Story Swap

“If a picture is worth a thousand words,
then a metaphor is worth a thousand pictures.”
-George Lakoff and Mark Johnson, Metaphors We Live By

In this collaborative post from our ACRLog team, we’re sharing some of the “stories”–allegories, analogies, anecdotes, images, memes, metaphors, and more–that we use across the domains of our work to make abstract concepts more concrete, prompt meaning making, demonstrate relevance, communicate impact, bring a dry concept to life, or simply connect with our colleagues, users, and stakeholders.

What stories do you use (or have you heard) to help illustrate concepts related to information literacy and research skills?

[Jen] I’ve recently become very interested in using stories as a pedagogical technique. I don’t have a large repository of stories to call on yet, but a few examples I’ve been using to good effect come to mind:

  • Source integration – Images of a container ship and a cargo train help me illustrate the goal of synthesizing sources in a literature review versus stringing them together one-by-one. I start with the train photo and ask students to imagine that each container on the train is a source. I describe how the train illustrates a style of writing where the author treats each source individually–the author might summarize, analyze, or otherwise comment on each source one by one in a long string of paragraphs. By contrast, I note that the ship is full of the same containers (i.e., sources) as the train but draw students’ attention to how the containers are instead stacked in groups, that each column is made up of many containers. In this image, I suggest that each container still represents a source but a paragraph is this time represented by a column of containers illustrating the goal of weaving sources together for more skillful analysis and writing around themes across sources.
  • Source evaluation – Wineburg and McGrew’s study serves as an anecdote regarding approaches to source evaluation (as well as the idea of relative, or domain, expertise on occasion). The researchers observed 45 people evaluating websites: historians with PhDs, Stanford University undergraduates, and professional fact checkers. When I ask students to guess which group was best at evaluating information, they typically vote for the historians with PhDs. Yet findings showed that the “fact checkers arrived at more warranted conclusions in a fraction of the time.” A primary difference in their approach? Fact checkers read laterally, not vertically. Because lateral reading is a departure from the kinds of information evaluation that are commonly taught to high school students, this story helps illustrate the effectiveness of an unfamiliar approach.  

I’m motivated to use stories more (and to better effect) in my classes because I think it can be so powerful; the sense of clarity and connection these stories can offer for students is incredibly productive and gratifying.

[Alex] I have referred to truncation as “my favorite library magic trick” when demonstrating searches in databases, and it’s true! It’s such a simple thing to do but can really change the list of results you get back. I also refer to it as advanced… I don’t normally go into the details of truncation until the learners I’m addressing have mastered some of the other concepts like Boolean operators and selecting keywords. But when I do introduce truncation, I love to tell this story. I was working with someone who needed information on radiation and adjuvant chemotherapy. Looking at my list of search terms, I saw radiation, radiotherapy, radiation therapy, etc… so I thought, truncation time! Radi*, easy. Because of the complexity of the rest of the search, there were about two pages of results so I looked through all of them and behold, one of them was about… radishes. You can’t anticipate every possibility when you truncate, but that one was a real surprise. Truncate responsibly, everyone!

[Justin] I like to use the metaphor of gardening for the research process:  

  • Prep your garden: determine a topic and a focused research statement or question, along with background research.  
  • Care for your garden as it grows: identify keywords, makes a list of databases and sites to find information, create search strings, and save sources.  
  • Inspect your produce: evaluate your sources for relevance and credibility.
  • Cook! Use your sources in your writing to make something new.
  • Modify your approach if nothing is growing.

What stories do you use (or have you heard) to help illustrate concepts related to teaching and learning more broadly?

[Alex] This is so common it hardly feels like a story or metaphor but teachers as coaches is such a great framework. I can run you through practicing a skill, I can tell you the plays, but I can’t make the shot for you from the sidelines. You have to be able to apply what we did in practice while you’re on the court.

I’ve also used my experience as a DM for Dungeons & Dragons to explain outlining activities and learning objectives for a class. (Not to students, to other educators.) If you tell your players “you’re going to go here and do this, then go here and do this, ad nauseum” that’s called railroading and it isn’t as much fun as letting the players make decisions for themselves. Giving them multiple threads to follow and seeing what they value and decide to do is part of the game! Same goes for the classroom: here are all the objectives we need to meet, but you can help me decide which one we’re going to address next, and exactly how that’s going to look.

[Justin] I’ve used the example of Joseph Campbell’s “hero’s journey”. One of my favourite ways to illustrate the hero’s journey is using Luke Skywalker from Star Wars. I find it relates to learning quite well: there’s a problem, you set out on your journey with help from mentors, there’s transformation and atonement (and learning a lesson?!) and finally return. 

[Jen] I’ve gotten a lot of mileage over the past few years out of an anecdote I’ve drawn from Carrie Brownstein’s memoir in which she reflected on some of the key experiences of her adolescence that helped shape her as a musician. In short, Brownstein first described how enthralled she felt watching pop music giants perform in stadium-sized venues. The spectacle of those huge performances entranced and inspired her but they felt opaque and unattainable. “I had no idea how it [the music] had been assembled or how to break it apart,” she wrote. “I remained merely a fan …with no means of claiming the sounds as my own.” Brownstein went on to describe her experiences a few years later, this time at shows in small clubs. Here, Brownstein could get close to the musicians and observe their techniques and interactions. This is my favorite quote about her realization: “It seems obvious, but it was the first time I realized that music was playable, not just performable—that it had a process.” To me, her story showcases the power of uncovering process. At huge, heavily produced shows, she was an onlooker with no discernible entry point for her own participation. When the making of the music and the performances’ component parts were made visible at smaller shows, the performances felt more accessible and attainable; Brownstein could imagine doing it for herself. I’ve used this story time and again– when consulting with faculty on the design of research assignments, for example–to illustrate the power of uncovering the process of scholarly and creative work rather than focusing on polished products.

What stories do you use (or have you heard) to help illustrate concepts related to library services, procedures, workflows?

[Maura] As a director I often find myself having to explain our work in the library to faculty and administrators on campus in a range of contexts: as library faculty progress through the tenure track, when sharing the institutional questions we get at our service desks in the library with Student Affairs staff, and especially when advocating to fill vacant faculty and staff lines in the library. The analogy I’ve found most useful is from the restaurant world: front of the house for Public Services, and back of the house for Technical Services/Technology. In my previous position I worked at a college that offered Hospitality Management degrees and this analogy was widely understood across campus. But with greater visibility in the media into food and restaurant services over the past few decades I think it could be a useful analogy for anyone trying to make visible the often invisible work that keeps the library functioning. 

[Justin] I’ve heard an interesting comparison from a friend of a librarian’s role to What We Do In The Shadows: there’s so much intellectual work happening behind the scenes, that not all of our students and faculty know about or are aware of. 

[Jen] I just started a new book and was struck by the proverb that the author used as an epigraph: “For want of a nail the shoe was lost. For want of a shoe the horse was lost. For want of a horse the rider was lost. For want of a rider the message was lost. For want of a message the battle was lost. For want of a battle the kingdom was lost. And all for the want of a horseshoe nail.” I’ve never personally used this proverb although I’m sure I’ve heard it before. But I’m thinking about it with fresh eyes through the lens of this post’s theme. It seems to me that it might serve as a “story” to illustrate the interconnectedness of different domains within library work not to mention the value and importance of the many small details in our day-to-day work. 

What stories do you use (or have you heard) to help illustrate library impact and value?

[Justin] My friend mentioned the metaphor of weight of books to me recently. He’s interested in knowing how much our library collection weighs – why? I have no clue. But he’s right: it makes for an interesting metaphor of the weight of information.

[Hailley] I’ve been recently working on updating our library’s mission and vision statement. In our revision, we did a lot of looking at other library mission and vision statements and the idea that kept coming up is how the library is the “heart of the university.” I don’t have any brilliant thoughts on this at the moment, but it’s definitely a phrase I’ve been thinking about and thinking about if this phrase is useful in defining the impact, value, and place the library has at an institution. 

What stories do you use? To what effect? We’d love to hear your thoughts in the comments.

The Work We Do: Reflecting on CARL’s Competencies for Librarians in Canadian Research Libraries

The CARL Competencies

How do you envision your role as an academic librarian? With your job description? The vision and mission statements of your library or institution? Direction from your supervisor or administration? And do you have the knowledge, skills, and values to support this work?

The Canadian Association of Research Libraries (CARL) developed a list of competencies for academic librarians, which were updated in 2020. CARL lists eight competencies including collaboration, leadership and vision, equity, diversity, and inclusion, curation, and assessment, among others.

I like how the 2020 CARL competencies spell out the difference between skills (“learning capacities to carry out specific tasks”), mindsets (“collection of attitudes, inclinations, or habits of mind useful in achieving an outcome”), values (beliefs and opinions that people hold regarding specific issues or ideas), and knowledge – and each competency has a combination of these listed. The CARL competencies are comprehensive because they combine hard and soft skills into each competency; I am learning both are integral to working as an academic librarian. For example, under collaboration, listed are skills to build relationships, knowledge of inter- and intra-institutional organization, knowledge of critical and scholarly engagement, and an understanding of how to work with and engage users of diverse backgrounds.

In searching for other academic librarianship-wide competencies, I noticed a lack from other large academic library organizations, such as ACRL or ARL.  There are the ACRL Standards for Libraries in Higher Education, the Medical Library Association’s specialized Professional Competencies,as well as the Reference and User Services Association’s Professional Competencies for Reference and User Services Librarians, but not profession-wide competencies.

Why competencies?

Competencies can be useful for envisioning the landscape of academic librarianship: what youshould know, where and how you should professionally develop, developing vision and mission statements, and what is included in LIS curricula.

I think competencies help guide our profession. Competencies give bounds to a profession, but do we need bounds? Who has the authority to define a profession? What do I care if a large library association says I need to collaborate, engage, and curate?

The point of competencies shouldn’t be to dictate what work we should be doing — whether that’s an opportunity that comes up (e.g. leading an association or chairing a committee) or something I propose and develop (e.g. a library symposium or new library service) — but if you need ideas for areas of growth, you have a guide, useful for early-career librarians. They could also be useful for mid- or late-career librarians, who feel directionless or adrift, or otherwise want to continue to develop in different areas. By their very nature professional competencies are broad, to capture the wide-ranging work we are involved in.

Competencies add professionalization to our field. Those looking at academic librarianship can see our values and skills. This begs the question, are competencies for us or are they for someone else? Are they to crystallize and focus our work or are they for the people we help, so they have a better idea of the work we do?

I am reminded of the public presentations held for entry-level librarian candidates at the University of Manitoba. Many of the candidates based their presentations around the CARL competencies in answering the assigned question on what is required of today’s academic librarian. I know I referenced the 2010 CARL competencies in my own interview in Fall 2019. Here you have new LIS graduates looking to the competencies to envision their work and publicly present their idea of an academic librarian. In this way, competencies help students and new graduates have an idea of the work of academic librarians.

Identify your values and meaningful work

I find competencies useful in identifying work that is meaningful to me. Another way I identified meaningful work was when I came across the idea of personal librarian philosophies after attending a 2021 WILU (Workshop in Library Use) pre-conference session on teaching philosophies. The instructors — Dr. Betsy Keating and Dr. Margie Clow Bohan — suggested while teaching philosophies can be helpful for librarians, it may be more useful to develop a librarian philosophy that could guide not only your teaching, but your entire professional practice, including goal setting.  

After the conference, I set out to write my own librarian philosophy. In my philosophy, I commit to building relationships and community, doing meaningful work, lifelong learning, and supporting myself and the work of others – both inside and outside the profession.

I am reminded of Christopher P. Long, the Dean of Arts & Letters at Michigan State University, and his idea of values-enacted leadership: identify core values that are meaningful to you so you can guide your work and check-in with yourself to ensure you are keeping to those values and infusing them throughout your work. My librarian philosophy identifies values that are meaningful to me and help guide decision-making and goal setting.

Our future as academic librarians

Does academic librarianship need more voices to tell us this is what we should be doing? On the one hand, I don’t think so since there’s so many voices already, and voices that need to be amplified. But on the other, we need new direction, vision, and leadership. Professional competencies can unite a profession, by identifying what work is important, or necessary, or meaningful.

By identifying and putting bounds on our work with competencies, we can envision what we’re doing now and where we want to go. Competencies give the profession a starting point, a place to think about the work we do. There won’t be unanimous agreement on which competencies to include. I think that’s okay. There’s something positive about looking inwards to identify the bounds of academic librarianship to expand and strengthen our profession. We need to continue to have discussions on the direction of academic librarianship, continue to identify what it is our work entails, and continue moving the profession forward to better support ourselves and our users.

The CARL Competencies for Librarians in Canadian Research Libraries are available at https://www.carl-abrc.ca/wp-content/uploads/2020/09/Competencies-Final-EN-1-2.pdf

I Love How We Laugh: A Year into Being a Department Head

Last week, I celebrated my one-year anniversary as a department head. The day consisted of teaching students, celebratory cookies, and a few reflective moments on the last 365 days. I can’t believe it has been a year! 

The last year has gone by quickly. We’ve adapted to changing pandemic seasons, dealt with staffing changes and hiring freezes, and continued to support student success. I feel like I’ve grown so much, as a librarian and as a manager. This job continues to be challenging in positive ways and I feel like I’m stretching and learning every day. I definitely haven’t had the perfect year; I’ve made mistakes, tried stuff that didn’t work, and dropped some balls. However, on the whole, I think last year was successful. I got the chance to work with the team I lead, participate in the work, and dream about what we can do as a department. I think this work builds so nicely from my experience as the Student Engagement Coordinator and allows me to take that work one step further. As a department, we collaboratively created our own mission, vision, and scope of work document, and continue to find ways to maximize the various expertises and experiences we each bring to the group. I’ve made connections with colleagues across campus and have had the chance to do what I think I do best, promote the library and envision new ways we can collaborate to support our students. 

One thing I’ve thought about a lot the last few months is the energy of the department I’m a part of. Even during my interview, I felt the enthusiasm and excitement for information literacy and students in the department meeting. That hasn’t changed since I arrived. The group I lead is always willing to try something new, talk through the pros and cons of a situation, and collaborate with one another to put an idea into action. It’s great to be on a team like this and I feel lucky to support and champion our work. 

The other thing that this department loves is laughter (as the title of this blog post suggests). In the past year, we’ve collected several inside jokes and I appreciate the department meetings where something funny happens and we’re all doubled over, laughing. There’s so much joy in that kind of laughter. I appreciate the space we as a department create for that joy. We can disagree and debate, but there’s something really nice about our ability to come together, share some stories, and laugh. For me, despite the stress I feel in this job or some of the dynamics outside of my control, I feel grounded knowing we can laugh as a department and figure things out.

As I think about my second year, I know we will continue to make changes and try new things. I’m excited to continue to learn from my colleagues and grow as a manager. And I’m thankful the laughter will continue. 

Tell me – what are some things about the team you work on that you appreciate? Would love to know from others if this idea resonates with you!

Informational Holism: Humanities librarianship, liberal arts, and the limitations of quantitative metrics

Benjamin Dueck is a General Librarian in the Arts & Humanities Division at The University of Manitoba Libraries. They are the liaison librarian for Religion, English, Catholic Studies, Theatre & Drama, and Peace & Conflict Studies. Their role includes collection development, teaching information literacy, and providing reference services for faculty, students, and staff.

I am writing this article in the midst of a major life transition. Earlier this month, I began working as a full-time Humanities Liaison Librarian at the University of Manitoba. This is both my first academic job and the only time in recent memory that I haven’t been a student. I am feeling proud and excited to be embarking on this new journey! Still, despite the stability that this position provides, I remain plagued with feelings of uncertainty. As someone who falls somewhere in between the proverbial “millennial” and “zoomer” generations, I’ve become accustomed to a certain sense of precariousness. As a child who grew up on the internet, I struggle to remember a time where there wasn’t a global crisis happening around me—be it the 2008 economic crash, the COVID-19 pandemic, or the omnipresent threat of climate change. Be that as it may, I remain resolutely optimistic about the role that academic librarians have to play in the future of teaching and learning. More specifically, I believe that the qualitative research methods supported by humanities librarians like myself will become vitally important in decades to come.

Historically, the capacities I am referring to have been transmitted to learners through the artes liberales (or liberal arts), a Greco-Roman ideal based on the assumption that a flourishing and cooperative society requires a population that is systematically trained in critical, interdisciplinary thinking. In this blog post, I want to reflect on my experiences as a humanities librarian and explore how the philosophies that inform my work contradict many of the demands being placed on universities by neoliberal governments. I hope that those working in similar positions will be able to relate to the ideas explored here and come away from this article feeling empowered and reinvigorated.

Informational holism

As a subject librarian serving the English and Religion programs on my campus, my day-to-day work involves thinking about domains of experience that elude empirical measurement: ethics, theology, and the great wisdom traditions of the world. In order to support the information needs in my subject areas, I take an integral approach to my reference work and in-class instruction. I strive to teach my community to master a form of inquiry that I call informational holism, the ability to intuit across disciplinary boundaries, think in gestalts, and cognize around clusters of datapoints (figure 1). Informational holism can be contrasted with linear-procedural thinking which emphasizes step-by-step instruction and a hierarchical connection between concepts (figure 2). It is also different from decentralized or “non-hierarchical” network thinking which maps the connections between concepts but lacks the dimensionality needed to render relationships of transcendence (figure 3). While the latter two styles do a good job of modeling workflows and making them more efficient, they tend to flatten out the qualitative depth of the objects they represent. If this all seems overtly abstract, worry not! In the sections that follow, I will ground these concepts with some more concrete examples.

Figure 1: Informational holism. Figure 2: Linear-procedural thinking. Figure 3: Network thinking.

Quantification & the neoliberal university

One of the things I love most about working as an academic librarian is the open-ended nature of my job. Aside from daily duties of reference service, teaching, collection development, and committee work, I have the privilege to choose the kinds of projects that I work on. While I remain grateful to have this liberty, the freedom to choose arrives bundled with the gift and the curse of unstructured time. Lindsay O’Neil gives some much needed strategies for managing this freedom in her articles on time management and academic culture shock.  Still, I frequently feel torn between two competing inner voices—a wise and encouraging voice that advises me to slow down and reflect and the voice of a factory foreman chastising me for not using this time to the best of my ability.

I’ve come to realize that this pressure to maximize my work output is only one ripple in a broader current. I am employed after all in the Canadian province of Manitoba, a place where a neoliberal conservative government is making moves to restructure public education as part of a larger effort to stimulate private sector growth. In this landscape, publicly funded universities like mine are being pressured to align themselves with the economic goals of the state by demonstrating their value and accountability. One of the ways that this manifests in the lives of academic workers like myself is through the use of quantitative metrics designed to save time and money. Generally speaking, these metrics leverage networked technology as a means of meeting the goals delineated by linear-procedural strategic plans. In my own institution, I have seen them implemented in various ways: key performance indicators (KPIs) that track the form and frequency of library reference appointments, usage statistics used to determine the value of library subscriptions, and alumni employment surveys that inform how funding is to be allocated to specific academic programs. Quantitative metrics have their place and are undoubtedly useful from an organizational perspective. In my library, the teams that are implementing these metrics are doing so in good faith, working as best they can within a strategic plan that has been set by the university. Nevertheless, if these measures are used at the institutional level to support a program of economic austerity, they can become harmful to the academic community as a whole.

The limitations of scholarly metrics

To understand how the biases of linear-procedural logic become materialized through networked technology, I want to talk about scholarly metrics. As an academic librarian, this topic comes up quite often in my reference appointments, particularly with graduate students who are preparing to enter the academic job market. Broadly speaking, scholarly metrics refer to technologies and programs that are used to measure the “impact” of digital objects (journals, papers, researcher profiles etc.). The most common are the citation tracking features available through platforms like Google Scholar, PLoS, BioMed Central and ResearchGate. Within these systems, impact is measured quantitatively. The greater the total citation count of a digital object, the greater the impact and influence it can be said to have. The problem is not that these tools are inaccurate, it is that they do not tell the whole story.

To understand why this is, I pose to you a hypothetical question. Which is more impactful, a research paper that is cited 100 times or a book chapter that while only being cited once, plays a central role in an emerging scholar’s PhD dissertation? If this were my own work being referenced, I’d tend towards the latter. I’d much rather my work be engaged with in a thoughtful and rigorous way than referenced many times in passing. You may have a different opinion and I respect that. Your answer will depend on your own definition of what is valuable and your own tendencies as a thinker. Nevertheless, the question sheds light on the way scholarly metrics are biased towards a particular definition of what constitutes valuable knowledge. More perniciously, when quantitative metrics become central to the budgetary decisions made by universities, academics feel the need to choose research topics that yield the highest possible impact. If left to continue, I can see this trend posing a threat to academic freedom, particularly if research tied to industry is prioritized over work that contributes to human knowledge in the long term.

The future of humanities librarianship

In their book The Evolution of Liberal Arts in the Global Age (2017), editors Peter Marber and Daniel Araya show how the liberal arts model has survived centuries of economic and technological upheaval. This is because it teaches timeless skills that help learners to navigate periods of social and economic change. In order for subject librarians working in the humanities to best serve our communities, we need to become vocal advocates for the artes liberales as both a guide to action and as a philosophical ideal. On a practical level, this means fighting back against metrics that impose a reductive quantitative logic onto our work and proposing sustainable alternatives that leave room for informational holism.

Valuable guidance on this front can be found in Kevin Adams writing about integrating Critical Information Literacy (CIL) into library instructional design. Pedagogies of this kind will be crucial in the coming decades. Still if these initiatives are to have an ongoing structural impact, they must be paired with a commitment to the liberal arts at the institutional level and a broader societal shift away from neoliberal economics. I am aware that I have only diagnosed the most general contours of this phenomenon here. To use a scholarly cliché, a richer engagement with this subject goes beyond the scope of a single blog post! Nevertheless, this is a topic that I plan to expand on in future research projects. I encourage anyone who shares similar interests to get in touch with me or to leave a comment below.

Our TBR Lists

Summer is often the time where we hope we can dig into the articles and books we’ve put off reading during the academic semesters. In this collaborative post, ACRLoggers share what they have been reading, watching, or listening to and what’s on their TBR list for the summer.

Things we have read, watched, or listened to

Hailley: A colleague in my department was part of a learning community this spring where they read Creating Wicked Students: Designing Courses for a Complex World by Paul Hanstedt. She recommended I read it, especially as I was preparing to teach a five week credit course this summer. As soon as I started reading, I was hooked! I appreciated the way Hanstedt talked about course creation and how we can design authentic projects for our students to encounter in a course. While I was reading it with my eyes on credit-course design, I still think this book is relevant for folks not teaching a full semester long course. 

Alex: I’ve been reading Writing from These Roots by J. M. Duffy (2007) for my summer M.Ed. class on literacy and its intersections with culture, identity, and language. It’s not directly library-related, but it details a unique case of literacy: the Hmong people. It has really broadened the way I look at how not only literacy happens and what it is, but how information is shared in different cultures.

Justin: I’ve been reading up on information literacy instruction, specifically in the sciences since I was recently hired as a Science librarian at the University of Manitoba. In mid-June I attended ACRL’s Sciences & Technology Section’s annual program, where they presented a draft of a sciences companion document to the ACRL Framework. Some really good examples were shown of how the Framework was adapted and being used for sciences students – I’m looking forward to using this in my own instructional sessions. I also found Witherspoon, Taber, and Goudreau’s recently-published article “Science Students’ Information Literacy Needs” really helpful in providing evidence for when to introduce specific info lit concepts throughout a science student’s program.

As I’ve been developing some new sciences-focused library presentations, I’ve been rereading Bull, MacMillan, and Head’s article on proactive evaluation, published last summer. I’m trying to figure out where to put and how to frame proactive evaluation and other evaluative frameworks in my sessions for sciences students.

Stephanie: I’m often listening to podcasts, and one that is currently in rotation is 99% Invisible. I greatly enjoyed their recent episode, Meet Us by the Fountain, which focuses on the heyday of indoor shopping malls. As someone who began working in a mall when I was a sophomore in high school and continued working there until I graduated from college, the mall holds a place in my heart as a place where I discovered who I was, from my clothing likes and dislikes to my social circle and extended group of friends. Listening to the episode reminded me that it’s hard for me to imagine what my life would have been like if I hadn’t worked at the mall for nearly six years; returning to my shift on a regular basis kept me grounded during an age and time of much uncertainty. The episode also shines insight into the gravitational pull of the mall and the history of suburbia in general. 

Jen: I’ve become more and more interested in the idea of storytelling as a pedagogical technique–allegories, analogies, anecdotes, case studies, memes, real-world problems–to make abstract or technical research concepts more accessible to students, facilitate students’ recall and meaning making, and/or provide general interest in the classroom. So reading about how instructors in a wide range of disciplines use storytelling and to what effect–things like Frisch and Saunders’ “Using stories in an introductory college biology course”–has been helpful so far.  This exploration has led me into a bit of research on how instructors think about their teaching and how they make changes. Articles like Kirker’s “Am I a teacher because I teach?: A qualitative study of librarians’ perceptions of their role as teachers” and Baer’s “Academic librarians’ development as teachers: A survey on changes in pedagogical roles, approaches, and perspectives” have been helpful here. Both of these areas have started to lead me to think about these concepts in other contexts: storytelling as a tool to improve clarity and connection in communication in other arenas (say, administrative) and also what contributes to openness to change in other parts of our professional (not to mention personal) lives. 

Things we hope to read, watch, or listen to this summer

Hailley: I’m hoping to spend some time reviewing the recorded presentations from CALM this spring. I wasn’t able to attend the virtual conference at the end of April, but I’m excited many of the sessions were recorded. I recently watched (and loved) “Flying the Plane While You’re Building It: Cultivating a New Team Through Organizational Change” from Mea Warren and (fellow ACRLogger) Veronica Arellano Douglas so I can’t wait to learn more from those who presented!

Alex: I’ve barely started it, so I don’t count it in the “have read” section, but I’m looking forward to working my way through A Place for Everything, by Judith Flanders, because who doesn’t want to read a history of alphabetical order? (That’s a little adjacent to library work, but probably has some interesting insights into shelving schemes, if nothing else.) I also have a lot of driving ahead of me this summer (we’re talking 7 hours at a time) so I’d like to get into some podcasts to pass that time more quickly: The Librarian’s Guide to Teaching, Dewey Decibel, and Book Club for Masochists have all caught my eye (ear?) recently. Even though a lot of library podcasts are focused on public libraries, I think there’s a lot for an academic librarian to learn there.

Justin: A couple of my colleagues are really into Anne Helen Petersen’s writing and recommended her book, co-written with partner Charlie Warzel, Out of Office: The Big Problem and Bigger Promise of Working From Home. I switched from working-from-home back to working on-campus in February of this year. I think a lot of us have been moving towards this over the past year or so. I’ve heard Warzel and AHP’s book layout ideas for a healthy work/life balance, rethinking what your real work means, and getting more involved in your community, so I’m looking forward to reading it. (Also: if you haven’t seen it, AHP’s CALM keynote is shared here, which I highly recommend reading, The Librarians Are Not Okay.)

I just finished up a research project on relational-cultural theory and Canadian academic librarians, and now that that’s done, I’m hoping to do some reading into LIS mentorship programs and other supports for librarians to start up a new project; articles like Malecki & Bonanni’s “Mentorship Programs in Academic Libraries” and Ackerman, Hunter, & Wilkinson’s “The Availability and Effectiveness of Research Supports for Early Career Academic Librarians.”

Stephanie: Following up on the 99% Invisible episode I was listening to earlier, I’m eager to pick up the book the episode is based on: Meet Me by the Fountain: An Inside History of the Mall by Alexandra Lange. While I haven’t started reading the book just yet, I’m looking forward to gaining more insight on how malls have both become something we remiscenice about while also being something we also malign. I’m drawn to social histories in general, and I appreciate that this book focuses on how malls played a vital role in creating and maintaining suburbs, and how towns are faring during the ongoing reinvention of the mall.

Jen: Geez, there’s so much I’ve been meaning to catch up on. What isn’t on my to-be-read pile is perhaps a more accurate question for me. But I’m thinking here especially about some synergies in a few projects I’m working on related to open pedagogy and the “students as partners” movement and information literacy. So I’m adding things like “A systematic literature review of students as partners in higher education” to the pile to round out some of my foundational understanding in these areas.