Tag Archives: reflection

Just Add Water: Resolutions for the New Semester

I’m firmly in the midcareer stage of librarianship, but every fall I’m still a little bit surprised by how quickly the campus and library go from quiet intersession to full and busy when classes begin. Our semester started last week at the college where I work. It’s like an instant soup mix: just add water and stir to reconstitute our campus community into a buzz of activity.

Folks in higher education are lucky that we can celebrate two New Years each year if we’d like to: in January and the start of the new academic year in the fall. On the first day of classes I erased my summer whiteboard to-do list and replaced it with our library goals for this year and my other upcoming library and research tasks, a little ritual that both helps me keep track of my schedule and gets me excited about all of the great work we have planned for the year.

All of which has me thinking about resolutions. I don’t make too big of a deal about New Years’ resolutions, though I do try to do a bit of reflection as a new academic year begins (and in January too), considering what I’d like to accomplish during the year and whether I should make any changes to get there. I was reminded that it’s resolution time again by a post last week on the Prof Hacker blog that suggests we ask ourselves “What do we want to make room for this fall?” (It’s a great post — feel free to head over to Prof Hacker to read it, I can wait here.)

Thinking about the resolutions I’ve made in the past, many involve making room in the ways that the Prof Hacker post discusses: for reading, taking breaks, writing, and long-term planning, among others. All are activities that are kind of nebulous and squishy. Typically nothing will immediately go wrong if I don’t do them, and there are plenty of tasks like paperwork to complete and requisitions to approve that have to happen by a specific deadline. It’s easy to let the deadline-driven stuff crowd out the nebulous stuff, a classic problem of short-term vs. long-term gain.

So this year my one resolution is both modest and sweeping: to make room for the squishy stuff on as many workdays as I can. Sometimes that will mean doing one pomodoro of writing before work, and other times it might look like catching up on my reading over lunch, or taking a break, even if only to walk around the block.

Do you have any new academic year resolutions? We’d love to hear about them in the comments. And best wishes for a great semester, too!

Put a Process On It!

Editor’s Note: We welcome Angela Rathmel to the ACRLog team. Angela is the head of Acquisitions & Resource Sharing at the University of Kansas in Lawrence, Kansas. Her research focuses on libraries’ organizational response to changes in scholarly publishing, acquisition, and access, particularly with respect to organizational communication, information seeking, and knowledge management.

Working in acquisitions and resource sharing, I sometimes struggle to navigate my unique and shared place in the various communities of this profession (ACRL, ALCTS, LLAMA, etc.). I’m often characterized as a “technical services” librarian, but this does not always adequately describe the work I do. In the past 15 years that I have worked in this part of the library, I have seen dramatic changes as a result of the material transition of print to electronic resources. Beyond just the physical format, these changes have meant that technical services staff now work more directly with library users and no longer just process behind the scenes. Our work also involves direct and frequent interaction across more areas of the library than ever before.

I genuinely enjoy working with people. Discovering new ways to communicate across the library, especially through radical change, fascinates me. In spite of these interpersonal interests, in many ways I fall right into the technical services stereotype. I’m a cautious communicator, and my go-to mode of thinking is to solve every issue with a systematized process. Give me a problem and I’ll “put a process on it”!

A particularly cogent example of this tendency occurred recently with some of my colleagues in “public services” (another phrase that no longer adequately describes their work). We were discussing our campus-wide initiatives in diversity, equity, and social justice and how the libraries could support these initiatives throughout all of our services, not just at the service desk.  I saw this as a perfect opportunity to once again lower the barriers between technical and public services. But I worried because I found myself expressing the challenge many of us in technical services face even initiating discussions about our own day-to-day work conflicts. I was fearful about my ability, especially as a leader, to initiate a productive conversation with my staff about conflicts, like microagressions, of which individuals may not even be aware. So, I did what I often do when faced with uncertainty — I put a process on it! I suggested that we solicit the help of trained facilitators from the libraries’ organizational development unit. As one of those trained facilitators, this seemed both a safe way for me get involved, while at the same time satisfying the requirements of scale.

I was amazed at how my colleague’s response could all at once genuinely honor my approach and also persuasively encourage each of us to find our own (maybe different) path. This was not the first time I have questioned the appropriateness of my knack to put a process on things. But that discussion was moment of clarity shaping everything I’ve encountered and thought about since. It has prompted me to examine more closely and even question this tendency that has served me well so far in my path in technical services. I thought I’d begin my introductory post to ACRLog sharing my experience as this kind of librarian, and hopefully in the process discover more about a path forward.

The draw of process

When I talk about process in this context, I mean the way in which I think through the steps of workflow, understand cause and effect, and most efficiently move from point A to point B, all while accounting for the connections in between. For acquisitions and resource sharing, the overarching process we are concerned with is the scholarly communication supply chain and its ability to get the resources users need as efficiently as possible. Individual motivations for this work vary, of course. Some enjoy improving these processes for the economic reasons: the joy of saving money, cutting costs, and demonstrating a return on investment. Some like the ever present source of a puzzle to solve. Many still are motivated by service and how the process makes it easy for other people. Some like fighting for our core values through the process of negotiation with vendors. For the more introverted among us, it seems that processes at their root help create predictability where a thing might otherwise be or feel out of control. This certainly describes the environment in which libraries and we librarians of all types have found ourselves ever since change became the new normal.

The benefit of process is not just for the individual coping with change. It has a direct benefit to the organization as a whole. In my experience, process helps me discover and understand how to use new technologies effectively.  Process has been the language I use to help others through ongoing training. In my library as whole, that language enables me to translate the impact of larger change on our work. Becoming a trained facilitator, I’ve learned better processes of communication between individuals or groups, made meetings run more smoothly, facilitated strategic planning and assessment efforts, and contributed to larger organizational change. How each area within the library addresses their own particular management of perpetual change has brought about all manner of processes, frameworks, assessment models, and mission statements. It seems librarians of all types can put a process on just about everything.

Process in the extreme

The consequence of taking process thinking too far is that it can get in the way of actual doing, or worse, overlook the human need in all of us for deeper meaning and connection. Technical process efficiency taken to its extreme is automation. Even the rise in library automation processes, however, has not eliminated the need for human aspects in the most technical of workflow processes because the environment is filled with people serving people.  I tend to perceive my own process as an act of creativity. As my leadership responsibilities move me from introversion to ambiversion, I prefer to process with others, creating new things and building new relationships. Additional research, suggesting that our minds do not even process or recall like computers at all, supports the notion that there is a more creative present and future for our work.

Processes involved in addressing continual change on an organizational level are essentially human-oriented. These can’t achieve the extreme of automation because they too require ongoing attention for the people involved. How our relationships change, how we communicate across new organizational structures, and how we respond to actual people, are a necessary part of our response to the rapid changes in our work. People and their relationships certainly don’t want to be processed; they need to be seen, understood, and valued.

Process to path

The conclusions I’ve come to are:

  • we need both technical process mindedness and relational mindedness
  • these are not necessarily mutually exclusive

Getting myself to that point means rediscovering the areas of research that piqued my curiosity and inspired my passion for this profession from the start – Devin’s sense-making and research around the reference interview. This research speaks directly to how our systematized human processes and automated systems can and should be relational. The fundamentals of communicating in our profession are constructive,  “tied to specific times, place, and perspectives” (Foreman-Wernet, 2003, p.5). This applies not only for dealing with patrons, but for dealing with one another, inside and across library departments.

I intend to stay involved in interactions and discussion like the one that prompted this reflection. I may not have the capacity yet to effectively communicate, or know how to take action, on issue of diversity, equity and social justice. But I know enough that it is my privilege to learn. My awareness and willingness seem small to me, but I can accept them as important and necessary steps on my larger path.

References:

Dervin, B. and Foreman-Wernet, L. (2003). Sense-making methodology reader: Selected writings of Brenda Dervin. New Jersey: Hampton Press, Inc.

Reflections on the past year

It’s been almost one year since I moved to Washington DC and began my residency position at American University. Last year, for my very first ACRLog post, I wrote a little about my job description as a Resident Librarian. Next month will mark my one year anniversary at American University.

I am glad to say that my first year has been fantastic. I have great colleagues and amazing support from the library. I have also had the opportunity to participate in symposiums, attend conferences, contribute to university service, and meet great people from outside the library and around the university.

Beyond my work at American University, I have been blessed to be able to write for ACRLog and obtain other opportunities through ACRL. While it’s been a great year, I have learned a couple of things that will make me a better librarian in the long run. I believe that even if you’ve had positive experiences, there are always new things to learn and ways to improve as a librarian.

Here are some things that I have learned the past year:

-Go outside your comfort zone. I know that for myself, I can be a bit shy. However, I know that I am also a professional and that going outside of your comfort zone and experiencing new things is vital for not only personal growth, but professional growth. For me, going outside my comfort zone means talking and interacting to people outside the library. I am currently working on a project where I have reached out to different departments in the university. Through those email exchanges and meetings, I have learned more about our students and the challenges that lie for incoming freshman.

-Participate when you can! One of the great things about my residency is that I have the opportunity to work with other departments, such as technical services or access services. I also participate in the marketing and social media groups, which has not only librarians, but other staff members from departments within the library. These are great opportunities to meet new people and learn about what others do at the library and what their interests are.

-Prioritize conferences. As a new librarian, I was excited about all the conferences and all the great locations they would be held at. However, these conferences cost money and with airfare, hotel, and food, it can get expensive! I am lucky enough to have professional development funds through my position. I also know that not everyone has funds through their place of employment and so they cannot attend many (if any) conferences that are not in their area. I would suggest looking within your own place of employment and finding workshops or small symposiums taking place. I have found these events very informative, especially since they relate to that specific environment. As I have been fortunate enough to attend a couple of conferences this past year, I have learned the immense talent that the librarianship profession has. One of my  favorite parts of conferences is meeting new people and finding out what everyone is working on.

In terms of prioritizing conferences, it is going to be different for everyone. Personally, I like to go to conferences that have an emphasis in my own interests and my future career plans.

-Rejection is not the end of the world. Like my residency position ACRLog post, I also wrote one about rejection. While it hurts for a little while, you must learn from it and continue. It might have been the first time, but it won’t be the last time. So, how do we move forward? Over the course of a year, I have focused on a couple things. First, working with people on proposals is helpful. It allows you to not only write, but learn from others and different styles. Second, write for yourself. When I do this, I do not write about work. I write about my life, my dreams, and anything that pops into my head. What is important is that you move forward and try again.

-Volunteer. When I arrived in DC, I promised myself that I would take the time to volunteer. Specifically, I wanted to work with English as a Second Language speakers (ESL). However, I wanted to wait until I got settled in DC.  A couple months ago, I started co-teaching ESL classes once a week. It’s very rewarding when a student who struggled at the beginning, begins to improve every week. Although this is separate than my library work, this experience has shaped how I teach. The ESL program that I am part of is very informal. Teachers have the freedom to either use the ESL book that has been provided with lesson plans or use their own content and design it their way.

I have been using a mix of two, but most importantly, I have learned how to better improvise. During the classes, students will begin to ask questions that cause myself and the co-teacher to further explain a topic. For example, we had a lesson about food and it turned out that a lot of students were unfamiliar with breakfast food vocabulary. So, after the break, the other co-teacher and I decided to do an activity to familiarize the students with that vocabulary.

I think that any instruction experience can serve to improve your teaching and having a diverse set of students will only help you improve and better understand different ways of learning and comprehension.

Finally, I always like to remember that my residency position and my colleagues are the reason that I have had great opportunities over the past year. I am also glad to say that I will continue with ACRLog for another year and look forward to writing more about my residency and the projects I am participating in, as well as collaboration within and outside of the library.

On “Everything”: Reflections on working in a field that is all-encompassing

Everything is information. Even some physicists and philosophers believe that information might be the basis of reality itself. According to a physicist quoted in a PBS blog post, one can imagine a universe without matter or energy, but one cannot imagine a universe without information. Hegel, the philosopher, also famously stated, “The real is the rational, the rational is the real.” If the rational is what we can know, and information is defined as what we can know, then reality itself is information insofar as it is knowable. (Of course we may able to know more than just information, and I’ll elaborate upon that in Part I of this post.)

“Everything is information” is a predominant maxim in librarianship. Ever since library school, with the antelope-as-a-document example we learned, it is clear: librarians are all about this statement. A simple syllogism can then tell us, then, that librarianship focuses on everything having to do with everything. (If everything is information and librarianship focuses on everything having to do with information, such as the research lifecycle, then librarianship focuses on everything having to do with everything. Or, to be a little less meta, just everything!) Of course it may be more complex than this, depending upon definitions and grammatical nuances, and I am no logician. But the focus of our profession is all-encompassing.

In this post, I would like to run with this idea…see where it leads – a sort of thought experiment. I will do that in Part II of this post, and will ask: what are the implications of working in a field where the focus is everything? Yet, first I would like to address some of the problems with the maxim and present a preliminary critique of it. For Part I of this post, I will ask: Does Everything is Information take into account our lived experience? What place does knowledge have? My first draft of this post left out the distinction between information and knowledge, and some of my colleagues pointed this out to me. Now upon further reflection, I think this distinction is critical, because it throws into question the notion that Everything is Information and does a better job of accounting for lived experience.

Part I

Everything is Information suggests information is all there is, but what place does knowledge have, then, in reality? Does Everything is Information take into account the full range and types of human experience?

Along with Tony Stamatoplos, I am co-chairing the ACRL Anthropology and Sociology Section 2017 Program Planning Committee. We are hoping to propose a panel that will incorporate such a critique. We want to focus on non-textual information, on the lived experiences and physical/material realities of social activists, the kind of non-textual information they produce, and what role libraries can/should play when it comes to this kind of information. So of course the panel will address the distinctions between information, knowledge, and human understanding. We are hoping to invite Richard Gilman-Opalsky, a political philosopher, to be on a panel, along with an archivist with experience in this area and hopefully an activist who is on the ground. Gilman-Opalsky’s forthcoming book, Specters of Revolt – touches on some of these ideas, as well as how revolt is a form of philosophy that takes place from below as compared to philosophy from above, which characterizes the work done by scholars. While I have to wait for the book to be released, I know that Gilman-Opalsky challenges Thesis 11 from Marx’s Theses on Feuerbach: “The philosophers have only interpreted the world, in various ways; the point is to change it.” Gilman-Opalsky believes that activities that change the world are already a form of philosophy. Gilman-Opalsky sees activism as a form of philosophy that is better than philosophy from above in many ways, because of its “collective, experimental, creative, and humanist dimensions” (Richard Gilman-Opalsky, personal email). His work points to the inherent rationality of revolt as well as the historical context of different movements, as revolt makes a lot more sense when understood within the context of surrounding events and root causes. Indeed, sometimes the absence of revolt is actually what is irrational, as revolt can be the most sensible response to a particular reality.

All of this is to say that “Everything is Information” is a gross reduction of “everything” that discounts the full range of human experience insofar as it leaves out knowledge and understanding. Certain things – physical, material realities, cannot be reduced to text, or even to bits. To reduce some things – experiences, perhaps – to text or to bits means they will be compromised somehow. Something is lost in the translation. To go with the example of activism, it is an embodiment of rationality, the result of history, a reaction to systemic violence and racism, for example, as well as the expression of various affective states stemming from prior experience. It is oftentimes an expression of anger and desire – desire for a better world free of injustice. None of these things can be reduced to information.

Yet we can have knowledge about activism. We observe it, have an awareness about it, and even participate in it. We understand it. We know it on a deeper level than we know, say, mathematical formulas, because it has to do with human experience, which is very complex.

In spite of this fixation on this maxim, we actually do take knowledge into account in librarianship, as well, as a part of the research lifecycle, which includes a deep understanding of information in order to be able to communicate it to others, and that is necessary for the whole field of scholarly communication. We cannot communicate well what we do not understand ourselves. Yet in librarianship, sometimes it seems that we minimize the importance of knowledge or understanding, valuing information and evidence more highly. With scholarly communication, the focus seems to be on the transmission or dissemination of information, not knowledge or understanding. At this point, I am merely speculating as I haven’t thoroughly examined these ideas in order to make an informed critique of the place of knowledge in librarianship. I wonder what such an examination might reveal?

Part II

Back to Everything is Information, a thought experiment. What does it imply for us? I will also take into account that librarianship covers knowledge and understanding as well, not just information. We do truly cover everything! What are the implications of working in an all-encompassing field?

First, there is this idea that as our focus is information, we gather, process, comprehend, understand, and create information that is about information. This is very meta, and I think as human beings who are rational, sensing, thinking creatures we have a need for this meta aspect to thought that is provided by our field. We have a need to think about and ask questions about what information, knowledge, and understanding are – in order to fully engage with them, experience them, and create new knowledge (although Plato would disagree with that last bit – there is no new knowledge!). Speaking of Plato, just as philosophers point to the human need to think about reality, so we, as librarians, point to the human need to think about information and knowledge. Insofar as we facilitate these processes, our field – and thinking about everything – will never go out of style.

I also think this means as librarians, we really have opportunities to be creative and think outside the box. There are many different ways to think about information and knowledge, and thus many different ways to think about our field. Especially with information literacy instruction, there are all kinds of ways we can rethink the meaning and practices within information literacy. For example, information literacy also includes literacy – reading and comprehending information. This type of skill certainly crosses the distinction between information and knowledge, as to read deeply and comprehend a text is to have knowledge of the content or topic of the text. On this basis, I developed a critical reading workshop to help undergraduates learn skills in reading dense theoretical texts. These are skills that are important, yet often left to classroom instructors who in most cases probably can rarely take the time to teach such skills. As experts in information literacy and literacy, we are perfectly positioned to do so. This example, too, points to this idea that as information professionals and librarians, we need to challenge ourselves to think more deeply about the information/knowledge distinction, and what constitutes knowledge, because students learn from us, as well, how to arrive at a place where they actually know something. We don’t just look at the evidence when we teach information literacy. Even evaluation and formulating a research question require some degree of knowledge, and we assist with these activities.

Finally, the fact that librarianship is very meta also means that the library means different things to different people, and serves different roles for different people. The library isn’t everything to everybody, but it is something to everyone. That is a good thing, but it also can be a point of confusion and contention, especially between librarians and those outside the profession. The broadness and narrowness of our field (as etymologically, it is simply a place for books) sometimes means that the importance of the librarianship is minimized or discounted, but librarians will always be tasked with providing a space where “everything” can be explored, a space where the mind grows – where the real is the rational – a space where we can gather the evidence or information, contemplate it, and experience knowledge and understanding. This is profound.

A Tip of the Hat to Tenure: Realizations in my First Year

Recently, I’m discovering more and more that there are certain advantages to being tenure-track, and this affects my professional identity in multiple ways. It is causing me to take on responsibilities that I wouldn’t normally volunteer for, and allowing me to do research that is challenging and significant. I’m realizing that my decision to apply for a tenure-track position was really a great decision for me personally.

One thing I’ll note before diving in is that I realize tenure is not for everybody, and non-tenure-track positions have their own advantages. For more on the advantages and disadvantages of being tenure-track, read Meredith Farkas’s blog post on the topic. I just hope that this particular post will prompt others to consider how their roles and responsibilities are unique and exciting, whether or not they are tenure-track. I also hope that this might add something to LIS students’ and early or mid-career librarians’ discussions and decision-making processes when it comes to applying for tenure-track jobs or switching from a non-tenure-track position to a tenure-track position. There is such a vast range of opportunities and types of positions in librarianship, and tenure is one factor that one must seriously consider when choosing what types of academic positions for which to apply. I realize not everyone may share my perspective.

So, to begin, there’s that adage that if you’re tenure-track, you say yes to everything. Now some might perceive this to be a disadvantage of being tenure-track, as you can get roped into things you wouldn’t otherwise do or might not like. However, I see it as a positive thing, because I am forced to do work outside of my comfort zone – work that my supervisors and other more senior librarians believe might benefit me and help me grow as a professional, work that also is suited to my specific liaison role and my unique skill sets and areas of interest and expertise. For example, I recently began the planning process for a couple political events for the fall. Along with a Political Science faculty member, I’m going to be co-moderating a student panel in the fall called “Your Vote, Your Voice” on what (and who) is on the ballot in Nevada, as well as how the students themselves are involved in the political process. The context for this event is that UNLV will be the site of the final presidential debate, which will be a monumental event for the campus, bringing in millions of dollars of free advertising and putting us in the national spotlight. This student panel will be a campus Debate event, attracting the attention of national media.

I will also be the representative librarian co-moderating a presidential election event – an expert panel gathered by Brookings Mountain West, a partnership between UNLV and the Brookings Institution in Washington, D.C. The event, “Why Las Vegas Matters in National Elections,” will reflect our metro region’s significance in a swing state. Las Vegas is the largest metropolitan area in Nevada, and is ranked 29th in the U.S. Issues important to Las Vegas are relevant to other large, diverse metros in the region and the nation. The 2 million people in the Las Vegas metro area includes a diverse population, and UNLV is the second most diverse public university in the nation. Panelists will address local and national issues important to Las Vegas, with consideration of their national implications.

How did my involvement in these events come to be? Well, essentially I got roped into it. My direct supervisor had the idea that the Libraries should be involved in some political events for the fall, which aligns with our mission of empowering students and other campus community members, encouraging them to vote and providing access to knowledge they need in order to be educated voters. As political science liaison, naturally I should be involved. So I went to an expert on campaigns and elections in the Political Science department on campus and got some ideas from him, then ran with them. One outcome of this is that it has allowed me the opportunity to collaborate with faculty in one of my departments, as well faculty from Brookings Mountain West on campus and experts from the Brookings Institution in Washington, D.C.

Normally, I would probably never volunteer for such events. I’m not really political – at least when it comes to the electoral process – and I’m really intimidated by the body of knowledge of experts in this area. My justification and rationale for my disinterestedness in politics was based on my belief that electoral politics is a poor substitute for direct democracy, which interests me more, in addition to political theory. However, now I’m developing an interest in practical politics and seeing more intersections between political theory and practical politics. I have a Twitter feed of political scientists and political news sources that I’m keeping up with. I’m reading the books and articles by the experts who will be on the expert panel. I’m showing an interest, because I have to, and because now I live in a swing state which makes the process a lot more interesting, too. What I’m learning is proving to be quite fascinating, and it is stuff that I wouldn’t have otherwise cared too much to learn about. And this is all because of tenure.

There are other things I couldn’t say no to, that I’m now very passionate and excited about. For instance, I’m curating an exhibit for the Libraries on student activism on campus, especially through the media – specifically the Rebel Yell, the campus newspaper (which is incidentally undergoing a name change presently – a student decision). For this exhibit, I’m doing extensive research through which a very interesting narrative about UNLV students is emerging. I’m getting to exercise my creativity and innovativeness in giving voice to this narrative. I’m learning a lot about current students and am making connections with current and former students, senior faculty on campus, and community members to acquire memorabilia and learn about student experiences. Normally I wouldn’t seek out such opportunities. I’m not an archivist. I’ve never done anything like this before; I’ve never even done research with archives or special collections. This particular project was initially intimidating to me, and I knew it would be extremely time consuming. I might not have said yes quite so immediately and eagerly had I not felt a sense of obligation because of tenure. Yet this is a real opportunity – to do research for the first time in special collections and archives, contributing to my professional growth; to have my own research featured in an exhibit; and to highlight the amazing work of student activists here, both current and historical – All because of tenure.

Then, of course, there’s the research requirement for tenure. This means I’m supported to do research that challenges me and makes me learn, as a scholar and a librarian. I definitely wouldn’t do research if there wasn’t this kind of support for it – I’m too much in favor of work-life balance to even do much of any reading when I’m not working, so I’m pretty sure I wouldn’t be motivated to do research if this 20 percent of my time on the job wasn’t devoted to it. And I’m so excited about these opportunities. My exhibit will count as a creative activity in my tenure case. I’m also collaborating with a Sociology faculty member long-term doing research on teaching, providing library support, and assessing student learning in a course with a heavy critical service learning component. The students’ library research for this course is really impactful. They are using library sources to support advocacy work and things like providing trainings and annotated bibliographies for refugee women representing themselves in their own asylum cases. The students are all using different types of library resources and legal resources for this work. They are also learning first-hand about information privilege, with licensing agreements oftentimes prohibiting them from giving resources directly to community members, considered to be third parties unaffiliated with the university. Anna (Dr. Anna C. Smedley-López) – the Sociology professor and I – are going to do some writing about this aspect of the students’ education for this course. Our first project will be to write a book chapter for a new ACRL-published book called: Disciplinary Applications of Information Literacy Threshold Concepts (edited by Samantha Godbey, Sue Wainscott, and Xan Goodman of UNLV). Our chapter, the proposal for which was recently accepted for this publication, is called “Serving Up Library Resources?: Information Privilege in the Context of Community Engagement in Sociology.” What an opportunity this is for me – to be a research partner with a faculty member in one of my disciplines and to be essentially embedded in this service learning program and course in which students are doing truly significant, social-justice oriented library research. Again, all because of tenure.

I feel exhausted just writing this. I’ve definitely got my work cut out for me. These opportunities will challenge me and make me grow as a professional, as a librarian and scholar. And I have tenure to thank.