Gotta Catch ‘Em All: Campus Engagement with Pokémon Go

ACRLog welcomes a guest post from Beth M. Whittaker, Director of the Kenneth Spencer Research Library and Associate Dean of Distinctive Collections at the University of Kansas.

I’m not ashamed to say it: “I play Pokémon Go.”  Or perhaps, more accurately, “I STILL play Pokémon Go!” Although much of the excitement of the popular AR-based mobile game has died down since its launch in 2016, the game continues to evolve and develop, bringing in new players and drawing back those who left. Nowhere is this more evident than on college campuses. While my love affair with Pokémon Go started, as it did for many adult players, as a way to encourage myself to walk more, it’s become a major way I interact with my community and navigate the world around me. In short, it makes me a better librarian, providing me with new ways to connect to students and faculty and promote the library.

Lawrence, Kansas is home to a large, active group of “PoGo” players and the University of Kansas (KU) is a prime spot to play, full of Pokéstops and gyms, dense with opportunities to “catch ‘em all!” Pokéstops are virtual location markers tied to a set of GPS coordinates. When a player “spins” a Pokéstop by interacting with it on their phone, they receive useful items and points. At a gym, you can do battle with Pokémon, or participate in solo or group “raids”. The beautiful North Gallery of Spencer Research Library is a Pokéstop, but it’s reachable from outside the building, too. Spencer had nothing to do with it: stops and gyms are assigned by the software company Niantic based on a complicated set of factors I don’t even pretend to understand. I could probably figure it out through careful research if I wanted to, though. I am a librarian, after all.

One aspect of the game that may come as a surprise is that it is designed to be interactive, and gameplay frequently encourages collaboration over competition. Faculty, staff, and students communicate through a chat app to find rarer Pokémon and to coordinate our group raids. I love to read messages like, “There’s a wild chansey at Spencer Research Library.” Chansey, in the Pokémon universe, brings good luck and happiness to those who catch it, and who couldn’t use more of that?

Our library is off the main campus thoroughfare, hidden behind Strong Hall, KU’s large administrative building, and not particularly easy to find. Since players interact with the game on the screen as much as they do with the physical world around them, it’s actually easier to find some places virtually than in person from the app’s aerial view. Recently a group was planning to battle a raid boss Pokémon at the gym at the Campanile, a campus landmark near my office, and a new player on campus asked where that was. The response, “Behind Strong Hall” obviously did not come from a librarian. I clarified, “Actually it’s behind Spencer Research Library, where we have a great exhibition on display about Helen and Kenneth Spencer.”

When I’m on campus, I’m usually wearing my KU Libraries lanyard, and I make no secret of the fact that I work for the libraries. I’ve had people ask me questions about fines, or mention that they visited the Spencer Library for a class and that “it was so cool!” I’ve met faculty and graduate students I never see inside our doors and I think it’s fair to say dozens of undergraduates think of me as “their” librarian. I have shared information about our student book collecting contest, directed people to campus parking options when they come to a raid, and reminded people when severe weather was imminent. All of this helps personalize a large campus, and feeds into my goals to help students succeed.

The PoGo community has served me well when I travel, too, including a recent visit to Cleveland for ACRL, where I chanced upon a group during a special lunchtime raid event. I tagged along with them for half a dozen raids as we made our way closer to the Cleveland State campus. Afterward, I joined two students at a Starbucks to trade Pokémon. We talked about their plans after graduation, and I was reminded of one of the universals of academic libraries everywhere: students can always use a sympathetic ear, a cup of coffee, and someone to help them navigate the world around them. I like to think I’m putting a human face on the library, both at KU and across the PoGo community, even if that face is known mostly by the name of my avatar, “Pokemom.”

So if you see me standing around on Jayhawk Boulevard with a group of people, looking at my phone, and, to be honest, probably yelling and screaming if I don’t make the catch, please know that yes, I’m playing Pokémon Go.  Most weeks, I do end up meeting my goal of walking 50 km. I collect potions, candy and stardust, all while playing a game that connects me to my campus and community.

P.S. After I submitted this to ACRLog, Niantic launched Harry Potter: Wizards Unite. Although I’m only at level 7 in this new augmented reality mobile game, I suspect it will share many of the same benefits for connecting with campus communities, especially given the popularity of the Harry Potter franchise. Time will tell!

How To Be the Youngest Person in the Room

ACRLog welcomes a guest post from Catie Carlson, Director of Pfeiffer Library at Tiffin University.

If you were a traditional student who went straight to library school and then found themselves working in an academic library shortly later, you probably experienced it. It being the confident, new librarian who wants to help students succeed only to be confused for a student yourself. At first it can be flattering, but it can quickly become frustrating when you want to have authority and respect in a room. For good examples of why and how that can happen (as well as for a few unfortunate trolls), I recommend reading the comments and replies to Jenny Howell’s tweet.

Dr. Howell is describing the biases and discrimination that exist for young women in academia. She is also touching on imposter syndrome, which is no stranger to ACRLog posts. We all feel not-smart-enough, not-good-enough, not-insert-adjective-here-enough to belong in librarianship and academia at some point. Typically this is just described as a state of mind, such as Veronica describing her internal monologue or Zoe confessing her insecurities fueling her imposter syndrome. However, age and gender can create a physical embodiment of those feelings. These can manifest in ways such as Dr. Howell’s description, being confused as a student, or even being called a “baby” within the profession.

I am no stranger to feeling imposter syndrome. As a young librarian, working with senior faculty could be intimidating with their vast experience in comparison to my newness. I would get nervous if I couldn’t come up with a quick answer for a student fearing they’d think I was useless. These are natural scenarios when you are a “baby” in a profession. With personal relationships eventually forming with these people, it became less intimidating to work with the faculty. As I became more familiar with student needs at my institution, I was taken less off-guard by surprise questions. Slowly, though I was still a “baby librarian,” imposter syndrome started to wane, which is good. Being a “baby librarian” is a problematic way to describe yourself because you’ve worked hard to be in this profession, but it’s even more troublesome when you feel you can accept the term regardless of its connotations. However, imposter syndrome would still appear at times: on an insecure day, when I made a mistake, or in a new interaction with someone.

After just a few years at a small institution, a retirement left the director role as an option. I had only been a librarian for a few years, but I had shown my value to the institution over that time. More than one person encouraged me to apply to the job, but I was on the fence. While I welcome a challenging opportunity to enable self-growth, this seemed like a stretch. Imposter syndrome would start all over with such a promotion. Despite these doubts, I applied, I interviewed, and I accepted a directorship before the age of 30 years old.

While I knew my insecurities in accepting a leadership position going into the role, there were some things I did not expect. Having never been in the position, I had no idea what it is like to be a young female in a leadership meeting, and by that, I mean being the only young female in a leadership meeting. When I sit at a table with our three school deans and Provost, I am one of two females in the room and I am the only millennial. I think it is safe to say there isn’t even a Gen X in the room. When I attend library director meetings across our state, the scenario does not change much. Essentially, I went from being a “baby librarian” to a “baby leader” and so the problematic way of viewing of oneself continues.

It can be scary and lonely to not see a peer in the room, especially when the expectation is for you to be a leader in that room. With just a few years now under my belt, I won’t pretend to be an expert, but I hate leaving problems unresolved. Therefore, here are some things I have found helpful to shed the imposter syndrome again:

Be Confident
Years of experience are important, but they are not everything. Always remember that you got this far for a reason. I have to tell myself every day: You weren’t given a position; you earned it. I tell myself twice, three times or four when I have big meetings. It helps even if just a little.

Play to Your Strengths
I love utilizing technology in my work and life. I once sat in a meeting where the leaders talked about an upcoming survey for us. I offered to just do it then while in discussion because (as always) I had a laptop and it would take 5 minutes to create, distribute, and move on. While it prompted millennial jokes from my colleagues, one approached me after the meeting, apologized for the jokes, thanked me for my initiative, and complimented my technology skills. Moral of the story: People will notice when you know what you’re doing.

Be Proactive
Volunteer for things. It’s how they will eventually notice your great work just like in my survey creation. No one asked me to do it, but I knew I could do it quickly and it would ease the load for others. People like this, but academics must always be cautious about burn out.

Prepare. Prepare. Prepare.
You’re the youngest one in the room and you will be judged. It’s unfair, but I still think it’s the truth. If you screw up, they will notice more than if you succeed. Research, prepare, and practice for everything – then do it again and again. If you succeed enough, maybe you can continue to be that youngest-in-the-room scenario.

Build the Relationships
Senior leaders can help, and those that are willing will mentor you. Without some great mentors in professional organizations, I would not know half of what I know now. Your mentors can help you prepare as suggested in number 4. Their years of experience do come with knowledge, and we’re fortunate enough to be in a profession that values knowledge sharing. Key example, look at the blog you’re reading. Also, don’t forget that the more you work with your colleagues, the more you get to know them, and that personal relationships will again make it less scary to be there.

Be True to Yourself
When I became a leader, it felt like I had to do a lot of image related things to make it true and to be respected, especially at a young age. I’ve realized that trying to fulfill that preconceived notion won’t make it so. Therefore, I won’t be the post that tells you to network if that’s not your thing. People notice you for you and will also notice insincerity and discomfort. To be successful, you have to be yourself.

Being a good leader doesn’t mean you have to have the years of experience (though they don’t usually hurt). Not a day goes by for me without thinking about the day’s growth opportunities and how each day builds on the last day. However, being new to a field, to a position, or to life doesn’t make your ideas and hard work any less valuable. We need fresh ideas, eyes, and experiences to continue to grow and adapt our profession so don’t let anyone refer to you as a baby. (Question: Have any men new to the profession been referred to in this way? I’d love to hear from you!)

At the very least, remember that you’re only young once. You get older every day of the year. One day, you won’t be the youngest in room any more. That may be a sad day; I certainly am no longer looking forward to it. When that day comes, remember where you started and be the always-needed-mentor.

Scholarship, Service and Scholarly Growth as a First Year Academic Librarian

ACRLog welcomes a guest post from Megan Donnelly, Adjunct Research Librarian at the Millersville University of Pennsylvania.

I am an Adjunct Research Librarian at the Millersville University of Pennsylvania’s Francine G. McNairy Library and Learning Forum, where I have worked for the past year. My role is public services focused. I teach information literacy instruction, conduct outreach and provide research assistance. Scholarship, service and scholarly growth are also explicit requirements of my job, clearly stated responsibilities in my job description, because librarians are tenure-track faculty at my institution. Librarians here have the ability to gain tenure, like professors in the academic disciplines do. As an adjunct faculty member, I do not have the ability to gain tenure because my position is temporary. However, I am still required to engage in scholarship, service and scholarly growth but without the parameters and end goal of tenure.

At my institution, activities that fall under the category for scholarship are researching, publishing, presenting and continuing education. Service encompasses service to the library and the university. This takes the form of service to committees, boards and community organizations. Scholarly growth is fulfilled by staying up to date in the profession via professional development and service to outside professional organizations. I understand that criteria and activities for tenure can differ at each institution.

A large learning curve for me as a first year academic librarian was how librarians are classified in the academy and how scholarship, service and scholarly growth apply to these classifications. In my last quarter of graduate school I started applying for professional positions. I observed phrases in faculty librarian job postings such as, “Record of professional scholarship and service,” “Evidence of a professional record,” and “Willingness to stay up-to-date and improve skills.” I had an idea of what these criteria meant but it wasn’t until I was hired as adjunct faculty at my institution that I understood the role they play in the tenure and promotion process, the many benefits they offer, and the implications they have on my personal life.

As an entry level academic librarian, without prior professional academic experience, my first stab at scholarship has proven to be both a complicated and valuable learning experience. Although scholarship is a requirement of my job, I am given a very small annual professional development fund. This implies that I need to apply for grants to fund my professional development such as faculty grants and grants from outside organizations. This past Fall 2018 semester, I gave my first presentation at the Florida ACRL Annual 2018 Conference, in Fort Myers, Florida. This required a flight from PA to Florida, putting me well over my small annual professional development fund. Thus, I was introduced to the grant application process. Faculty grants at my institution are internal grants from the university used to support research, publications, travel to present, special academic activities, and released time. Attempting to secure funding this way was difficult to grapple with at first, on top of the stress of my first presentation, but it grew to be an incredibly beneficial experience. I can now say that I know how to apply for a grant and I can list the grants I have been awarded on my CV to aid me in securing a permanent position in the future.

My institution also has a flat hierarchy, so this also gave me opportunities to communicate with my colleagues to ask for advice. I learned quite a bit from each of them, not only about the procedure for faculty grant application at our institution, but also about their experiences with grants at their previous institutions. Communicating with my colleagues to learn more about scholarship was critical to my success, and collaborating with two of my colleagues on my first presentation really helped me learn the ropes.

I fulfill the service requirement of my position primarily by serving on library, as well as university wide, committees. My position is designed to give entry-level librarians professional experience so they are able to secure a permanent position in the future. It is also designed to allow entry-level librarians to make informed decisions regarding which areas and types of positions in the field they would like to pursue. I have the opportunity to choose which library committees I would like to serve on to gain experience, and am a member of: the Teaching and Learning Committee, Information Literacy Assessment Committee, Communication and Connection Team, Digital Assets Committee, Collection Development Committee, and the Research Fellows Committee. I am also a member of the university wide Open Education Resources Working Group and the Made in Millersville Conference Planning Committee. Service has taught me what it means to collaborate with others at a professional level, what I consider to be the single most valuable skill for academic librarians. It has also taught me how to communicate effectively. Service provides an outline of the work that I do so I am able to organize my skill set into comprehensive categories and better communicate my capabilities to future employers. I strongly recommend that first year academic librarians consider participating in service opportunities.

Scholarly growth has proven to be the most inspiring of the three requirements I have discussed in this post. I fulfill my responsibilities to scholarly growth by serving on the board of ACRL Delaware Valley Chapter as blog editor, as well as attending conferences, programs, workshops, webinars and internal professional development opportunities. These experiences have provided me with access to innovative practices in librarianship that I can use to grow as a professional and contribute to the advancement of my library and institution. They have also provided me with essential networking skills and opportunities. Serving on the board of ACRL DVC has really opened this door for me. Since my position is temporary, networking in this way has given me access to news of vacancies at my colleagues’ institutions as soon as they are posted, if not before. It has opened my eyes to what types of positions I will feel most fulfilled serving in, as well as what these positions may look like at other institutions.

Scholarship, service and scholarly growth have taken their toll on my personal life. Sometimes preparation for a presentation, collaborating to publish with a colleague and board member responsibilities bleed into my personal time. As a twenty-something millennial, it’s difficult to see my friends in entry level positions excel in their careers without the pressure of these responsibilities. I am still learning how to balance these activities in addition to my other responsibilities at work and my personal goals. This has materialized through trial and error, but also from the knowledge I have gained from communicating with my colleagues and scholarly growth activities. This webinar, for example, was a great launching point for thinking of work/life balance within the context of scholarship, service and scholarly growth. The presenters also speak to how these activities fit into the tenure process. It helped me significantly as a first year academic librarian.

Thinking to the future, I often wonder what scholarship and service will look like in my life once I secure a permanent, tenure-track position. I think about what implications they will have on marriage, family planning, personal finances and how I relate to friends and family outside of academia. What was/is your experience with scholarship, service and scholarly as a first year academic librarian?

The Quiet Solidarity of National Coming Out Day Through Queer Storytelling and Coffee

ACRLog welcomes a guest post from Adrianna Martinez, Reference and Instruction Librarian at New York Institute of Technology.

In the Fall of 2018, I started my first full time librarian position. I work at New York Institute of Technology in Long Island, and I hold the position of reference and instruction librarian. As a queer latinx woman of color, I was (and am still) thrilled to work with such a diverse group of students. The students here are a mix of locals and international students. They come from different economic backgrounds, ethnicity, religious affiliations, and primary languages. I wanted to introduce myself to the NYIT community with instruction and programming that made my approach to academic librarianship clear: to elevate and support underrepresented voices with approachable and critical pedagogy. I want to make the academic library a space that reflects and holds resources for the NYIT community as intellectual individuals, not just their program.

Key to this work is constantly reassessing my language and actions by a) greeting people at the reference desk with gender neutral language b) starting every interaction with my pronouns, and asking for others to do the same c) starting literacy instruction and workshops with a traditional territory acknowledgement.

These practices may seem small but make a great impact on inclusion for the entire community– they have resulted in positive feedback from students as well as an increased interest in research help. Yet, I felt that there was a more visible way to reach those students that have not attended an instruction session by me or stepped foot in the library, which made me think, how can I try to reach those students? One answer was creating space for different kinds of students to feel comfortable in, even if that space is only temporarily highlighted as specifically for them.

One group I wanted to advocate for inclusion in the library was queer folks. The LGBTQIA+ representation on campus was hard to find. For resources, events, even the club itself I found only a sprinkling of information. There was no queer resources page, no official website or office, only an email address to contact. A campus for higher education without visible queer representation can be dangerous, not only for those on the LGBTQIA+ spectrum, but all marginalized people on campus. In making one group seen, it opens the door for others to both see themselves reflected in their institutions and be active about wanting to be represented. The academic library can and should be a center for diverse support and inclusion to better serve its community, as well as motivate the rest of the institution to make change. In order to be a voice for marginalized folks on campus, I inquired about the PRIDE student group and administrative diversity initiatives. I already had an idea for an event that would draw attention to the unique experience of queer folks and wanted to include the community.

Student Life and some members of the PRIDE group relayed to me the reason for such an absence in queer life at NYIT. Safety was the main concern for these students. Some members were not out yet, and others had been harassed on campus, therefore they felt that it was safer to have a closed group. This method did, however, isolate those students not included in the closed group. With this knowledge, it was clear that the first event held by an entity that is not traditionally involved in outreach about inclusion. I needed to create an environment that was approachable for students concerned about outing, invite queer folks outside the group into a space of representation, as well as the general public to encourage allyship.

National Coming Out Day occurs every year in the United States on October 11. It was the perfect opportunity to host an event that created the environment the students appeared to be craving. Coming Out is an activity that can symbolize many modes of being. It exists for queer folks of all kinds and those that exist in the margins; talking about it recognizes those people that experience it without isolating them. For this day, I wanted to create a space on campus that was specifically queer for the entirety of the day.

Creating a temporary queer space in the library for this occasion extends beyond the duration of the event in that space. It shows that the library is a safe space for that community year round as well. The event was located behind a counter created in a pseudo-cafe area near vending machines and a microwave. The space was surrounded by small tables and couches, the most casual space in the library (an important note for not only accessibility but also for comfort and noise level). With such little public representation, an all-day event allowed for students to study in a queer centered environment on camps, something that does not happen often. A full day event that did not require myself to maintain needed to be visual and had to do with storytelling. Free to use tools, and accessible material were essential in the medium choice for this event. As a medium for storytelling, YouTube functioned perfectly. Projected from a mondopad the videos could play all day without issue.

People all over the world share their perspectives and experiences on YouTube. The dialogue about National Coming Out Day had to have individual experiences and perspectives at it’s center. To make this event as inclusive as possible, it needed to reflect culturally diverse experiences, from every part of the LGBTQIA+ spectrum. With this criteria in mind, I created a playlist of stories from the queer community from the material available on YouTube. The playlist was not only composed of queer material but also varying perspectives from allies.

Another element to the playlist was videos from the It Gets Better Project. In 15 minutes of sitting in the cafe drinking coffee one could encounter a video of four tips for coming out to your parents by the parent of a queer child, a video of individuals coming out to their immigrant parents, and a clip from the first National Coming Out Day celebrated on the Oprah Winfrey Show. In another 15 they could encounter a video explaining the concept of two spirit, a Buzzfeed video of individuals talking about how they felt before and after coming out, as well as someone talking about the similarities in coming out in the queer community and coming out in the disabled community. The mix of experiences and moments of high impact in American culture to do with the LGBTQIA+ community that a student may be discovering for the first time created an environment of curiosity for everyone involved.

My role after the playlist was set up for presentation was to invite people into discussion about coming out. To maintain a casual tone of the event, I made coffee for anyone that stopped by. If a student just wanted coffee, while the coffee brewed, I told students what the event was about, and if they knew what National Coming Out Day was celebrating. I would highlight information about the current video playing and allowed the student/s to direct the conversation. Some students discussed in brief their own coming out story, or asked questions which I answered on an individual level, and one even came out to me and we discussed in depth family dynamics and whether he would feel comfortable coming out to them, or if he wanted to stay in the closet until he felt more independent.

This kind of event has never been hosted by NYIT before, to build community in this way, especially not by a librarian, which makes this event significant not only for the queer community but for all marginalized groups. In entering the event space on October 11 students were exposing themselves to voices that had not been elevated on campus before. Whether they were getting an extra caffeine jolt, or working while quietly listening or even just heard about the event; this made an impact. It showed that the library space is for the entire NYIT community, and we as librarians are conscious that representation matters.

I felt the real impact after the event ended. The event sparked a trust among the queer students and myself. Some students would find me in the library to share with me their experiences on campus as queer folks. The planning and follow through of this event allowed me to have a platform show my support for the community even when they didn’t ask for it. In doing so, it built a trust between myself and the closed PRIDE group that benefits the entire NYIT community. I am now working with the PRIDE group to become their adviser.

As a member of the queer community, I am personally invested in supporting the NYIT LGBTQIA+ folks during my time here. However, one does not need to be a part of a marginalized group in order to support them in a forward facing way. This kind of event does not require a lot of materials or space. Especially in a reference and instruction there are simple steps that one can take in order to make students feel visible. Solidarity and representation is happening on many fronts of librarianship: from the reimagining of knowledge organization systems, to archival work, but there is more to be done, especially on the fronts of outreach and instruction at the academic level. The process of inquiring about an underrepresented group can be an act of advocacy. Communities change through allyship and conversation.

An academic library can exist as many things, including a center for reflection and self growth, not just scholarly thought. If underrepresented populations are not placed into these spaces, it is a disservice to the community. This is just one example of a way that outreach at an academic level can exist that strengthens the queer community. In the upcoming months I will be bolstering the library’s collection in order to fill in the intellectual gaps here, as well as creating a library guide about LGBTQIA+ resources through the library and beyond. This is only the beginning of my time at NYIT, but it is not the beginning of this train of thought. On a commuter campus like NYIT it is hard to make an impact that leaves an impression of what someone can get out of the library; adding queer solidarity and acceptance to that list may motivate more students to seek them out.

Saying Good-Bye in Slow-Motion: Keeping a Student-Centered Focus Amidst Great Change

ACRLog welcomes a guest post from Jennifer Joe, Owensboro Campus Librarian at Western Kentucky University.

I will be leaving my students at the end of this semester. That’s the first time I’ve written that out (though by the time this is published, everyone will know.) I will be moving on to a new position, at a new university, in a new state. It will be a good move for me, personally and professionally, but it was not my choice.

I would have happily stayed at my current position, but budget cuts forced the elimination of not only my position, but many others at the university. I was lucky. I had a year to look for a new position, and I didn’t need the whole year. Others were not so lucky. Still others have left my campus (a small, regional campus which is part of the larger university system) of their own accord. Some of the best people we have ever had are gone.

For my part, at the time of this writing, I have almost exactly three months left in which I will be working. (I’ll start my new position in January.) How do I continue to serve my students in this climate? It has already required an immense amount of flexibility on my part. I’ve had to forge new relationships with new hires (some of whom will only be temporary.) Treating them as permanent employees, at least for now, is the only way to go forward. I’ve also expanded what it means to me to be a librarian. I’ve unleashed my research skills on career searches for soon to be graduates and used my critical thinking and analysis to troubleshoot IT problems for faculty. I even helped someone retrieve the contents from the hard drive of their dead laptop yesterday. (It was my student worker, and I repeated 1,000 times that I WAS NOT LIABLE if things went pear-shaped. Everything worked out and we retrieved the family photos he thought were lost.)

Going forward, I will need to have that same flexibility.

It isn’t a new or unique situation. I know for a fact I’m not the only one doing this – there is at the very least another librarian at a campus about 90 miles from mine doing the exact same thing for the exact same university and there are librarians across the country doing the same thing for other reasons: a colleague’s extended illness, a retirement or sudden death, staff who have quit unexpectedly or couldn’t be replaced on schedule. I’ve been in a few of those situations, too.

The question then becomes: how do I do this from a mental and emotional standpoint? For that, I rely on the student-centered approach I’ve always taken to librarianship. My students may not always feel like they need me, but I know their lives will be better when they have the critical thinking and research skills that make up information literacy, and their lives will also be better when they know how to find (and land!) appropriate jobs that reflect their education and when their professors can use technology to teach their classes.

What does that mean for my workload? That means continuing to organize presentations, displays, contests, and anything else that will continue engaging my students. There are some I do every year, and I am grateful to my past self for keeping good records of those events so that I can replicate them even as I am making arrangements to sign contracts, pack my house, and eventually move away. It also means trying to keep my tenuous hold on the relationships I have built with faculty who allow me to come into their classroom and use some of their precious time to teach their students about information literacy, while being unable to tell them with certainty what will happen to the library when I am gone.

I hope my students will remember me when I move on to my new position, because I will remember them. They are what has motivated me these last few months, knowing that my job was coming to an end. I also hope that in the midst of budget cuts, staff turnover, never ending assessment, repeated requests for justification, and all the other things that can make being a librarian unpleasant, my fellow librarians will also look to their students for motivation and inspiration.

Have you faced morale problems in your library recently? Were they things in your control or out of it? How did you cope with them? Share your experiences in the comments – it’s always nice to know you’re not alone!