Where Are They Now? Former FYALs Reflect : An Update from Nisha Mody

Since 2008, ACRLog’s “First Year Academic Librarian (FYAL) Experience” series has annually featured 1-2 academic librarians in their first year on the job in an academic library. This new series, “Where Are They Now? Former FYALs Reflect,” features posts from past FYAL bloggers as they look back on their trajectories since their first year. This month, we welcome a post from Nisha Mody, Associate Director of the Network of the National Library of Medicine, Pacific Southwest Region at UCLA.


The question “Where am I now?” seems heavier that it might have felt a month ago, and way heavier had this been a year ago in the “before times.”

I have stayed true to my interest and commitment to social justice in libraries and in the world, which has made the past year, and this month, especially challenging in terms of doing the work and in terms of emotional regulation. Since I was an FYAL, I went to many conferences, presented, worked on great projects, and have had a chance to lead teams, but, in the end, so much of of my “progress” comes back to meeting myself where I’m at and allowing myself to (1) not know everything (2) take a break from being a “professional” when the world is overwhelming me and (3) ask for help.

With that being said, a few notable things have changed for me since I started at UCLA Library in 2017. I had the opportunity to become Team Lead of the Teaching and Learning Functional Team, and as of June 2020, I became the Associate Director of the Network of the National Library of Medicine, Pacific Southwest Region at UCLA. I feel like this all happened so quickly. However, I know that my pre-library experience in multiple settings equipped me with the tools to be in this position.

Being in administration has helped me examine how it feels to be someone who is in middle management, someone who has transitioned from being a librarian to a manager, and how to best embody my values as a leader and a person. While it has been exciting to be a leader, I miss engaging with students during teaching and research consultations. But I’m still glad to have the opportunity to teach a little bit in other venues.

In my post “I Liked, I Wished, I Wondered: A One-Year Review” from March 2018, a year after I started at UCLA, I closed with:

What Now?

I have always disliked the idea of having a 5-year or 10-year plan. I believe in intention, serendipitous moments, and blending that with your personal drive and abilities. I did not come to librarianship through a straight path, and, while I don’t want to change my career again, I am open to different possibilities that can harness and enhance my skill set. Writing this out has definitely forced me to reflect upon the past year, see how far I have come and what the future might hold. One year down and many more to go!


I still dislike a 5-year or 10-year plan, but I have come to a place where I can create goals based upon my values instead of quantitative outcomes. I recently wrote about creating values-oriented goals. While I still don’t care for 5- or 10-year plans, I do care about embodying my values in different areas of my life including my professional trajectory.

As I mentioned in the article, my core values are community, compassion, vulnerability, equity, curiosity, humility, creativity, and unlearning. In the context of my work, here are some ways I’d like to lead with these values.

  • Examine my biases toward my team, my institution, and the people I serve.
  • Imagine more community-based partnerships to serve marginalized communities.
  • Share my mistakes and hopes with people in all levels of my organization, especially when it comes to anti-racist work.
  • Unlearn traditional ways of leading when working with others as a leader or as a contributor.

I think these goals are useful regardless of my position. On the practical side, I had to truly take charge when it came to project management as I transitioned into leadership. I had no idea that I would be in my current position when I wrote about leadership and project management. And even though I had experience in the corporate world, it took a significant mental shift for me to implement project management concepts. But I’m glad that I was able to set up these structures because I noticed it created a lot of ease with my team, and for myself! Before I entered this role, I also had the opportunity to take DeEtta Jones’ Inclusive Manager Toolkit which was also very supportive for my values and my work.

This is definitely a journey, and I’m glad to have had so many opportunities to grow within one institution. With that being said, I started my career at the beginning of a problematic U.S. Presidency which shifted to COVID-19 and then to the events at the beginning of 2021. And I think this is important to name because the world still keeps going while we are working. And the beliefs that are projected on a global scale also exist on a local scale.

These are opportunities to take a look inward on an institutional level, on a work relationship level, and on a personal level. Some questions I have pondered are:

  • How does my positionality in terms of identity and hierarchy denote my privilege(s)?
  • When should I speak up? When should I stand down?
  • What does equity mean when everyone has different ways of working, needs, and professional goals?
  • How am I unintentionally speaking for others?
  • What am I being transparent about? What am I not being transparent about? What am I afraid of when I’m being transparent or not transparent?
  • Am I meeting the expectations others have of me? Do I need to meet those expectations? How do I acknowledge and/or reset expectations?

These questions come up a lot, and I think they are important to write about and discuss at different points in time during your career. The answers to these questions can help with setting your own expectations, communicating with people in your organization, and examining how your metaphorical and literal positions have changed over time.

If 2020 taught us anything, it is that time is relative and super weird. But it has also taught me to take a step back to reflect, reset, and rest. I hope that we can all find space to slow down, question urgency, and restore ourselves in the face of challenging times.

From the Other Side of the Table: Academic Search Committee from the Inside

This guest post comes to us from Ruth Monnier, who is an Assistant Professor and Learning Outreach Librarian at Pittsburg State University in Pittsburg, Kansas. She provides reference and instruction services and engages with the greater campus and community.

Last year, I was job hunting and, like many others, was worried about CVs, resumes, cover letters, tracking jobs, and application deadlines. Recently, I served on the other side of the table as a search committee member. In books, blogs, and Twitter feeds, everyone has advice to offer to the job seeker, and most of the advice is good. However, just because advice is given, does not mean the advice is taken. After being on the other side of the table, here are six pieces of advice I offer for anyone who is job searching.

  1. Reading Truly Matters

It seems obvious based on our profession’s stereotype, but it bears stating again: reading carefully truly matters. We, as a society, are trained to skim any text (https://www.theguardian.com/commentisfree/2018/aug/25/skim-reading-new-normal-maryanne-wolf). The committee can tell who is skimming the job posting, and particularly the job description. The job description lays out the expectations for the role and is the guiding document of the search. The committee uses the job description as a template for interview questions and to create a rubric for evaluating each candidate’s response. You should directly answer every job duty raised in the job description via CV or cover letter, especially if there are any unusual or nontraditional job duties. By directly addressing the listed duties, you eliminate any doubt committee members might have on your ability to complete job-related functions. The more uncertainty committee members have about a candidate, the less likely it is for the candidate to move on in the search process.

If you are a job seeker, take time to review your application documents and ask someone else to review them as well, especially if you are using a base template to apply for multiple positions. Do your cover letter and CV address every duty in the job description? Did you spell the institution’s name correctly? Does the job title match? Is your contact information correct?

  1. Selection of the Committee

Honestly, when I was a job seeker, I did not think about how individuals became a part of the search committee. However, understanding the search committee’s composition can assist you in the process. At my institution, per department policies, it is required that there be at least one staff person and three faculty members elected to the committee. The search committee makeup and the process will vary by institution. The important takeaways are to recognize that not all committee members will have a master’s degree in the field nor know all of the position’s day-to-day tasks. With your knowledge of the search committee composition, you can better understand their overall perspective on the institution and library department, terminology and acronym usage, and whom some of your questions should be directed towards. Be mindful of who is on the other side of the table throughout the interview process.

  1. Little Things Matter

Time and care should be taken to craft the initial interview documents, such as your cover letter, and to the interview process as a whole. Search committee members are interviewing multiple candidates back-to-back. Even with taking notes, candidates’ information can run together, which makes the little things stand out. Being prepared can help you stand out.

If you are interviewed, have questions ready to ask the search committee and for a campus interview, have questions to ask anyone. Also, feel free to re-ask previous questions from earlier stages in the interview to different individuals.Before the phone interview, write out key points and activities that you want to highlight to the committee, particularly for those commonly asked questions.It is easy to freeze up or stumble if you are nervous or not used to the technology. If possible, practice a phone/video interview with a friend or Career Services and use what you plan on having for the actual interview. During the phone interview, take notes on the questions asked and your responses as well as ask for time to process a question as needed. As the interview process changes due to budget constraints and a global pandemic, be prepared and familiarize yourself with multiple technology platforms. If you go for a campus visit, remember that you, as the candidate, are always being interviewed unless you are left completely alone. Your conversations in the car, at meals and breaks, and walking on campus are all being used to evaluate you, just as you are evaluating the position, committee, and institution.

  1. Take a Break

If you have an itinerary, check it. Are there breaks for you? Do you need to ask for anything to ensure a smoother interview? Whether participating in a phone interview, multi-hour video call, or visiting in-person, ensure breaks for yourself. For a phone interview, this might simply mean having water to drink while the committee is asking questions. For a longer interview process, advocating for a couple of quick breaks by yourself allows you to recharge. If you are given the opportunity for a break, take it. Breaks also allow search committee members an opportunity to check their email or complete other quick tasks. Depending on the candidate’s schedule, the search committee can feel fatigued too. Breaks benefit all involved to process information, relax, and recharge for the next portion of the day.

  1. Expenses

Typically, your expenses are paid if a search committee brings you physically to the campus. Frequently your expenses are reimbursed after the fact versus at the point of purchase. Before you arrive on campus, ask for clarification on the expense process (reimbursement or otherwise), including who is responsible for meals, receipts needed for reimbursement, and any other questions you have. If it is a financial burden for you to travel to campus and any of the related expenses, talk to the search committee’s chair. There may be ways to ease the up-front financial burden depending on the institution.

Be an advocate for yourself and communicate with the committee. Remember you are interviewing the committee as much as they are interviewing you, and no one wants an awkward or uncomfortable situation.

  1. Thank you

Common advice for any job seeker is to send a thank you note. The typical advice given is to send a handwritten note, but if a handwritten note will not arrive in time an email is also acceptable.

By being on the other side of the table, I was surprised at how few thank you emails and notes were sent. Thank you notes reiterate your interest in the position, provide an additional opportunity to clarify an answer to an interview question you may have not answered to the best of your ability, and can make you stand out to the committee. It is one more time that the committee is seeing your name and interest in the position.

Each institution is different, but being prepared and following through gives you the best opportunity of landing the position. Good luck!

Privacy, Consent, and the Virtual One-Shot

Guest poster Nora Almeida is an instruction and outreach librarian at the New York City College of Technology (CUNY) and a volunteer at Interference Archive. Nora researches and writes about critical pedagogy, social justice, neoliberalism, performance, and place. You can find her on twitter: @nora_almeida.

In April 2020, when the City University of New York (CUNY) shifted classes and student services online, the one-shot library instruction sessions mostly stopped all together. I sent out a few emails during the early days of the COVID-19 lock down in NYC as I deleted most of the now obsolete notations in my calendar while doom-scrolling and listening to perpetual ambulance sirens. But everyone’s semester had been thrown so wildly off-course and midterms had already ended and the consensus seemed to be to try to get through the semester and then reset for fall. In truth, most of the faculty that I emailed never even replied to my messages.

I did teach two virtual guest lectures in May and thought nothing of the fact that the instructors recorded them—something we’d discussed in advance and which seemed important given the emergency outside of all of our apartments and the very real technology barriers that students at CUNY face.

Then in the summer when both courses ran again and the instructors emailed to ask if I could reprise my guest lectures, they both indicated they could also just use the recordings from spring if I was busy or away. I responded immediately that either was fine as though we all implicitly understood that in virtual education contexts, ourselves and our pre-recorded simulacra are basically the same. Aren’t they?

But then, upon further reflection, I felt a little odd and I began to wonder how many MP4s of me had been recorded or shared since the pandemic had started. I thought of a virtual conference panel I participated in, which I learned was being live-streamed to YouTube only after the session had commenced: “thousands of people are watching right now,” one of the organizers said, proudly. Then in June, I was asked by a faculty member who I’d worked with before to do virtual library instruction for a research-intensive course and was startled to join a Zoom session and see the red recording button blinking before I opened my mouth.

I wondered then, gloomily, if part of the natural progression of higher education in this moment is not only the loss of corporeality but the end of the ephemeral educational encounter altogether. Or perhaps we are all experiencing some kind of temporal implosion in which college exists both nowhere and everywhere, and classes are attended by black boxes on a screen, which may or may not represent the attention and presence of actual students, and the teacher might be ported in from another time and place.

When it became clear that we weren’t going back to campus in the fall, I started to talk about the recording issue with colleagues, suggesting maybe we should create a departmental policy. Then, as the new semester approached, CUNY released their own policy, which importantly considers the privacy of students and requires explicit student consent for video recording of synchronous course sessions. The policy trickled down to the campuses a little late but I believed that perhaps it would make some difference.

In our department we planned to go forward with our usual instruction program with some changes to accommodate asynchronous classes. We provide library instruction for all of the first-year composition courses at our college in addition to discipline-specific instruction upon request—amounting to about 35 sessions per semester for the average instruction librarian. I carefully added language about video recording to the email template that I use to correspond with faculty. If they wanted synchronous instruction, I requested that they let me know if they record their classes (presumably with consent from their students). If they wanted to record the one-shot, I asked them to let me manage and share the recording if their teaching platform allows it (Zoom does but Blackboard, our institutional LMS, does not). If they were teaching using a platform that doesn’t allow a guest to maintain control over recording, I asked to opt-out.

Some faculty have responded thoughtfully to my message and have worked carefully to ensure that student needs are accommodated and that everyone can consent to or opt-out of recording. Some have ignored my message altogether. Some have been confused and thought that I wanted to keep the recordings for myself. Some faculty don’t have the technological capacity to honor my request or to change the settings on their Zoom account to ensure that students can’t record one-another. Some have pedantically referenced the CUNY policy and indicated (incorrectly) that any kind of recording isn’t permitted. Three-times I have joined a class and, after being confronted by the red blinking light, I have requested firmly and politely that I manage the recording and share a link later. This past week, I taught a one-shot for a faculty member who I had to email six times before they sent me a link to access their course and then they recorded me without my consent. I didn’t say anything in part because I felt weird that I had sent this person so many emails. They had acted as though they were doing me some large favor by sharing a link to their course so I could help their students do research and I thought I might alienate them further by insisting I maintain control over my own intellectual property.

I don’t know exactly what I’m worried will happen with the videos, which are not exciting and I can’t imagine many people rewatching. I certainly would never rewatch them, in part because they are, with some small deviations, almost identical. In the background are small personal details-—a framed May Day poster a friend designed, a dying succulent, my swimsuit drying on a door-knob, my husband walking by. Parts of the videos are potentially dangerous out of context in that they are mildly political; almost all students in first year composition courses are researching social and political issues. It’s unlikely but not impossible that pieces of the videos could be recontextualized and weaponized by alt-right cyber-trolls who spend their days harassing and doxxing liberal academics and students of color (the majority of students at the CUNY campus where I work are Black and Hispanic).

Certainly, the videos could be reused later, without my consent or when the information they contain is out of date. Zoom, the primary platform that faculty at my institution are using for remote instruction, can also access videos and other content that is recorded and stored on their cloud servers (or the cloud servers they license from 4th parties, mostly Amazon). According to their privacy policy, Zoom does “not guarantee that any customer content you or any user provides to the Services will not be viewed by unauthorized persons” and even they recommend that we “should be cautious about the access [we] provide to others.”

Beyond these privacy concerns are larger, scarier labor concerns. While I am a full-time (untenured) faculty member at CUNY with enough job security to write a blog post like this, many of the people who teach one-shots in the CUNY library system are adjuncts. The post-COVID fiscal crisis has severely impacted CUNY and New York state, which the university counts on for 60% of its operational budget, has opted to only release funds to the university on a month-to-month basis. This funding model has put contingent employees within the libraries, in an especially precarious position. If an adjunct librarian teaches an instruction session that is recorded this week, and they are fired at the end of the month, their video simulacrum might actually replace them. As increased austerity seems likely and rumors of more layoffs and retrenchments circulate, it seems important that we all consider how the digital learning objects we’re creating can and might be used by the university in the future. Even if CUNY’s IP Policy indicates that our pedagogy belongs to us, the policy does nothing to address circumstances where our own IP isn’t even accessible to us. 

At the end of a day when I teach two or three one-shots to the void of Zoom boxes that may or not be listening, I feel perhaps that I’m not all that different from my simulacrum after all. We repeat the same phrases. We tell the same jokes. We have the same teaching assistant (my cat, Goose). Today we are more animated or tired. Today some of the Zoom boxes contain videos of real students. I hear some of their voices. Some of them type in the chat box and I type back. But these are small signs of engagement and even before the pandemic, I had my doubts about the one-shot. Most of these students have never even been on campus, many of them have never used an academic library and it’s unclear how much an hour-long virtual instruction session really helps. It’s hard to be interactive or check to make sure students are following along. Sometimes mid-session, when I feel like I’m truly just speaking into the void, I ask, are you guys still with me? Some days I wonder: if I shared my screen and just pressed play on a pre-recorded one-shot would anyone even notice?

I wonder why I feel so protective of something that probably matters so little. Especially when so few people around me seem to share my concerns. Perhaps my little cloud folder of carefully labelled un-downloadable videos that will become unavailable on the last day of final exams is a way for me to assert control during a time when so much seems far beyond my control. Or perhaps my attempts to control recordings of my teaching is a small protest against a culture that devalues and erases library labor and the labor of contingent workers.

If nothing else, I hope that by making some noise about these issues more people will start to think about privacy, consent, and labor in relation to digital education. I hope that more university systems will create spaces for faculty to discuss and learn more about privacy and consent. And I hope, most of all, that more educators start to talk about these issues with one another and with their students.

Lily Troia Asks: Who are We When We Leave “The Library”?

Since 2008, ACRLog’s “First Year Academic Librarian (FYAL) Experience” series has annually featured 1-2 academic librarians in their first year on the job in an academic library. This new series, “Where Are They Now? Former FYALs Reflect,” features posts from past FYAL bloggers as they look back on their trajectories since their first year. This month, we welcome a post from Lily Troia, Solutions Account Manager at Digital Science.

When invited to write this former first-year librarian “where are you now” post some questions immediately popped into my head: What does it mean to be “a librarian;” is it synonymous with practicing “librarianship;” and perhaps, what most would assume — does it require you to work IN a library? Ironically, these were questions we often debated when I was earning my MLIS with a focus on archival practice — what were archivists? Were WE librarians, working in special collections, sometimes with “Librarian” in our title, yet technically members of an entirely different praxis? What about embedded librarians or those working for corporations, law firms, or (gasp) publishers? 

I look now at the circuitous path my career has taken and I see much more intersection and overlap than the converse — and find many ‘former’ librarians like me, who seem very much to live and breathe librarianship in all they do professionally. When folks ask me what I do for a living (pre-COVID), I always reply, “Oh, I’m a traveling librarian,” intended to sound seemingly oxymoronic, and always a conversation starter. Regardless, I love my job. 

For the past three and a half years I’ve been fortunate to be “at” Digital Science, working remotely and on the road, first as Engagement Manager for Altmetric — or as I liked to describe the position, an instruction and advocacy librarian to our global user base, supporting those interested in richer, more contextual bibliometrics, with an eye on connecting research visibility to broader impact. Now I specifically help research and scholarly institutions in this hemisphere develop frameworks for digital solutions that meet their unique needs — a role very similar to that of the electronic resources and scholarly communication librarians with whom I often work, only speaking from the solution-provider perspective. 

I cannot exaggerate how lucky I am to have found a company headquartered in London, providing me with numerous opportunities to explore the United Kingdom, The Netherlands, Germany — plus time frequenting some of the most impressive cities North America offers: Toronto, Boston, Washington D.C., Montreal, etc. and exploring those less-appreciated but worth discovery, like Cincinnati, OH, Rochester, NY, and London, Ontario (“the other London”). The privilege of zipping cross time zones on a weekly basis is not lost on me, nor was it a lifestyle I’d ever previously enjoyed. And all this while working with exciting new technologies, furthering my own scholarly and professional pursuits, and diving deeper into a global community committed to open science and scholarship. 

When I was officially a First Year Librarian for ACRLog I worked in an actual academic library at William and Mary, where I helped launch research data management for the campus and digital services for the VIrginia Institute of Marine Science (VIMS). This was an amazing position for me coming out of Simmons, where I balanced a pastiche of part-time digital asset management and scholarly communication jobs. I got to spend time on open access advocacy, work directly with researchers, and get involved with organization-wide committees and a taskforce focused on aligning technical services across campus, thanks to the keen leadership of a director who ensured the library was engaged in broader discussions at the institution. 

Did I mention the corner office with a view of the York River and the occasional dolphin sighting?  

It is more coincidence and circumstance that I ended up leaving. I began researching altmetrics when tasked with assessing ways of measuring broader social impact at VIMS, and serendipitously found Altmetric’s job ad when the time was right for me to move. A position that splits remote work and travel is not for everyone but suddenly in today’s shifted, crisis-mode climate, getting accustomed to working from home seems an apt skill to have developed in advance. 

I realize I am a vendor — in sales even — maybe the furthest thing from what most would view as a librarian, but I am a part of the same ecosystem, and at the very least library-adjacent. I speak and work with librarians every day, not across but at the same table, working to develop and seek the best solutions for each institution. I still speak at conferences and webinars, publish posters and contribute to literature in the LIS field and beyond. I am collaborating with librarians, IT, research administrators, scholars, faculty affairs, and more — just like before. 

It’s hard not to see how I practice library and information science every day, from the skills I learned while earning my MLIS — information management, metadata, copyright and instruction — to my approaches to librarianship, scholarship, responsible metrics: I bring my librarian self into everything I do. Whether helping the Ohio Innovation Exchange craft a job posting for a Library Engagement Strategist or blogging for my own company about cross-organizational efforts around managing faculty data

Yes, I work for a commercial company, but I feel genuinely proud to work at Digital Science, an organization started by researchers and scientists, employing more than a few librarians, each functioning in a unique role of librarianship — from systems project management, to bibliometrics, data curation, or metadata mapping — skill sets valued by our peers, and seen as unique and critical to our successes. Further, we are a team committed to supporting the scholarly community via direct partnerships, free offerings, and continued technological developments and insights that enhance and improve our shared landscape.  

I may not be working out of one library, but we all know today that librarians have roles across a litany of professional fields, and many of us are taking our degrees and turning librarianship into something new that works for us. For that, I am proud to still call myself a librarian. 

Dane Ward: Teacher, Leader, Friend

ACRLog welcomes a guest post from Craig Gibson, Professor & Professional Development Coordinator, Ohio State University Libraries.

“Nothing that is worth doing can be achieved in a lifetime; therefore, we must be saved by hope.”—Reinhold Niebuhr

One bright summer day in 2002, I saw in my email box a message from longtime colleague and friend Mary Jane Petrowski, informing me about her excitement about making a new hire for the ACRL Immersion Program. “We’re getting Dane Ward to join us,” she said. I could sense her anticipation about someone special joining our group and bringing talent and a new perspective to our discussions, and to our collective vision for the program.

I first met Dane Ward at one of our Immersion faculty meetings, and was immediately impressed by his genuineness, sense of humor, and easy grace in relating to others.  He listened carefully to our wide-ranging discussions in Immersion faculty meetings, made pointed observations in those discussions, and quickly earned the respect and admiration of colleagues for his quiet but assertive confidence in his beliefs. He had obviously experienced enough of the world, and of our profession, to have firm convictions about what our larger purpose should be as librarians and as professionals.   

Of course, all of us on the Immersion faculty learned quickly about Dane’s sense of humor and his willingness to take risks and be fully engaged in some of our experiments in creative programming.  As many participants in Immersion from those years know, our group coalesced around a “Wizard of Oz” theme in pursuing the path to knowledge and information literacy enlightenment (a trip to the Emerald City, but ultimately, returning to home with much learning and growth).  We invented numerous skits and followed the “Wizard of Oz” theme in performances.  In his very first year as faculty member, Dane was asked to play the role of Munchkin with another long-term friend and colleague, Beth Woodard, and he was totally game for it. His performance in that role demonstrated his willingness to take risks, be vulnerable, and engage with our faculty group and participants alike in learning that builds a community through laughter and the sharing of vulnerable human moments. 

Part of what I learned about Dane, and the immense respect I quickly developed for him, drew from my reading of the book The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe, which he co-edited with Richard Raspa. I found the book compelling because Dane had already imagined what is possible for academic librarians through that book, which continues to influence the thinking of many. Dane possessed an early and profound intuition about what true collaboration means, as opposed to what we often refer to as “collaboration”, which is more often performative and may be nothing more than coordination and protection of turf.  For Dane, authentic collaboration involved reimagining roles in higher education in a transformative way so that a shared energy and collective work emerges from partnerships.    

For years afterward, and beyond his time on the Immersion faculty, Dane and I would often share a hotel room at ALA conferences, and we had an ongoing discussion about cultures of organizations, the role of librarians, the concept of information literacy, and what matters in leading a good life that would encompass our professional and personal selves. I have often thought that I learned more from Dane in those conversations, over dinner or just talking between meetings or in extended discussions in the shared room, than I did from many of the conference speakers.  Dane was an extraordinarily reflective person who could delve deeply into questions that he cared about, and he cared much about librarians becoming more integrated into their institutions and making a difference for students and faculty.  I could often sense his impatience with the technocratic aspects of our work and how it might limit the imaginative and the productively ambiguous dimensions of it. For him, we need the wellsprings of creative thinking to energize our relationships within our campuses, and he was totally dedicated to those spaces and times within which creativity could flourish. 

Dane’s influence on my own thinking, about the role of librarians as educators and as change agents in the academy, grew out of those many rich conversations.   The way he conversed and listened, and offered insights that would cause me to pause or rethink some statement I’d made, were part of a continuing pattern of learning for me, of helping me to understand where I was falling short in my own thinking.  He sometimes challenged me, quietly and humanely, and I grew better after each conversation.  Conversations with him were like a tonic, sparkling and energizing and full of brightened prospects for even further learning together.

Dane was the best kind of colleague and teacher for me—one who was interested in working alongside me in a collaborative spirit as we searched for a more compelling understanding of information literacy and the role of libraries. He also understood, in a very fundamental way, that teaching and leading are relational activities that draw on the full emotions and imaginations of the teacher, who leads students in discovering their previously unknown talents and in knowing themselves better; and of the leader, who teaches others through example and building community.   In the words of Henry Mintzberg, Dane believed in “communityship,” not in models of leadership that focus on the single heroic individual at the apex.  

At various times in the past fifteen years, my conversations with Dane have shown me his character and wisdom.  Dane and I co-taught the “Leadership” track in the  Immersion Program, and our conversations about that large topic while planning the curriculum and teaching it together showed me that his ideas about the collaborative search for meaning in the academy are integral to the practice of leadership; that leadership is not a formulaic, technocratic,  practice; and that disciplined character and judgement, combined with humanity, kindness, and cultivation of others through listening, are crucial in leading, guiding, and mentoring others.  Dane did not care about the trappings of leadership or those who use the word “leadership” too carelessly, because he believed that leadership is always a journey, a disciplined practice of becoming more human in guiding others and helping everyone develop a shared purpose and meaning.   Dane’s wisdom, intuitively gained, mirrored that of Parker Palmer, who was part of our Immersion journey.  Palmer wrote in his Courage to Teach that “the power for authentic leadership is found not in external arrangements, but in the human heart.” 

I recently finished reading Kathleen Fitzpatrick’s Generous Thinking: A Radical Approach to Saving the University, written by a digital humanist and scholar at Michigan State. Among much else, that book is about reinventing the university and helping us reimagine its core purposes around engagement with what we often refer to as our “constituents,” and to learn new ways of listening and talking to each other to help build community within our institutions.  I couldn’t help thinking of Dane as I finished this book, and pondering how he had identified the same search for meaning through building community.  Dane himself embodied the call to a new way of thinking—the “Generous Thinking” of the book’s title.    He was always a “generous thinker” for colleagues and friends wherever he worked and in whatever role—someone who believed in bringing out the best in us and creating new bonds for the greater good.

Dane aspired to help all of us understand how to build a new academy, based on the collaborative spirit and creative imagination, and would show us the role of the library as energizing hub within that new academy—a collegium of partners who learn from each other, who found new initiatives together, and who look outward toward their larger mission and inward in forging new bonds of friendship and community, instead of accelerating the hypercompetitive individualism and prestige obsessions rampant in the academy.  To Dane, the library had a special mission for creating conversation, community, and networks of friendship that enliven a campus and point it to a higher calling, a community of scholars, teachers, and learners.  The activated collection and library as essential partner would be integral in that new academy, where, in these fraught and pandemic times, our work aspires to great meaning and moral purpose in making a better world. Dane’s voice of leadership was prophetic: the need for greater community in these times of tribalism, polarization, and fractured institutions speaks to his intuition in what matters most in helping all of us reach for our better selves.

Dane’s own learning took him to places that he and none of us, neither his family nor his friends, would ever have wanted for him.  Two years ago, after moving to Boone, North Carolina, to accept the Dean of Libraries position at Appalachian State, he received a diagnosis of ALS, an incurable neurological disease.   When I learned of the diagnosis, I, along with all of his friends and colleagues, were heartbroken because of the nature of the disorder.  But we immediately learned of Dane’s great courage and spirit in his response. He wrote about the need to learn about the disease as an information literacy problem, the scattered nature of medical information about ALS, and his need to educate himself.   This determination to continue learning shone in all of his later communication.  He was also determined to support others, in whatever way possible, through ALS fundraising and education.   He no doubt found a new community through ALS patients, and a new bond with them and their families.   The shared recognition of human possibility and frailty alike is one of the key attributes of a true leader, and the need for compassion and bringing forth the best in people under the most challenging personal circumstances.  

Dane found meaning and purpose in the last part of his life through that community, through continuing friendships, and the love of his family.  He was, I believe, one of the most humane teacher/leaders in our profession, and it was because he lived the great questions of life. Across the years I knew him, we always returned to those questions in our talks.  In the spirit of words from the New Testament, “rejoicing in hope, patient in tribulation,” he lived the questions across the arc of his life.

When I think of Dane, I recall the words of Rilke from his Letters to a Young Poet:

“. . . be patient toward all that is unsolved in your heart and to try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.”

Dane lived the great questions of teaching, of learning, of the role of libraries, of the mission of the academy, throughout his days, and drew others into his reflections. He did not pretend to have answers when he lacked them, but he did teach me to inquire, to be curious, and to aim for better understandings, in a continued conversation with others. He also never considered himself an expert, but a teacher who helps others discover themselves. His spirit of teaching is best captured by a well-known quote about the famous art historian and part-time boys football coach Kirk Varnedoe, described by Adam Gopnik in a New Yorker article in this way:

“A guru gives us himself, and then his system; a teacher gives us his subject, and then ourselves.”

Dane Ward’s life is a testament of faith in the spirit of collaborative leadership, searching for shared purpose in forging new roles for academic libraries in the academy. As a leader and teacher, he has truly given us ourselves, and we will always remember his example and be inspired by it.

Thank you, Dane Ward, for coming our way.

Celebration Ceremony Link

Dane Ward’s family hosted a Celebration of Life in his memory on July 18, 2020.   Friends and colleagues can view the virtual event at this link:

Sources

Fitzpatrick, Kathleen. Generous Thinking: A Radical Approach to Saving the University.  Baltimore: Johns Hopkins University Press, 2019.

Gopnik, Adam, “The Last of the Metrozoids,” The New Yorker, May 10, 2004.  Available at: https://www.newyorker.com/magazine/2004/05/10/last-of-the-metrozoids

Mintzberg, Henry. “Enough Leadership. Time for Communityship.” Henry Mintzberg Blog.  February 12, 2015. Available at: https://mintzberg.org/blog/communityship

Palmer, Parker. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Wiley, 2007. 

Rilke, Rainer Maria. Letters to a Young Poet. New York: Norton, 1963.

Selected Works by Dane Ward

Raspa, Richard, and Dane Ward, eds. The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe. Chicago: Association of College and Research Libraries, 2000.

Ward, Dane, “Revisioning Information Literacy for Lifelong Meaning,” The Journal of Academic Librarianship, 32/4 (July 2006): 396-402.

Ward, Dane, “The Future of Information Literacy: Transforming the World.” Illinois State University/Milner Library. Faculty/Staff Publications, October 2001.   Available at:  https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?article=1031&context=fpml

Ward, Dane, “It Take a University to Build a Library.” Illinois State University Library/Milner Library.Faculty/Staff Publications, April 21, 2015. Available at: https://ir.library.illinoisstate.edu/fpml/68/