Posters, Infographics, & Ways of Showcasing Student Engagement

This summer, I’ve spent a lot of time thinking about posters. In early June, NPR shared a story of Mike Morrison, a graduate student who has been trying to transform the academic research poster landscape. In Mike’s almost 20 minute video, he explains what’s wrong about current academic posters and proposes a new layout in order to gather knowledge from these posters more easily. 

I don’t disagree with Mike; his new poster layout is appealing. As a librarian who has been leading undergraduate research poster workshops for a few years now, Mike’s layout emphasizes our big three: font, color, and size. Viewers are directed to the big ideas (aka the biggest elements on your poster) and have sidebars to more information if needed. This new layout also relies on a QR code, to direct really interested viewers to explore more on the project, on their own time.  

However, as I sat in my office and listened to Mike’s video explanation, I thought of the summer science students I just given a poster workshop to. The supervisor of their summer program noted several times throughout my presentation that while I was showing off some best practices, ultimately the students’ faculty mentor/PI had final say on the poster layout. This could mean a poster could end up very text heavy, use a certain color palette, or requires a certain logo or author designation. These preferences often come from faculty who have spent a lot of time in the field and have strong opinions about creating posters. Then I tried to imagine having a conversation with them about Mike’s new layout. Making this sort of jump and abandoning the traditional poster layout will take time and energy. I’m not saying it can’t be done, but if the poster tides move towards Mike’s layout, it will be a challenge. Academia is steeped in tradition and this includes a tradition of how research posters are thought about, created, and displayed. Before computers, posters were created by cutting up an article and pasting it on poster board! While we have PowerPoint and InDesign, I can’t say that all of our posters have moved much farther than cutting and pasting in their own digital way. 

Mike’s layout also got me thinking about another spin off of research posters we’ve been talking about at Penn State: student engagement posters. Recently, I’ve been in a lot of conversations asking about the best way for a student to showcase their experience. A research poster feels too stiff, too formal. An infographic seems like a better match, but also isn’t a perfect fit. Earlier this spring I took our research poster workshop and modified it for an infographic student engagement workshop. Within these student engagement posters, we are trying to see the meta part of the experience. What did the students learn from this experience? What skills did they bring in and what skills did they take away? How did this experience prepare them for another experience? I built in a set of reflection questions and even tried my hand at my own student engagement experience poster. 

A poster describing the author's experience in New York City where she interned at the New York Public Library.
My attempt at a student engagement poster

Today, I met with some Student Engagement Network interns, who had been tasked with making their own student engagement posters. They used both a formal, template (a hybrid of the research poster with some engagement) and were also asked to create some sort of infographic inspired poster. It was great to chat with them and it definitely reminded me of a few things: 

  • Making posters is NOT a skill often taught to undergraduates. Even with platforms like Canva or Piktochart, students still need guidance on how to visually represent an experience. 
  • The students I worked with felt strongly their primary poster audience was undergraduates who might be interested in their engagement experience. The poster needed to not only convey the experience, but also encourage others to explore a similar experience. I don’t think I had fully considered that audience and that definitely influences how the poster is created and what resources should be included. 
  • They appreciated the ability to reflect and hone in on a main message they wanted to get across. Of course, if they discover the reflection questions AFTER they started making the poster, that’s not quite as helpful. 

So what’s next? I’m not sure. I have some ideas and will be curious to see the research that Mike and others do around eye tracking and understanding the new poster layout he has proposed. Perhaps academia will see a shift in research posters and perhaps we’ll find a way to get student engagement experiences out there too. It seems like everything is up for grabs and it’s exciting to explore and think about these topics. I’m curious to hear others’ thoughts on the new research poster layout or if your institutions are thinking about more intentionally showcasing the meta part of student engagement experiences. 

Making the space: Researching beyond IRDL

I’ve spent the last week at the Institute of Research Design in Librarianship (IRDL). Most of the workshop has happened in the beautiful William H. Hannon Library on Loyola Marymount’s campus. Last month on the blog I talked about my preparation for this week-long research workshop. The week has been a whirlwind and it’s hard to believe we’re finishing up today (Saturday). I have learned a lot — about the research process, the projects my cohort members are working on, and about librarianship at a variety of institutions. I feel energized and excited about conducting strong LIS research. My research project has changed and evolved and I’m headed back to Penn State with a stronger version of what I submitted back in January.

Throughout the week, I’ve been thinking about how I’ve been intentional about creating space for this learning and research. When I was preparing for IRDL, my research mentor mentioned in an email that I should set aside my work for the week in LA. I took their words to heart; I put on my out-of-office message, alerted my co-workers that I wouldn’t be responding, and haven’t replied to anything. I put my work in Pennsylvania on hold and that allowed me to concentrate on the material being covered. I had the chance to develop my project, connect with my peers, and apply what I was learning.

And everything was okay.

My colleagues respected my time to be away and I had the opportunity to immerse myself in this work. This time pushed me to spin my wheels, read more of the student engagement and involvement literature, and craft a journey map template for student engagement opportunities. During our workshop days, I got to spend time with my peers and work through the research process together. We spent an hour crafting 10 survey questions and an afternoon deciding on a set of questions for a focus group. What I learned was that in order to get the data you need, you have to be willing to devote uninterrupted time to finding ways to ask good questions. A good survey just doesn’t happen; it requires thoughtful decisions, defined variables, and a pilot test. This stuff cannot be rushed.  

So yes, it was great that I had this time to think, process, and experiment. This time was exactly what I needed. But I know that once I’m back in Pennsylvania, all those other priorities will return. IRDL has been good for lots of things, including forcing me to consider how I should spend my time when I come home.

The question I keep returning to is: how do you create this meaningful space for research work? How can I replicate the work environment of this week? Can I find ways to be just as intentional about setting aside work for this work when I’m back in Pennsylvania? I have never been good about blocking time and asking for that time to stay uninterrupted. In order for me to do this project, and to do it well, I’ll need to start defining those boundaries more clearly. It’s a habit to be developed.

But it’s not something that I have to do on my own. Community is always an important piece of my librarianship and with research, community support is important. We built LibParlor to create community and now, after a week in Los Angeles, I have a new community to lean on. We tell the students we teach that research isn’t a solo process and that’s a good reminder for us too. Throughout IRDL, I have seen the strength of collaborating with others for surveys, interview questions, and inferential statistics. It’s better to tackle that stuff with someone else and I’m thankful my research network community continues to grow. And I know they will help hold me accountable for the time I need for this project.

While I’m still figuring this out, I’m sure others have some ideas. So, how have you created this space? How have you found balance between the day-to-day of your job with the time to research? How do you depend on and support your research community?


Featured image of the William H. Hannon Library, taken by the author of this post.

Preparing for my IRDL experience

This past weekend, I spent a large amount of time at my dining room table, reading Collecting Qualitative Data: A Field Manual for Applied Research by Greg Guest, Emily E. Namey, and Marilyn L. Mitchell. And I was enjoying it.

Now granted, this wasn’t a book I just happened to pick up as a fun weekend read. This book, along with a few others, are part of the curriculum for the Institute for Research Design in Librarianship (IRDL). I’m a proud member of their sixth cohort. IRDL is an IMLS grant that aims to bring together an enthusiastic and motivated bunch of librarians that want to conduct research but need a little extra training and help. Early this year, I submitted an application, where I proposed my research project, included a one page cover letter about what I hoped to gain from this experience, and provided a letter from my institution that they would support me if I was accepted into the cohort. Once I received the good news, I booked a flight to Loyola Marymount University for early June, where a weeklong in-person workshop will take place. The workshop is the jumping off point for our project; beyond that week, we will meet virtually throughout the next year and talk to our assigned mentor, who is there to make sure our project stays on track. All of these support mechanisms are to ensure we get our project completed and to help each other along the way. Now that my spring semester is over, it’s finally sinking I’m less than a month away from our in-person workshop. My pre-workshop preparation has stepped up!

Beyond the training and getting to know a cohort of enthusiastic librarians who want to conduct research, I am excited to spend the next year on a meaningful and complex research project. Those that know my position know that I have spent almost two years building relationships, getting library colleagues to define student engagement in a similar way, and understanding how students at Penn State navigate student engagement. I think I’m finally at a point where I’m ready to learn more while also thinking about ways to make an impact and influence future directions. That’s where my IRDL project comes in.

The quick sound bite of my project: I’ll be using journey mapping techniques to have students at Penn State chart their student engagement journeys. What I want to know is how our students actually experience student engagement during their undergraduate careers and who are the people, units, resources, and opportunities they discover along the way. Of course, through this all, I’m also curious about how the library has or has not played a role in their student engagement journey. Ultimately, I want to get a more nuanced picture of what our students experience and begin to identify common points where the library could get more involved. While I understand that each student engagement journey will be unique to the student, I assume there will be some trends that emerge from these maps that can inform the work of both the libraries and Penn State’s Student Engagement Network.  At times, the project seems daunting, but the more I read in preparation for IRDL, the more I begin to feel ready to take on this project. I know I’ll be learning a lot as I go, and also get more opportunities to meet students at Penn State, which I am all about.

Well, my qualitative research book is calling to me, got to get back to reading! But I will definitely be documenting my time at IRDL and my student engagement journey mapping research in a variety of online spaces: on this blog, on my personal blog, on Twitter, and on LibParlor. So, more soon!


Featured image by rawpixel.comfrom Pexels

Preparing for #ACRL2019

The time has come, our slides and posters are hopefully published online, our bags are (mostly) packed, preconferences are about to begin, and we are ready to be in Cleveland this week. It seems a little wild to me that it’s time for ACRL again. In 2017, this ended up being a pretty pivotal conference for me as a new professional to the field. In 2017, learned a lot in Baltimore, met the ladies who I would co-found The Librarian Parlor with, and met others who I consider good colleagues today. So needless to say, I’m excited to be in Ohio catching up with colleagues, learning about new programs and initiatives, and meeting new librarians.

However, as much as I’m excited about ACRL, I also know this can be an overwhelming conference. There are so many sessions, things to do, and a city to explore. It’s great to have so many choices, but also can feel like too much all at once. With that in mind, I wanted to bring together some tips and tricks for making the most of this conference as well as highlight some great ways to meet new folks.

Sessions

With so many panels, papers, roundtables, posters, and lighting talks, it can be hard to decide on where to go and what to attend. Here are a way fews to think about choosing your sessions:

  • Before the conference, I like to take a look at the schedule, mark any and all sessions I’m interested in, and then choose a few that I will attend, no matter what. These might be sessions my colleagues or friends are presenting at, a topic I’m really interested in, or something I’d like to learn more about. Having a few concrete sessions helps to create an outline for each day and then the rest, is up in the air, and based on how I’m feeling and who I run into.
  • Create some learning outcomes for what you’d like to accomplish and learn about at the conference. Use the learning outcomes to guide what sessions you choose.
  • Experienced conference go-ers recommend choosing one session/activity for the morning, one for the afternoon, and then setting aside some time to meet up with colleagues you do not see on a regular basis.
  • Attend the First-Time Attendee Orientation on Wednesday evening to learn more about ACRL and get a sense of what you might like to attend later in the week.

If you want some guidance on which sessions, we have had a few folks put together some lists of related sessions. These can be great ways to create your own theme to the conference, or find people who are interested in similar areas of librarianship.

Now, I know looking at all those sessions makes you realize there is so much you will miss. It’s important to remember that you won’t make it to everything (and that’s okay). Some recommend attending sessions for things you do not know much about, in order to make the most of your time at ACRL. For all those sessions you miss (or want to know more about), you can review any contributed papers on ACRL’s website, download slides and handouts from the online conference program, and send an email to presenters to learn more. You’ll see what you’ll see at ACRL, but that doesn’t mean the conversation has to stop once you leave Cleveland.  

Twitter & sharing resources

At a conference like #ACRL2019, Twitter can be a great way to learn more about what’s happening, connect with other colleagues, and share resources. Some folks will live tweet the conference, and others will tweet out their slides, surveys to fill out, and questions for the general #ACRL2019 community. It’s definitely worth following the hashtag and contributing tweets. The hashtag can also help you decide what sessions to attend. Along with Twitter, sometimes folks will create digital community notes to gather insight from sessions and share resources. For example, LibParlor has a shared community notes document where we’ll discuss a few sessions throughout the conference. These can also be great documents to return to once the conference is over.

Snacks, hydration, and breaks

Fun fact about me: I’m very pro snacks. I would highly recommend having a few snacks tucked away that you can have throughout the conference. We all know that conferences like ACRL can take a lot out of you. Knowing this, it’s important to take breaks and stay hydrated. Sometimes you just need to go to a quiet corner of the convention center, or take a little walk outside. Trust me, you’ll feel better when you do.

Outside the conference

Personally, I think some of the most memorable times at a conference isn’t necessarily in the sessions themselves, but during all the time before, between, and after sessions. ACRL hosts both an exhibit reception (Wednesday) and a conference reception (Friday, 8 PM, Rock & Roll Hall of Fame), which is high-energy and a nice way to celebrate the end of the conference. Beyond the ACRL reception, there are a variety of other social events. ACRL has organized a dine around for Thursday evening, some iSchools host a get together for their past and current students, and interest groups might put something together near the convention center. All of these events can be opportunities to meet new people, or connect with colleagues. I will shout out two Thursday evening events:

  • WOC + LIB Social Hour: Last week, a great new blog launched to showcase women of color in librarianship. Join co-founders LaQuanda Onyemth and Lorin Jackson to discuss future collaborations with the blog.
  • LibParlor Meet & Greet: Join me and the rest of the LibParlor Editorial Team at ACRL. Learn more about the blog, discuss all things research, and discover ways to get involved!

Other tips

I know I’m not the only person who has put together a list of tips and tricks for making it through conferences like ACRL. Take a dive into these posts here at ACRLog and over at Hack Library School. If you have more tips or questions, feel free to comment below.

Safe travels to all and I hope to see some of you at ACRL. Oh, and with spring weather in Ohio, it’s always a good idea to pack an umbrella!


Featured image by DJ Johnson on Unsplash

Supporting the other side

So far in my research career, I’ve put a lot of stock, energy, and passion around the benefits of hiring and supporting student employment in the library. It’s the topic that gets me most fired up at conferences, the thing I’ll tweet about until I can’t tweet anymore, and one part of my job that I keep coming back to, regardless of my job title. I believe in the potential of undergraduate employees to be crucial part of the library. I believe that if you set the bar high, undergraduates will rise to the occasion. But recently, I’ve realized that in that belief, I had forgotten about the other side: the role of the supervisor.

A few months ago, I worked with a colleague to put together a landscape survey around student employment in our libraries. The goal was to discover who in the library was supervising students and if we could find areas of synergy. We asked questions around hiring, on-boarding, continual training, and barriers to success. As we reviewed the answers, the one I remember the most clearly mentioned that as a supervisor, they felt unprepared because the rules and policies around hiring, training, and supporting student employees were unclear. It’s one of those things they never give you a manual for, you’re just suppose to know. And of course, any manual that might exist is in pieces, scattered throughout HR websites, the library’s intranet pages, and library legends told to you by your colleagues. This stuff isn’t clear or transparent and often requires lots of time to figure out. This was the first moment where I thought, “Okay, building a program is more than just for the students. The supervisors also are an audience to consider.”

Recently, I’ve been reminded of this fact when I was leading an informational session on our internship program. In the session, as we talked about the components of the program, including a new community of practice group I’m building, one participant asked, “Will the supervisors also meet regularly, just like the students?”

After a small beat, I nodded. “Of course.” I was reminded of the survey and once again reminded of my own assumptions around supervision. In reflecting on that situation, I think I assume that people who had studente employees for a long time just knew how to do in a meaningful way. But it’s becoming more clear that just because you have student employees, doesn’t mean that you know everything or feel supported.

And upon even further reflection, I realized that since I started trying to create some program structures for our interns, I’ve done my share of complaining about how I never hear from some interns and that I can’t seem to get through to some of their supervisors. I often chalk it up to structural issues, or a desire for an official announcement to the library about my role with our interns. However, the more I think about this angle, the more I realize part of the problem is that while I logically understand having an intern takes a ton of time and energy, I’m not valuing that idea in practice. I’m not recognizing or finding ways to support my colleagues who do this work. In other aspects of my job, I talk about how I am there to support my colleagues who do student engagement, and this also applies to student employees and their supervisors. This support can happens in many ways — from having intern community of practice meetings to getting the supervisors together to let them know they’re not alone in this. I’m a coordinator and that means both for students and for my colleagues.

For every program that we create to support our student employees, we are also responsible for creating the necessary structures and support for our supervisors. If we want unified programs, complimentary training modules, and a shared vision for student employment in the libraries, we have to create the network for our supervisors. This lines up so nicely with George Kuh’s definition of student engagement, where institutions must be willing to provides the resources and support for these opportunities. If we want meaningful internships or purposeful part-time employment, we have to be willing to provide the support (through professional development, regular meetings, and honest conversations) to our supervisors. Neither the students nor supervisors can do this work alone and both groups need to feel supported in this endeavor.

So where do I go from here? I’m trying to be more intentional and start thinking of how I can help build those structures in my role. I’ve started using the word “support” in talking to supervisors about my role with our interns. I’ll probably add monthly intern supervisor meetings to my calendar this fall, and start to note down obstacles that this group might face (and how we can problem solve together). As the moderator for both groups (students and supervisors), I’m in the best position to provide feedback to either group and translate each other’s needs to one another.  

At your library, how do you (or others) support the supervisors who oversee your student employees? Do supervisors meet on a regular basis? Are they given chances for professional development or ways to gain new supervisory skills? Let me know in the comments or on Twitter!


Featured image by Riccardo Bresciani from Pexels