward a reflective and metacognitive student mentality to tip their scales toward greater engagement and transformation. As Townsend, Brunetti, and Hofer (2011) wrote, it’s these “big ideas that make information science exciting and worth learning about.”

What about you? What are you uncovering and developing in your pedagogy? What roles have reflection, metacognition, and threshold concepts played in your instructional evolution? I’d love to hear your thoughts in the comments.

First Year Reflections

This is my last post for ACRLog, and it’s a little hard to believe so much time has passed already. Not only is it the end of my term as a First Year Academic Librarian Experience writer for ACRLog, but last week marked the one year anniversary from when I started my current job. Looking back on the year, reflecting on what I’ve done and learned, and trying to sum it all up…well, it’s not that easy! I went from not really knowing what to do with my time, to feeling like there weren’t enough hours in the day (and thankfully settled somewhere in the middle). I’ve gone to local conferences in the Midwest and navigated ALA Midwinter and Annual for the first time. Focused on public servicecampus outreach, and library instruction, I’ve  learned so much about this school and community that was brand new to me a year ago. 

So what can I say about the past 365+ days? It’s way too much to try to sum up in one short post, but I’ll try to collect my thoughts into some “words of wisdom” that other early-career librarians can hopefully benefit from. Whether you’ve just started your first academic librarian job, have several years under your belt, or are in a job search, here’s the advice I would give:

Take your time. You probably have a lot of great ideas for things you want to do, but you don’t have to do them all right now. In fact, definitely don’t try to do them all at once! This seems to go against some common advice, such as “be open to trying new things” or “say yes to opportunities.” Absolutely, say yes to things! Go after opportunities and take on challenges, but be aware of taking on too much at the same time. Don’t test your limits to the point of breaking them; don’t let yourself turn great opportunities and challenges into burdens and struggles. In short, pace yourself.

Make friends. One of the greatest things about my job is that I am constantly learning from the people around me. By “make friends” I don’t mean to hang out with your co-workers on the weekends all the time, but remember that people usually want to help you out and want to see you succeed and do well. So don’t be afraid to ask for help, opinions, or mentorship from your colleagues! As a newer librarian, I not only find it valuable to learn from my colleagues’ years of experience, but the many different viewpoints and perspectives regardless of years in the profession. 

Look at the big picture. This is something I particularly have to keep in mind, as someone who tends to over-think, over-analyze, and get caught up in making every little detail *perfect* before I can move on. Take a step back and look at the big picture. What’s the main goal? What are you working towards? Does every little detail have to be perfect, or does it just have to get done, in order to move forward? Often I end up realizing that in perspective, something may not be as big of a deal as I’m making it out to be. This can apply to all sorts of situations.

Those are some general tips that helped me be successful in the past year, which presented many changes and new responsibilities. I have to say, I’m glad I volunteered to write this monthly blog post for ACRLog about my experiences in my first year as an academic librarian. It forced my to constantly reflect on my progress, goals, and ideas, and to sort out my thoughts to make them coherent. Now that I’m signing off, I hope I can keep up this habit of reflecting and writing!

Serenity Now, Insanity Later: why slow summers are only *sort of* a myth

Some say that the ‘summertime slowdown’ is a myth.  While that may be true for some librarians, I must admit that as I write these words I am taking an hour away from my desk to sit in my favorite campus coffee shop.  Unitasking, no less!  I can’t even imagine being able to do this during the academic year, and I’m grateful. But, as lovely as summer on the UW campus is, always in the back of my mind is a mantra that I heard once in a “Seinfeld” episode: “Serenity Now, Insanity Later!”

A brief summer calm before year 2 begins.
A brief summer calm before year 2 begins-image courtesy of NOAA Image Archive.

By which I mean, that every little thing I do now…every bit of forward planning that seems unnecessary, or that I could just as easily put off, will make things so much easier on me come October, when my job will inevitably get a little…crazy.

Anyway , given that things have slowed down a tad, now seems like a good time to review and reflect on my year.  This is my last “First Year Librarian Experience” post, so it’s time to wrap it up. But since it IS summer after all, I don’t quite feel like writing an article.  No, summer is the season for ‘listicles.’ And so, I bring you “7 Thoughts Every New Academic Librarian Has”..with apologies to Buzzfeed.

1. When you are offered your first Academic Librarian Job, you feel like, I’M JUST SO HAPPY TO BE HERE. Phew! You did it! Years of making small sacrifices, piling on student loan debt, doing jobs that weren’t quite perfect for you…OVER!

2. Well…maybe.

3. By December, the honeymoon period has worn off. Fall quarter, always lively, is drawing to a close, and you are starting to realize just how busy things can get.  You start thinking about how you are going to document all this stuff you’ve been doing.  Especially if you work in a non-traditional role or environment, you realize that there are going to be some challenges involved with documenting your activities when you go up for tenure, promotion, or a new job.

4. By late winter, you might be facing an employee review.  Your first year is almost half over, and it’s time to take stock of what you’ve done so far and identify the gaps in your skills, knowledge and activities.

5. Just when you start to feel like you’ve got a handle on your job and can get things done all on your own, you start to realize the value of your work relationships and partnerships.  Wow, the people around you really do a lot…you couldn’t do any of this without them!

6. By late spring, things are looking up.  Sure, the end of Spring quarter (or semester) is crazy busy, but you can console yourself with the having a few completed projects, a few major successes under your belt for the year.  Perhaps you’ve even attended a conference or two. You are building job knowledge and expertise. The MLIS candidates you know are all graduating and on the job hunt, and you take a moment to congratulate them while saying a silent “thank you” to the universe that you aren’t in their shoes.  For just a second! Because then it’s back to work, and off to work on padding your CV or working on your documentation!

7.  Yesssss…..you made it to Summer! Finally, things are slowing down and you can relax and take a break.  Or can you?

Now return to the top of this article, and repeat until your retirement or the librocalypse…whichever comes first.

Thanks so much ARCLog for giving me the opportunity to share my random musings this year! It’s been a blast!

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.