How are you doing? (redux)

Bird sitting outside a window
Photo by Ziba Maghrebi on Unsplash

We’re coming to the end of another year of grappling with pandemic-related changes across higher education, and the ACRLog blog team thought this might be a good time to check in on how things are going for all of us in our libraries, as we’ve done around this time for the past two years.

What’s the situation at your institution at the time of writing?

(Alex) As the College of Medicine’s library, we are attached to medical facilities and have the same masking requirements in place, visitors are still not permitted into academic spaces, and library employees are all still hybrid or entirely remote. The rest of our university, though, seems fairly back to normal; they don’t have the restrictions we do, but they do allow remote work on a case-by-case basis.

(Maura) Our campus and library fully reopened last Fall, and with the increase in in-person instruction at the college for the Spring we’re definitely seeing more students in the library than we did last semester. Still, it’s quieter than it was in the past, perhaps not surprising as about 50% of classes are still online this semester (we struggled a lot with crowding and noise pre-pandemic so this change is not entirely unwelcome). The university (and the college) lifted the mask requirement a little more than a month ago, though many folx are still masking on campus, both students and employees.

(Emily) We fully reopened last Fall as well, and in early March (coinciding with the CDC’s updated guidance), our school dropped the mask requirement, although as Maura said, many on our campus are still wearing masks indoors. Having more students on campus has meant more business for library services, both at the desk and over chat and email. I chalk it up to students becoming aware of our virtual communication options during the pandemic, and some finding that they prefer that mode even when face-to-face is available.

(Angie) My campus resumed in person classes last fall with a vaccine and mask mandate in place for a brief period. The summer prior, the Libraries began transitioning remote faculty and staff back to hybrid work that was at least 60% onsite. In the Spring semester mask mandates continued in all indoor campus spaces as Omicron was peaking. Then in March they became optional in non-classroom settings, and later that month became optional in classrooms. My impression of the physical spaces is they still seem sparsely populated by normal comparisons,  and request volume in technical services is still only 30-50% of pre-pandemic levels. We have had a lot of employee turnover and are in the middle of 3 of 5 faculty searches. This has definitely affected morale, especially since many, if not all, were already experiencing significant burnout before taking on additional duties these vacancies may have left to them. 

Do you anticipate changes in your library or campus situation in the Fall semester?

(Alex) We were recently asked how many days per week each person would like to work in-person after Labor Day, so the plans are being made for changes, but they aren’t finalized yet. It’s hard to say what other changes may come at that time.

(Angie) It’s hard to imagine *not* anticipating changes, right? But I hope the drive for normalcy will hold some sway in keeping major changes to a minimum. Orienting some new faculty and staff will bring positive, new change. In my area of the library we’re also seeing an urgency to support new orientation for all students – not just new ones. With the university experience of the past few years being so irregular, many haven’t had the chance to experience the usual things libraries offer students, like our spaces, the help desk, or ILL. Talking with my leadership, I’ve learned there is actually a campus-level priority to ramp up outreach as a matter of mental health as much as academic success. I love this acknowledgement of my favorite philosophical problem (not knowing what you don’t know) and the stakes and responsibility involved in helping solve it.

(Maura) We do anticipate that there will be more students on campus in the Fall, with an estimated 80% of classes scheduled fully in person or hybrid next semester (though that can certainly change as students continue to register throughout the summer). We’re starting a strategic planning process here in the Library that we aim to complete by the end of the Fall semester, so in many ways we’re not anticipating changes as much in the short term as we are thinking about changes we’d like to make in the next 3-5 years.

What pandemic-related challenges are you still facing in your library work?

(Maura) Librarians and staff are required to work at least 70% in person this semester, which has made scheduling somewhat complex, especially for service desk shifts. We’re managing it, though it took a few weeks to settle into our new routines. It’s not clear what the requirement for on-campus work will be for fall, but we’re keeping an eye on that. It’s also been somewhat challenging this year to reach students who started at the college last year and to raise their awareness of library services and resources. While that group did have information literacy instruction in their English Composition I course, as all students do, since those courses were fully online last year they didn’t have the opportunity to come to the physical library. We’re continuing to do outreach to all students and hopefully have reached at least some of that cohort with in-person instruction in their Comp 2 class this year. 

(Emily) The library staff where I work are all facing burnout and morale-related challenges, caused by negotiating telework and on-desk scheduling, feeling unrecognized by campus administration, and a protracted expectation to “keep the trains running” over the last 2 years. In light of this, our library director has instructed us to treat this summer as a period of recovery, urging us to take vacation time and avoid piling on extra projects like a usual summer. I’m hoping that this recovery period, combined with a reconsideration of some of our processes, will be enough to improve our overall morale.

(Angie) Hybrid schedules have turned out to be really challenging, both for those onsite who rely on others’ consistent onsite availability and for those who feel their work could continue to be done entirely remote. Selfish example: it has been much more difficult to grab coffee with my work bestie on a whim! The freedom we have been given to set the type of hybrid schedule is certainly nice, but it has proven practically at odds with rebuilding the kind of serendipitous connection for which it was intended. The variety of schedules means fewer people in the office at the same time for serendipity, or even intentional connection, to take place. The supportive technology onsite for hybrid meeting rooms is necessary but still kind of awkward – I think we prefer seeing each other in individual Zoom boxes rather than a combination of seeing individual’s boxes with another box of people distantly meeting in another room. I’m observing (guilty of) remote attendance at meetings happening from an individual desk in the same room! And maybe that’s OK. Maybe that is what we learned is necessary to preserve from remote work after all. I do worry that people’s pandemic-related burnout has been exacerbated, rather than eased (yet) by a logistical “return to normal.” The motions may be mostly normal, but people’s lived experiences have not returned to normal, and this makes it very difficult to authentically connect at large –  as a team, as an organization. Wherever our library has created those very intentional opportunities to connect, even in a hybrid way – award ceremonies, holiday parties, all staff meetings – this has seemed to help the most. It’s curious, right? That intentionality should be the necessary ingredient for serendipity.  

What positive changes have you seen this year in the ways your library supports the mission of the institution?

(Alex) We don’t hesitate to make changes that we think will benefit our users. I wouldn’t say we were “afraid” to make change before, but I think we’ve grown accustomed to pivoting (ugh that word) at the drop of a hat, so saying things like “let’s change this policy, it isn’t fitting students’ use of our resources” or “should our hours be this way, or can we adjust them to work better for us?” has become easier.

(Maura) We’ve also seen what Alex highlights — my colleagues and I are definitely more amenable to making changes in library services to align them more closely with what students and other library patrons seem to need, even if it’s different from what we’ve done before, or a change in the middle of the semester. We’ve adjusted printing limits to better accommodate students who are coming to campus less often, and shifted our study room policy to allow single-student use for taking online classes. We’ll be thinking about how students and faculty use the library now as we head into our strategic planning process, too, and will hopefully hold some focus groups in the Fall to help us learn more.

(Angie) At both our Library and University levels, there has been intentional effort by the administration to address salaries and diverse hiring in meaningful ways. We have had three different tiers of staff already getting across the board increases based on market studies. In my experience it is the hiring process that provides the most intentional and practical avenue for scaling awareness and development of diversity, equity, inclusion, and belonging. Given that we are doing so much hiring, and that those serving on search committees are experiencing that process, these are both positive changes to increasing DEIB awareness and (hopefully!) growth into other areas.

We’d love to hear how things are going in your library, please drop us a line in the comments.

How We Meet: Making Use of Departmental Time

During the last few weeks, I started planning for the summer. I like to think summer is still months away, but the spring temperatures have returned and we are entering the final stretch of the semester. Summer is approaching!

For myself and the team I lead, summer will be busy. We’re slated to teach a five-week intensive information literacy credit course – two hours a day, five days a week. We are co-teaching three sections of the class and working together to edit the curriculum to fit the needs of the program this summer. The course will run from mid-July to mid-August. Once the course wraps up, we’ll get one week to recover, readjust, and then we jump straight into the fall semester. 

As we talked about how we would prepare for this summer course, I realized that we would need to prepare for the fall semester in May and June. This would allow us to focus on the teaching in July/August and then give everyone a break before the fall semester. In thinking through all the topics we wanted to cover in the summer, I realized I would need to be savvy with how I scheduled department meetings in May and June. Lucky for me, I love planning meetings.

A little meeting context

In stepping into a department head role, I’ve tried to be intentional about when and why we meet. Especially when I started in the job, I wanted to make sure we had time as a team to come together, discuss current topics, and make decisions together. I used those meetings to gain additional institutional context and open up space for the team to see connections between their experiences. Those were the types of meetings that truly could not be an email and helped to establish a strong team foundation. For the most part, I scheduled the meetings in advance and would occasionally add a meeting into the rotation if a topic came up we needed to spend time discussing. I learned a lot from the fall, including some ways I wanted to change up our meeting schedule in the spring. 

In true pandemic fashion, our spring semester started off remotely. However, having a strong meeting foundation allowed us to go virtual without too many issues. I introduced a new format for the team – the monthly business meeting. Each month, we have a meeting to discuss individual team news and share updates related to some of our bigger projects (like one-shot instruction, our GEARUP program, and our Library Informatics program). The goal for this format is to open communication and encourage folks to share news to keep everyone in the loop. Originally, I had blocked 30 minutes for updates and 30 minutes for feedback on a certain topic. I quickly learned that dividing the time like that doesn’t work for the team. So business meetings are now focused on just updating and looping everyone in. I think they are working and I’m excited to keep tweaking the format throughout the year. Similar to the fall, I’ve had to add in a few extra meetings, but I think I’ve started to understand the semester rhythms and in extension, the department rhythms. A few meeting types we’ve established as a team are:

  • Instructional data sharing meeting: This meeting happens near the end of the semester and focuses on our one-shot instruction. We discuss data we collected from our students and instructors and also use the time to plan for changes to one-shots for the upcoming semester. It’s a great way to celebrate our work, see the impact, and discuss changes.
  • End of semester celebration meeting: This meeting idea came from someone in the department, who asked if we could have a meeting where we didn’t have a formal agenda and could just spend time together. It was probably my favorite meeting in the fall, because we got to be together, do a craft, and enjoy some holiday snacks. It’s a nice way to celebrate our hard work from the past semester.

Summer planning

With all of this meeting knowledge, I wanted to take a wider view as I planned for our summer meeting schedule. I printed off a full 2022 calendar and marked off when we had met this year and then tried to identify our summer meeting schedule. I started to notice the frequency of our meetings and the many meeting topics we covered each semester. I pinned up the four pages to my corkboard and you can see the full spread in the photo below.

Four sheets of paper are displayed and each piece of paper contains three months. Each month is marked up with meetings and notes about the purpose of each meeting.
The full 2022 EOS meeting schedule. There’s some meaning behind the colors and patterns, but it’s not important to tell the overall story!

As I penciled in our summer meetings, I quickly saw that June would not only go by fast, but we would have to be intentional on what we chose to focus on. Ultimately, we could not cover everything. I tried to identify things I knew we needed to cover in order to start the fall semester off on the right foot. In planning our June meetings, I tried to incorporate some new meeting formats to see what might work best. I’m hoping to pilot the following meeting types this summer:

  • Mega meeting: Borrowing the name from a former department I worked in, this longer meeting is meant for bigger, conceptual discussions and collaborative work. For us, we’ll be doing a full day meeting (with food) to begin the work of preparing for our summer teaching.
  • Pre-Sprint Meeting: In the middle of June, I hope that the team can work on some larger projects and can focus on specific projects during a week-long sprint. To kick off that work, I want to begin with a department meeting on a Monday where we discuss the topic at hand, assign the work, and then go off into smaller groups to get the work done. For example, we’re going to revisit our curriculum maps and I want us to build out time to really focus on this work. 
  • Optional working meetings: I’ve blocked this time on everyone’s calendars and reserved a space, but it will be up to each individual on how they’d like to use that time. If they are working in small groups, it’s a block of time to get together and collaboratively work. But, I also scheduled these knowing folks will be on vacation or have other things to focus on. 

The summer meeting schedule still looks a little overwhelming, but I’m hoping these meeting formats will help us have the team conversations we need to have and help to assign the smaller group work. I’m curious to see how these meetings pan out and what I learn along the way. I know this summer will inform how we set up meetings in the fall. 

I won’t lie that after laying out all our department meetings in this calendar format, I had a minor freakout. Was I trying to do too much? Were we switching between topics and projects too quickly? Were we focusing on the “right” things? In speaking to a colleague, she reminded me that department meetings can be as frequent as I would like, as long as I feel that the time is used to move work forward. This was a good reminder. I know my leadership style is collaborative and during my first year, I will err on the side of too many meetings, because I want the team to understand my thought process and weigh in on the department decisions. Overtime I know the team will establish a rhythm and we will develop other mechanisms for making decisions. I feel like I’m learning a lot from organizing department meetings, something I didn’t anticipate when stepping into this role! 

So now reader, how do you meet with the people you work with? How many meetings are too many meetings for you? How do you keep in touch and keep the work going outside of regular meetings? I would love to hear from you on how you think about departmental time.

Hiring During and Beyond the Pandemic

We’re welcoming a new colleague to our library this semester. I’ve read some great pieces about transitioning to a new position this very unusual year, including from fellow ACRLogger Hailley Fargo. And I think that much of what I’ve read and what we’ve done at my place of work in the pre-pandemic years still holds true. But amidst the onboarding and orientation I’m finding myself reflecting on how the hiring process has changed (and where it didn’t change) during this second year of the pandemic.

Like many institutions, hiring across the university was mostly frozen last academic year. I was so grateful when the freeze was lifted and we were able to list our position soon after the Spring semester ended. As is common in academic library job searches and as has been our practice in the past, once our position had been posted and we’d had our interview pool approved, we began with first round interviews of about 30 minute in length. In prior years we’d held these interviews on the phone, and more recently on Skype; of course now that we’re all on Zoom all the time that’s what we used for this round. For this round (and subsequent Zoom interviews) the biggest difference was all of us on the search committee zooming in from our homes or offices, rather than sitting together in a group in the Library’s projection room as we’d done in the past.

The second round interviews with the smaller pool of candidates, on the other hand, were very different from our prepandemic practice. These interviews used to include a presentation and a longer interview with the search committee, both on campus and in the Library. This time around we were again on Zoom, beginning with the presentation and continuing to the interview with the search committee. While we did have a library visit eventually, because of pandemic restrictions and what at that time was still limited access to our campus, we pushed that visit to the very end of the process and invited only our finalist candidate for a visit. For this search our finalist was local so we didn’t need to discuss relocation, though if we’d had a finalist from out of town we would certainly have arranged a visit as well.

While the search process was definitely different than for prior searches, there were also some definite advantages to nearly-completely online hiring. We invite all library faculty and staff to the semifinalist candidate presentations, and value this as an opportunity for staff that the librarian in this position supervises to meet the candidates. With these presentations online while our library wasn’t yet open to patrons, it was easier for all faculty and staff to attend. And with most personnel still working remotely it was also slightly easier to schedule some interviews, though the timing of the search over the summer months meant we were dodging vacation time for the search committee (which is the same with summer searches we’ve run prepandemic).

And I was pleased and relieved to see that many of the changes we’d put in place to make our Library’s recruitment and hiring practices more equitable served us well during the almost-all-remote search process, too. We continue to list librarian positions at both Assistant Professor and Instructor rank; the latter requires the successful hire to earn a second graduate degree within 5 years, which they can do at our university (with tuition remission). We also send the detailed schedule and interview questions to candidates in advance, and share information about the faculty union and salary schedules as well. I continue to be grateful for Angela Pashia’s terrific blog post with suggestions (and further reading) on ensuring a diverse pool of candidates for librarian jobs, which has been so useful for my colleagues and I as we’ve rethought our processes over the years.

It has been truly delightful to welcome our new colleague. If you’ve taken a new job during the pandemic, or been on a search committee during this time, we’d love to hear about your experience — drop us a line in the comments below.

Learning a new institution: Three insights from being a department head

In my first two months in a new job, I am feeling all sorts of things. After 16 months of working remotely from my one-bedroom apartment, I’m now back in the office five days a week. I’m commuting and packing my own lunch and wearing a mask and teaching in person. I feel I’m in a constant state of learning and listening. I’m adjusting to leading a department and figuring out what parts of my past coordination role will serve me well and where I need to grow. I’m working to understand the culture of the library and the institution. I’m building relationships with my new colleagues and trying to share how my past experiences make me a good colleague and one they can trust. I’m learning who our students are and how we work with them. 

Needless to say, it’s a lot, and in the backdrop of the continuing pandemic. Some days I feel like I’ve been here for a while and other days I feel like only started a few days ago. I thought for this blog post, I could share three things I’ve learned so far.  

Your day-to-day changes

When I thought about becoming a department head, I knew part of the deal was giving up some of that day-to-day, nitty-gritty, individual project work in order to support and advocate for the folks on our team. I still feel the pull to take on projects, to raise my hand to volunteer for anything that sounds remotely interesting and related to teaching and learning. I’m doing my best to slow down, to wait, and to think more about who is best suited and has the capacity to take on that work. Part of it is knowing I’ve got this great and collaborative team of colleagues, colleagues who are student-centered and willing to do the work. We get to do this together and it has been great to have the team to lean on. In some ways, I appreciate the ways my day-to-day has changed; I get to think big picture and strategize. I get to meet with members of the team and imagine what the next chapter of our department will be. I also get to go out and meet folks around campus and promote the great work the team is doing. 

Ask all the questions

I’m constantly reminded there is so much to learn when you start at a new institution. Instead of trying to figure stuff out on my own, I’ve been asking a lot of questions. Small questions, big questions, and any question in between. Anytime where I don’t confidently know the answer, I reach out and inquire. I’m slowly learning all the ways my colleagues have been involved with this work in the past and I try to get multiple perspectives into the question before making a move. I don’t have it all figured out sixty days into the job and I appreciate having people I can ask these questions to.  

Celebrate the work

It can be tough to be a middle manager. You’re right in the middle of it all — trying to do right by the people who report to you and also working with the people you report to. But despite the challenges, one of the things I’ve learned and enjoyed the most is celebrating the work. I’ll use any and all chances to shout out the team I get to work with. I love getting to know the strengths of each individual, the projects they care about the most, and what they want to do in the future. I’ll deal with the politics because I want to see the team succeed and I want them to have what they need to do the best work. 

All in all, I’ve learned a lot so far, and know I have so much more to learn. I feel lucky to work on a collaborative team, have colleagues I admire, and feel supported through the network I’ve built over the years. I’ve found myself gravitating towards advice for managers (see a recent tweet from the CALM Conference) and doing a lot of personal reflection. I am looking forward to revisiting this post in a few months and seeing what other lessons I can add to this list.


Featured image by Brett Jordan on Unsplash

How are you doing? (part 2)

Photo by Chris Barbalis on Unsplash

Last April, some ACRLog team members reflected on how things were going in our respective libraries. At that time, we were in the very early days of the pandemic and had no idea what was ahead of us, or for how long. Now, over a year later, we’re all still navigating an uncertain and stressful landscape. We thought we’d pause to reflect again for an updated view of how things are going where we work.  

What’s the situation at your institution, at the time of writing?

Alex Harrington: All our students are back, although instructors may be using more remote work than they used to. College of Medicine employees are encouraged to continue working from home if they can. There are temperature-checking iPads at the entrance, but nobody is posted there anymore to ensure that people use them. Our library hours were cut and I think they’re going to stay that way, but it wasn’t a drastic cut.

Emily Hampton Haynes: The campus is open to faculty, staff, and students only. As a community college with only a few main entrances, it’s easy to manage access to the campus through two designated screening areas. Most of our classes are fully online, and about 25% of classes meet on campus (prioritizing classes that have an in-person component, such as science labs, art studio, and nursing classes). 

In the library specifically, we work a rotating shift schedule where only one person from each department is on-campus at the same time. For example, I’m on campus for 4-hour reference shifts Thursday evenings and Friday mornings, and the rest of the time I’m working remotely. In the last year, about 95% of the info lit classes I’ve taught have been online, synchronous instruction through Teams, with some tutorial videos and a handful of in-person classes. Teaching through a mask is no joke, I don’t envy those who have to do it every day!

Jen Jarson: We don’t have many students on campus at this point. Most classes are still happening online this semester. Some classes have in-person components that bring students to campus–a few classes that are regularly scheduled to be fully or partially in-person and some that occasionally require students to come in for exams or particular learning experiences. Our campus doesn’t have any residential facilities, so while students are welcome to come to campus to make use of spaces and resources, they are rarely just incidentally hanging around. As a result of all this, traffic in the library has been very low. Our library space is open, but on a reduced schedule because of COVID protocols related to staffing (although there isn’t demand for more hours given the very low on-campus traffic). Our information literacy instruction program is entirely online–and working quite well that way, thankfully. Same for reference/research consultation. Our institution is still requiring that we quarantine returned materials and we have restrictions in place regarding accessing/borrowing print materials due to our agreement with the HathiTrust to enable their Emergency Temporary Access Service. So collections-related services (like physical course reserves, a big deal for us) have taken the biggest hit, I think.

Maura Smale: Our campus is still mostly closed — there are two buildings that have some face to face classes, mostly in the allied health departments and a few other hands-on lab classes, with probably less than 10% of students coming to campus this semester. The library is within a complex of 4 connected buildings that aren’t open to students, and our space is still closed. We’re still providing all library services online, including 100% online instruction and reference, and haven’t yet started accepting returns of or circulating print materials; our textbook reserve collection, which has historically seen heavy use, isn’t available. Some library faculty and staff are coming in to work in our offices on a voluntary basis, mostly for the change of scenery (that’s definitely the case for me, and I’ve been working in my office one day/week).

Veronica Arellano Douglas: Our main library remains open, but with limited hours, while our subject libraries are open Monday-Friday only, again, with limited hours. My colleagues in Access Services are the people keeping the building open, while a few folks from other departments come in once or twice a week to work on tasks that can only be in the building. My department, Liaison Services, is still working from home. The university’s Spring semester classes just ended, making the campus seem even quieter than it already was earlier in the semester. Most classes were online this spring and that will continue to be the case for the summer session. 

What do you anticipate the Fall will look like for your library?

Maura: As of this writing my university (the City University of New York) is aiming for 25% in-person instruction in the Fall, with each college making its own specific plans. I’m really hoping that CUNY will require all students who will be on campus in the Fall to be vaccinated (and honestly I’d prefer that requirement for employees, too), but there’s been no decision on that yet. For CUNY a big concern is public transportation — nearly all students and employees travel to our almost-entirely commuter colleges on subways and buses, and many folx are still understandably hesitant to return to mass transit. At my college it’s likely that the majority of face to face courses will remain in the two buildings that are currently hosting classes, and it’s not clear yet what parts of the buildings where our library is located will be accessible to students. In the library we are moving forward with plans to begin circulating print materials again (grab and go); instruction and reference will stay fully online in the Fall. It seems unlikely that we’ll be open for study space or computer use (there are other computer labs on campus that will be open), though our plans may change over the Summer as (hopefully) more of NYC is vaccinated. 

Jen: At this point, my institution is planning to return to pre-pandemic levels of in-person instruction. (Of course, that’s dependent on the status of the pandemic at that point.) It’s unclear how social distancing guidelines will be revised, though. If the guidelines stay at 6 feet or are only partially reduced, we won’t be able to accommodate that many in-person classes given limited classroom sizes at my campus. Those decisions will impact how many students are on campus, but either way we’re expecting to expand our library hours back to normal, or near-normal. We anticipate that mandates to quarantine returned materials and other restrictions on collections will be lifted, so we’re excited at the prospect of restoring our physical course reserves service which so many of our students count on. We still have a lot to figure out–our information literacy instruction program, our space, our staffing schedule, and more–because so much of that hinges on what expectations the university sets about distancing and other COVID-related guidelines. 

Veronica: Honestly, I have no clue. Right now we are very much in an information vacuum. Being a public institution means that so much of our administrative design making is based on state-mandates and given the governor’s propensity to open everything it seems likely we will be on campus in the fall barring no major changes in the medical situation (which is a huge unknown). We’re trying to plan space arrangements within the library and our classrooms and encourage faculty and librarians to continue to use online lessons and online synchronous instruction. In some ways my biggest fear is that we will just go back to work as it was pre-pandemic, having changed nothing about the ways in which we accommodate worker needs to create safe, healthy work environments. We’ll see, I guess. 

What have we learned during the pandemic that may enrich our work practices as we transition toward a time when in-person, on-campus engagement is more common?

Angie Rathmel: There’s been very deliberate attention to this question at my campus, which aims to resume mostly in-person learning this Fall. My library colleagues noted how successfully we have collectively been able to provide our services, even with the majority of our workforce remote. I supervise a unit where remote and onsite work during the pandemic split out at about 85% – 15% respectively. This small but essential in-person staff presence forged unofficial leadership channels, required a more deliberate communication style, and created a distinctive experience of collective trust. All of these I think can enrich our practices as we are more increasingly together in person. One would think these successes, combined with the practical and technological efficiencies and productivity gains, would lead us to normalize remote work in ways we haven’t previously. But I’m discovering how counter that idea runs to the prevailing notion of “returning to normal”. I’m still trying to reconcile this disconnect, but feel strongly that enriching our work practices requires us to do more than overlay these lessons onto a former normal. The lesson that I feel we need to keep learning through practice is the awareness of how our decisions and actions impact others.If we were to practice more generous thinking as we try to answer this question, it might look less like “what did I learn?” and more like “what did I learn about your experience that was different than mine?” or “How did my experience shape yours and vice versa.” See also “how can we best support one another…”

Hailley Fargo: As a librarian who helps to host events and workshops outside the classroom, the pandemic really pushed me and my colleagues to think more intentionally/strategically about what events we could support in an online environment. We worked more closely with student clubs and offered smaller scale events like zine workshops. It allowed us to learn more about the student pandemic experience and host events where every participant was really jazzed and excited to be there. I hope we can take this lesson and bring it into a more hybrid and or in-person situation. It’s nice to be able to focus on meaningful outreach while also coming to a better understanding of our student community.

Veronica: I’ve learned how important childcare, eldercare, and other kinds of full-time caregiving (which includes K-12 school and caring for adults with special needs) is to all of the work that we do. Without it, our work is extremely difficult to impossible. My biggest hope is that we start to pay caregivers what they are worth. Secondary to that, I’d like to continue to see flexible scheduling for all employees who are caregivers and parents, who suffer from illness, who have disabilities, and who need the kind of flexibility we’ve had this year to do the kind of work that keeps our libraries running. I take a break from work everyday to pick up my son from school at 3pm because there is no after-school care in a pandemic. When we get home I fix him a snack, get him set up with something to do or watch, then I go back to work. This would never have happened pre-pandemic, but what will happen post-pandemic? Will I still be able to pick him up and continue my work at home everyday? 3 times a week? Once a week?

What practices do you want to keep when you return to campus? What do you want to leave behind?  

Alex: I very much want to continue to work from home some of the time. The extra time in close proximity to my cat and the ability to get up and do a housework task in the middle of the day (so I don’t have to tackle it when I get home) has done wonders for my mental health. Certain work is easier to get done at home. Also, in March 2020, we implemented weekly check-in meetings on Monday mornings, to update the rest of our location’s library employees on important matters, and to make sure everyone is doing generally okay. I think we should keep them, because it connects us and makes sure nobody misses important information or deadlines, and gives us a chance to share the good and the bad.

I won’t mind leaving behind virtual-only instruction. Some workshops and orientations, I just do better in person. I like to walk around, gesture a lot (which gets cut off by my webcam), and see reactions to my jokes. (I fully support turning off your camera if you Just Can’t Right Now, but I also feed on laughter and need to be validated while I teach.)

Emily:

  • Want to keep: The slower, contemplative pace for planning instruction. The creativity and problem-solving of making online learning materials. The awareness and respect for colleagues’ and students’ lives outside of the workplace.
  • Want to leave: The isolation from my coworkers, the confusion and hurt feelings from all-virtual communication, the two hour Teams meetings with no stretch breaks.

Jen: I agree with what my colleagues are noting here about compassion and flexibility. Additionally, I’m grateful for the new techniques that teaching online has given me an opportunity to explore. I recognize that I might be an outlier here! I’m as Zoomed out as anyone, of course. But the challenge of trying to engage students in the online classroom has actually helped me think about how to revitalize my in-person instruction, too. I definitely plan to sustain (and hopefully grow) some of the techniques I’ve been using. 

Maura: We were a 100% onsite all the time workplace before the pandemic, and I’m hoping we can keep some flexibility in all of our work moving forward. This is likely to be complicated by the different classifications that library workers hold at my university: we have library faculty, what the university terms professional staff, IT staff, and civil service staff, represented by two different unions. While of course we haven’t been able to offer every library service remotely during the pandemic, everyone has had work to do and everyone’s contributed to keeping library resources and services available for our patrons. I’m committed to advocating for all library workers to have the flexibility to do some work from home in the future.

I do look forward to seeing my colleagues in person again, and to having meetings where we’re all in the same room. I’ve tried to be very mindful about communication this year, not calling a meeting when an email will suffice, and not sending too many emails if I can help it. But communication has still been a huge challenge, especially considering all of my colleagues’ different commitments, with some folx more Zoom-bound than others. Once we all have a more regular presence in the physical library I hope that communication will get easier.

Hailley: I want to keep the boundaries I have been able to create between my work and my personal life (including hobbies!). I don’t know why the pandemic has aided so much in creating that separation but I hope to maintain it as we return to in-person work. Similar to Emily, I’m excited to leave behind the solo work; I’m so excited to run into colleagues in the library and have those spur of the moment chats that can result in a new idea or collaboration.

Veronica: I want to continue to offer virtual options for student consultations and classes. I think it  meets a need we’ve always had as a large urban university where so many students and instructors commute long distances. It takes into account everyone’s personal needs and life situations.

How can we best support one another as we prepare for and navigate this transition back to campuses? 

Alex: Flexibility in all possible ways. It is very important to remember that everyone is going to recover and transition in their own way, in their own order, and at their own pace. Communication, too, will continue to be key. This includes: asking others about their comfort level with certain procedures, letting people know where you are in the transition process, and expressing your needs and boundaries while hearing others’.

Angie: I keep thinking about how the pandemic has reinforced a practice for how our individual actions and responsibilities primarily protect and support others more than ourselves — my mask protects you and your mask protects me. Keeping this “other” focus in our communications, in our decision-making reflections, and in our individual actions is the best way I see to collectively support one another and collectively prepare to transition back to campus (or in any change, maybe). 

As a sort of “other” when it came to in-person-work, introverts gained a level of ease and privilege in remote-work.  Those who have been working in person throughout the pandemic (both introverts and extroverts) are now that “other” as the majority transition back. If we don’t provide opportunities to surface the nuanced needs of each “other” in all kinds of circumstances, we won’t know how to support or fully benefit from our learning.  Creating space for both those shared and distinctive experiences could be a particularly healing act we all need right now.

Emily: “Grace” is going to be my refrain as we transition back to campus. We don’t know what Fall will look like at our community college yet — although administration wants us 100% in person, their decision will be based on numbers and recommendations from the county health department. So as of now a lot feels still up in the air. And that’s why having grace for one another is such an important guiding principle for me. What this could look like in practice:

  • Flexibility around arrival time – We’ve all gotten used to our 30 second commute, and transitioning back is going to be an adjustment. I’d like to see redundancy in scheduling for the first hour of the day, so that opening the library is not on the shoulders of just one person.
  • Social support for using vacation leave – I discussed this in my last post, but with the return of students and our old routines, PTO will be an essential form of self-care. I want my coworkers to know that I’m willing to cover for them if they need a break at the desk or a full day off, even when the semester gets busy.
  • Give each other the benefit of the doubt – I could see friction arising around sharing work space again as we return to campus. But let’s give folks the benefit of the doubt when they inconvenience us, or when a comment lands weird in an email or note left on the reference desk. I intend to not take things personally, to ask for clarification when I’m confused or hurt, and let the little things go when I can.
  • Patience with students – Sure, there are things that bug me about student behaviors in the library: students that wait til the last minute and stress me out with their urgency, ask me to do their homework for them, or make appointments and don’t show up. I want to extend them grace too, and remember that this will be a big adjustment for them as much as it is for me, after a year of profound trauma and chronic stress.

Maura: I am +1 on everything that my fellow ACRLoggers have said: flexibility, patience, compassion, and just overall emphasizing care in all of our interactions — with each other, with students and others on campus — is what I’m keeping top of mind as we start getting back into the physical library. I’m so proud of the work we’ve all done, we’ve all supported each other through this very difficult year, keeping safety at the forefront. And while I know there are many challenges ahead, I think we’re in the best place we could be to address them. I’m also going to continue to encourage my colleagues (and myself!) to use our vacation days — even if we’re not going to be traveling during the summer, I hope we can all take some time to rest.

Veronica: I think that we need to understand that not everyone is going to acclimate to post-pandemic life in the same way. Be kind and understanding to your colleagues, or as Emily put it, show them a measure of grace. Some folks might not be comfortable sitting in a small meeting room, others might not want to go to lunch as often, and still others may want to hug everyone they meet. Faculty and students will need time to adjust to in person relationships again and our virtual connections may start to suffer a bit. We will just need to remind ourselves that everyone is adjusting in their own way.

How are you doing? How are things going at your library? We’d love to hear your thoughts in the comments.