Libraries and Learning

All we’re doing is reading today.

Sometimes, the simplest instruction turns out to be the best.

A few weeks ago, I taught two classes that turned out so well that I’m still riding that wave as I write this now. The professor and I’s entire class plan was to bring down carts of books related to the class topic, have the students pick something they were interested in, and then read for about an hour. This was the first class after spring break, to ease them back into their studies.

I gave the barest minimum of library instruction at the beginning of class; I showed the students the library website, where I searched for books, and how to limit to the physical books we have in the library. I also took this opportunity to show them our new shelf map which attempts to simulate the serendipity of being up in the stacks. (Sidenote: our technology librarian, Chris, is a wizard for making tools like this.) Their professor then stepped in to explain what we were doing today, which was to find something that caught your eye and give it your (reading) attention for an hour. It was fine if they didn’t stick to the same book the entire time; they were encouraged to switch them out and read something else if they wanted to.

The professor and I also read for an hour with the students. We couldn’t very well ask them to do something and say it was important without modelling it, right? I had the book Algospeak by Adam Aleksic, but their professor pulled multiple books and switched them out throughout the class. I played lo-fi video game music in the background. And you know what? It worked so well.

None of the students in those two classes were on their phones or their laptops for a significant amount of time in that period. By the end of both classes, 7 students had voluntarily checked out 8 books. The one who checked out two had never checked out a book before in her college career. These were not necessarily related to class projects or papers, they just chose a book that captured their interest and read. We shared in groups and in a class setting.

When their professor asked how the experience felt, they had some amazing takeaways that we can sometimes only dream of actually teaching and passing on:

“Being friendly with yourself when reading dense things.”
- This student further talked about having to read passages multiple times (who hasn’t been there?) or looking up certain words they were unfamiliar with.
“Looking up stuff referenced in the book revitalized my want to keep reading.”
- This student had chosen a book from 2004. It referenced a country that would run out of water by 2015, and they were curious enough to go see what they’d done about the water crisis, since this country still exists.
  - They were doing lateral reading without knowing it!
- They also talked about using the index – which, to be clear, I did not talk about at all.

They also said that it was hard. Around the 15- or 20-minute mark, they said their attention started to waver, and I’ll be honest – mine does too. All of our attention spans have been decimated by the tiny computer in our pockets, and this deliberate class session to prioritize reading is trying to help remedy that.

The professor I did these sessions with happens to be the chair of their department, so after the fact, they emailed all the other faculty about how well it went. This led to another day of reading class, this time for a First Year Seminar. These students were definitely a little less focused than my 200- and 300-levels, but even so, some of them expressed how excited they were that class was going to be focused on reading. The professor and I did another debrief with students afterward, and at least two students from that class went on to check out the books they were reading.

A week or so after, the chair of the department caught me to chat in the library to let me know that one of those students in that First Year Seminar actually changed her major to Environmental Studies largely based on the book she got to check out in that class. That’s the kind of thing a librarian fantasizes about! Talk about getting books into their readers’ hands.

Clearly, it was worth it for us to take a step back and let curiosity guide some structured reading time. I know it’s hard to carve out time like that when everything feels like it needs to hurtle forward, especially with classes that have to cover so much content in a semester. It did take a lot of time on my part to both create the book lists for the classes and go up and pull them myself, though if I were really strapped for time, I could have passed that off to a student worker. (I just like getting my hands on real books whenever I get the chance.)

If it’s at all possible, though, I think the benefits speak for themselves. Books were checked out, students were reading, and it led to more library sessions and other initiatives. For instance, for finals season, we are hosting a “silent reading club” every Wednesday from 2-4pm until the semester ends in mid-May. I am excited to see this continue into other disciplines next fall semester, since all the other liaison librarians were just as jazzed as I was about the success of these sessions.

Let me know if you try it and how it works for you!

Liaison Librarianship: A Trial By Fire (and 5 Takeaways)

As my first semester as an Academic Librarian draws to a close this holiday season, I was assured that December is a time to finally take a deep breath as meetings slow down. Maybe it could be a time to catch up on the scholarship you’ve been putting off, or read through the listserv emails that have been patiently waiting in their dedicated, untouched folder.

That was a lie.

@bashsportstips
#officelifebelike #officelife #work #fyp #corporatememe #workmemes
? original sound –

Planning for the winter semester starts in the previous term, especially with workshops and information sessions. Academic calendars fill up quickly, and I was not emotionally prepared for the onslaught of teaching sessions. On one hand, I was excited – I adore the teaching aspect of librarianship and it’s validating to be invited into classrooms. On the other hand, I get overwhelmed with the amount of prep work I have to do as I am still exploring my teaching style and learning what resonates with students. It’s hard to feel prepared for the next semester when I’m still trying to get my footing in a new job and figuring out what it means to “liaison.”

I only knew liaison librarianship (or subject-area librarianship) in theory, and this semester served as an eye-opening look at what the practice actually looks like. No amount of time reading journal articles really prepares you for standing in front of 100 freshmen looking to you for guidance for the first time. So how do you prepare? I was assigned the subjects of Classics and Religion within my first few weeks of work with very little time to learn. I had none of my own resources and a crippling case of imposter syndrome. The only way to learn was a trial by fire; by learning in the moment.

I came across this ACRLog post and found it enlightening, so I thought I would do something similar. Here are 5 things I took away from my first semester as a newbie, with the disclaimer that every institution’s expectations of liaisonship is different.

#1: Every faculty and librarian is different, but it’s still helpful to ask for advice

The only way to find your teaching style is by doing it.

I started by sitting in on sessions of my peers and copying aspects that I liked, borrowing from their slide decks and remixing them with my own ideas. Some of my colleagues exclusively do website demos, some like anecdotal stories, some go in and improvise every time – everyone has a different style that works for them.

I learned there is no blanket statement of advice on “how to be a liaison librarian” because the needs differ for each faculty, and even each class. Establishing clear expectations with a professor whose class you are leading is important, though their requests may often vary. Sometimes I was brought in exclusively to help with one class assignment over the course of 2 weeks, other times I was there for 15 minutes in the very first class of the year to introduce how to use a University library to first year students. Once I was requested to just make an infographic of “important sources” (which could be anything)! Being able to adapt to individual and group needs on the fly was a key aspect to my learning curve.

#2: You don’t need to know everything about the subject itself

I have a light background in classics and took a handful of religion courses in undergrad, but that in no way means that I am an expert in the field. I got my BA in English, and the world is not exactly lacking librarians with English degrees. The reality is, you’ll probably be assigned a subject you know nothing about, but the beauty of librarianship is it is not your job to know the content. You can learn common terminology, stay up to date on trends in the research (via those pesky listservs!), read through syllabi, and keep an eye on recent publications, sure. You can do your due diligence but ultimately I needed the reminder that it’s the library I’m the expert in, not the content. As interested in that content I may be, my job is to help researchers find and evaluate sources using our library system, which is something I have years of practice in. Generating general awareness of the library and the services offered to students can sometimes be the most you can achieve, but this effort is still a significant success in itself.

When students ask me a question I don’t know the answer to (which has happened multiple times!) I’ll admit I don’t know but promise to find out and follow up with the class in a later email. At times, students may not fully comprehend the role of librarians. One of the most common misconceptions I’ve encountered is that they perceive me as being similar to their professors, so I go out of my way to make it clear in each session or consultation with the line: “I cannot teach you the material but I can teach you how to research it.”

#3: You won’t engage every student (and that’s okay)

Every instructor has experienced looking out into a classroom of glazed-over eyes and downcast faces doom-scrolling on phones – it’s inevitable! The reality is, not every student is going to care that you care about what you are teaching. Some folks are in the classroom just to get that mandatory credit, and that’s okay… but it can feel discouraging.

Looking at my youth as an advantage; I feel like I can relate to the students. The biggest issue I had in school (particularly in any course that involved math) was wondering, “Why should I care?” If I didn’t understand why the content was important, I would mentally check out. So I try to bring this thought into my teaching; I explain how sparing me an hour of their time now can save them effort in the long run and make their lives easier. I explain the importance of assessing your sources for quality and why academic integrity matters. My philosophy is that if students can understand the why, they will pay attention to the how.

Doesn’t every instructor want their Dead Poets Society moment, afterall? “O Captain! My Captain!” At the end of my very first teaching session, a student came up to me and told me that I have “immaculate vibes” and I guess that’s close enough.

#4: Not everyone wants to collaborate with you, and you WILL be left on read (and that’s also okay)

A common piece of advice I received regarding becoming a successful liaison is to “embed yourself in the academic community.” But what does that even mean? I’m an enthusiastic new grad closer in age to the students than the professors, and I just got here – I don’t know anyone! I sent out a lot of introductory emails, cold-calling with offers to lead information sessions that just didn’t get a response, and I learned never to take that personally.

Establishing strong relationships with faculty members requires time and dedication, and I have prioritized connecting with those who are already enthusiastic about engaging with the library.

I loved working with teaching assistants as they gave me a great insight on student’s struggles with particular courses, so I could better shape my session to their immediate needs.I didn’t waste time pushing to be invited where I wasn’t wanted, but I also didn’t stop trying altogether. I continued to send out “library news” email updates and attended department meetings, but being open to collaboration requires mutual effort from both parties.

#5: Having no rules is freeing, but terrifying

Ultimately, the best traits I think you can have as a liaison librarian is to have flexibility, and care about what you are teaching.

My experience this semester really was a trial by fire. My subject area coverage was an impromptu assignment, and I had no slides or resources to work off of. No one was sitting in on my sessions to make sure I was “doing it right.” I was left to my own devices, so I did what I do best: I asked a million questions and had a little too much fun making aesthetically pleasing PowerPoints. It was terrifying. And I loved it.

I feel like a broken record when I say that teaching feels like the most rewarding aspect of my job because I will spend the rest of my life learning from students and my colleagues. Teaching moments really go both ways, and getting to see the impact libraries have in real time can be so emotionally gratifying.

Learning Through Play: The Importance of Library Makerspaces

One of the many hats I wear in my role involves covering LabNEXT at the University of Calgary, the library’s Makerspace. A Makerspace, also referred to as a Maker Studio, Fab Lab, Tech Shop, or Hackerspace, is a dedicated space in the library for hands-on access to technologies for DIY making and collaboration. In our Makerspace, we offer technologies such as 3D Prusa printers, a Carvey, a Cricut, and sewing/embroidery machines. In addition to our Makerspace in LabNEXT we have a dedicated VR room, and a full-serve laser cutting service. It is a space open to students of all disciplines that enhances learning and encourages collaboration.

When you think of an academic library, technologies such as these may not come to mind. It’s not exactly a quiet and studious space, but that does not make it any less vital to the library ecosystem. A Makerspace environment fosters creative innovation; learning through play is a form of experiential learning! It allows students to engage with complex ideas in a low-stress environment where curiosity is rewarded. Designing and completing a project in the Makerspace is an exercise in problem-solving and adaptability, encouraging critical thinking skills in an untraditional learning space. It’s also not a requirement that students have to use the space for school projects only. The projects crafted have ranged from embroidering club logos, to carving a display for a small business, to 3D prints of Dwayne the Rock Johnson’s head on an octopus (a “Rocktopus” if you will). Amongst all the lectures and writing papers students have to sit through, practical, dynamic hands-on learning can be an excellent change of pace.

Furthermore, the Makerspace is a zone of interdisciplinary collaboration. We have students who regularly come in and know the equipment better than I do. It is so rewarding to see students helping their peers brainstorming design ideas, or figuring out why their print failed, or encouraging their friends to try out a new VR game. My favourite messaging of the Makerspace is this: it’s okay to make learning fun.

Mental Health and the Makerspace: Running a Workshop

In November, I had the pleasure of running a Makerspace workshop as a part of UFlourish, the University’s mental health and well-being strategy. The name of the workshop was “Computer Cactus 3D Print & Paint” and had the following description:

Join the Taylor Family Digital Library in LabNEXT for a 3D Printing & Painting Workshop, where creativity meets technology! In this interactive session, you’ll learn the basics of 3D printing while painting your very own mini cacti—perfect for adding a touch of greenery to your workspace with a plant that will never die. After a brief presentation, you’ll get to bring 3D printed cacti to life with a splash of colour using paints provided at the workshop.

This workshop is a fantastic opportunity to explore the world of 3D printing, discover how technology in LabNEXT can be used creatively, and take home a unique piece of art that will brighten up your study space. Whether you’re a tech enthusiast or just looking for a creative break, this event is designed to help you flourish through play and interaction with technology right here in the library!

The workshop was inspired by Teresa Lewis, my former coworker at Mount Royal University and one of the most creative people I know. She gifted me a “computer cactus” as a parting gift from my old job, made with a 3D printer and beautifully painted by her. It currently sits on top of my office monitor:

“Computer Cactus” friend lives atop my work computer.

I could not get over how cute this little friend was, and how perfect something simple like this could be for a workshop. It was small enough to produce multiple prints, a great example of explaining how the 3D printing process works from start to finish, and a way to remind folks at the university that the Makerspace exists! Collaborating with UFlourish to conduct the workshop offered an excellent opportunity for students and faculty to take a break from midterms, prioritize their mental health, and engage in learning something new.

I structured the workshop into three parts – teaching, demonstrating, and painting. I presented a brief powerpoint explaining the Makerspace, the different equipment offered, and the safety/ code of conduct. I then broke down the 3D printing process step-by-step (with screenshots!) and demonstrated how to start a cactus print. Since 3D prints take a fair amount of time, I pre-printed numerous cacti for folks to paint, but left the other printers open for a few eager folks to try printing something of their own. The remainder of the workshop left everyone mostly to their own devices to paint and play around with the printers, with me nearby to answer any questions.

I would call the workshop a success – we had an extensive waitlist and plan to run it again next semester. Half the attendees were students and the other half were faculty who told me they chose this workshop to be a team-building exercise. All but one attendee claimed to not have known the Makerspace existed, and were eager to return again to try out other technologies.

Covering the Makerspace provides me with such a welcome change of pace from my other duties. It’s a way to flex the creative muscles, provide tangible assistance to patrons, and have fun at my job. I love seeing the wacky designs folks make and hear about how much they love the space. Makerspaces serve as a vibrant library resource, inspiring even more innovation and engagement within the University community – and they should be utilized more!

The Librarian – Counselor Connection

Editor’s note: This guest post has been authored by Jennifer Nardine. Jennifer (she/her) is a teaching and learning liaison, and Coordinator of International Outreach at the University Libraries of Virginia Tech. In addition to her interest in international librarianship, Jennifer is fascinated by the intersection of humans and information, especially as it relates to individual health and well-being.

I recently finished a second Master’s Degree, an MaEd in Counseling from Virginia Tech’s School of Education. Having two Master’s is common in academic library-land, and several of my colleagues have dual Master’s or have earned Doctorates. Shortly after graduating, I was startled when a colleague asked, “how are you going to show that [mental health] counseling is related to your work?” Her implication: even though I’d put in the work to earn the degree, it wouldn’t serve me when it came time to apply for promotion. My response: While I don’t serve as liaison to any of the units in the School of Education which would create a solid link, or to our Psychology or Marriage and Family Therapy programs, it’s obvious to me that education, librarianship, and counseling are related.

Librarianship and teaching are service professions invested in helping our patrons/students to understand what they really need, effectively ask for it and independently search for things and, ultimately, find something of quality. Underneath the more overt activities, we teach critical thinking skills and social issues awareness. Behind-the-scenes workers do this as much as folks on the front line, only their patrons are generally other people within the library or school. We’re all pulling together to provide help to those in need, and to do so in a way that those we interact with generally leave conversations feeling satisfied with the exchange, even if the answer is some form of “no.”

Mental health counseling is also a service profession invested in helping people understand what they need, express themselves clearly to get what they want or to find it themselves, and to develop an understanding of social justice and critical thinking beyond the surface level. While those last two may come as a surprise, consider this: people grow up in a context – family, friends, etc. and develop their understanding of the world from within those parameters. Similar to consulting a librarian, counseling isn’t just for people in distress; it’s a useful tool for anyone processing their lives, their options, and the state of the world around them.

Among other things, counseling students go through semester-long courses on diversity, equity, and inclusion (DEI), how to conduct intake interviews which resemble a reference interview in terms of gathering initial information about client needs, and effectively continuing consultations to help their clients develop the skills to understand and ask for what they need. Counselors find their client’s strengths and highlight them, helping to increase those strengths through strategy and practice. Pretty similar, no?

On the individual development front, counseling students continually reflect on their feelings, learning, and experiences in the form of journaling assignments. They take on challenges that they expect their clients to encounter so they have first-hand experience of those challenges. As a parallel, library students do research projects and practicums which reflect what their patrons will experience. Student counselors do internal development work so they can set aside their own biases to help their clients, and know when they need to confer with a more experienced colleague. Academic librarians are called upon to help with research on many topics, and commit to building collections including multiple perspectives on controversial issues, regardless of their own sentiments.

Beyond those commonalities, there’s been an increased interest in student and, to some extent, employee well-being in the last years, especially during the COVID pandemic. We were encouraged to give ourselves and each other grace, to alleviate stress and get enough rest, to use our sick leave for our mental as well as physical health. Those of us who teach were encouraged to be honest with our students, directly addressing the fact that we were all in the midst of something none of us had ever experienced and that we were all doing our best. More courses for employees on mental health first aid, mindfulness, and self-care appeared in the campus offerings, and the university established links to free online mental health resources for both students and employees. That idea of helping each other to use and find our strengths rolled across our campus. Student mental health continues to be a focus in secondary education, with sessions at conferences like the one at SXSW EDU addressing practical ways to implement solutions. We teacher-librarians were and continue to provide a form of mental health support.

Add in the admittedly hopeful idea that we’re all trying to grow as human beings, and that we want to perform our jobs as ourselves rather than as a persona developed for business purposes. Bringing authenticity forward, not sharing beyond your comfort level but up to that point, naturally creates connection and empathy. Being able to deal with irate or rude patrons/clients, having the inner stability to adapt to change, the mental flexibility to continuously learn and develop, and knowing ourselves well enough to cultivate healthy relationships with colleagues and clients/patrons are all desirable skills in both professions.

Effectively relating with distressed students, from understanding that they are distressed onward, can help us shepherd them to the right help that they need if we can’t personally provide it. Juggling an overabundance of tasks and still helping colleagues when they need it fosters a sense of teamwork. And knowing when we need to stop and rest and renew ourselves, despite that mountain of tasks, is a key skill reiterated again and again in counselor education programs.

So yes, mental health counseling and librarianship are inextricably linked. We use different vocabulary and have different specialties in each discipline. Nonetheless, my counseling background allows me to bring a deeper understanding of human needs and to bring kindness and patience to each interaction, has increased my toolbox of techniques for digging for the real information need under the surface of a question, and has taught me that taking care of myself really does allow me to better serve patrons and collaborate with colleagues.

A First Year Academic Librarian’s Teaching Journey

For this blog post, I decided to document my teaching journey so far as a first-year academic librarian. Before I secured my current position as a Reference & Instruction Librarian at Cal State University, Northridge (CSUN) in July 2023, I had already been an educator for over ten years. My teaching background was instrumental as I transitioned into my current position. I already had experience teaching (and learning from) scholars of diverse backgrounds, such as, students of color, first generation students, parenting students, neurodiverse students, and students of various age groups. For instance, I had gained valuable experience as a Library Intern at East Los Angeles College where I taught information literacy and research sessions for various disciplines. While my past experiences provided a strong foundation for my current line of work, I still underwent a learning curve.

Before I started teaching my own sessions, I was quite intentional about shadowing experienced academic librarians. Throughout summer and fall of 2023, I observed several sessions conducted by 3 different academic librarians. As the new librarian, who had not yet developed any professional relationships at CSUN, I found this process to be a bit awkward. While I recommend that early career librarians take this step, it is important to tread carefully. Due to heavy workloads, not all librarians feel comfortable with taking on the responsibility of mentoring early career librarians. If you sense hesitation, move on and ask someone else. In my case, my colleagues were quite gracious and offered a helping hand. They shared resources like PowerPoint presentations and library handouts that eventually became part of my own toolkit. Observing a few librarians allowed me to learn about different teaching styles, pedagogical practices as well as active learning strategies.

Early in the fall semester, I began to receive instruction requests from faculty members teaching English, Central American & Transborder Studies and University 100 courses. For each session, I prepared extensively and tailored the session to the instructor’s specific assignment (i.e., annotated bibliography, persuasive essay, research paper, or group project). With each session, I became more confident in my ability to teach students how to use the library’s resources. During the last week of October, my chair observed one of my sessions. Admittedly, I was very nervous and this feeling became amplified when the course instructor spontaneously asked me to showcase a database that I was not familiar with at all. Despite a few hiccups, I thought the session went well.

When I received my observation letter, I was relieved since my chair highlighted many of my strengths. She also offered fair feedback. I was encouraged to pause more often and call for questions. Because each session runs for an hour and 15 minutes, I struggle with incorporating more time for student engagement. Time goes by so quickly and there’s so much to cover. After I received my chair’s observation letter, I began to ask myself: How can I be more intentional about engaging students? As suggested, I started to weave in more “check-in” questions throughout my sessions. Once I integrated more time for questions, I still felt unsatisfied and I knew there was room for improvement.

Surprisingly, the answer came to me last week during a Zoom breakout session. I am currently enrolled in a course called Equity Minded Pedagogy, which is offered by the CSU Chancellor’s office. During a conversation with a course facilitator, we discussed the impact of co-creation. Together, we thought about ways to collaborate with students in order to create more equitable and inclusive learning environments. I disclosed that as a first-year academic librarian, I rely heavily on my script and I need to incorporate more ways to engage students. Prior to each session, I develop keywords, select the most suitable databases, and test links. This serves as the preliminary work for my live OneSearch demonstration. However, I realized that my seemingly flawless demonstration could mislead students. It’s critical for students to witness the messy process of trial and error that is inherent to the search experience.

As I came to this realization, the course facilitator referred me to Dr. Brene Brown’s TED Talk. This video expanded my perception about the importance of embracing vulnerability. By facing uncertainty and imperfection, I may create a space to authentically connect with students because as Dr. Brown mentions, “for connection to happen, we have to allow ourselves to be seen, really seen.” Moving forward, I intend to centralize student engagement by asking for volunteers, brainstorming keywords with the entire class, and relinquishing control. Along the way, students will notice broken links or unsuccessful searches. My hope is that students will value our shared experience, create a sense of belonging, and muster the courage to be imperfect in a vulnerable world.