Last week, I hosted Bad Art Day, my second public program at Carroll Community College. Bad Art Day (or usually, Bad Art Night) is a popular program at public libraries, and it’s something I’ve wanted to try at an academic library for a while. The concept is pretty self-explanatory: you set out a bunch of art supplies and tell participants to go to town trying to make the ugliest piece of art that they can.
This program had simple objectives: Creativity is messy. It’s ok to make mistakes. You don’t have to be a perfectionist. I even quoted Jake the Dog from Adventure Time: “Sucking is the first step towards being sort of good at something.”
I made a call for donated art supplies through our faculty newsletter, and got most of our art supplies this way! The only thing I needed to purchase was a selection of glues (glitter, stick), because all the donated glue was dried out.
I was anticipating that it would be a hard sell to get students to stop, sit down, and do an active-participation event. I was truly bracing myself to paste on a smile and say “well, sometimes the programs are a bust,” and dutifully clean up my art supplies. Instead, we had 17 participants, including a few faculty members!
Since starting programming in Fall 2021, our participation has been surprisingly good; there has been a real appetite for screen-free, face-to-face, low-stakes activities on this campus.
Students came between classes, they brought friends, and they chatted with each other while creating. The program was self-explanatory and students were eager to dig in to the art supplies. For the Bad Art Contest, I had the students give their pieces titles, which added to the humor and depth of the entries.
After Bad Art Day, I created little table-tents with each artist’s name and the title of their pieces, then put them all on display in the library lobby. Students could come see the ugly art, and could even vote on their favorites! Having the art on display stretched the program into the rest of the week; just about everyone who came into the library stopped to look and chuckle at the pieces.
Outreach and programming work is possible by yourself, but I don’t recommend it. Whether I’m making a puzzle, choosing a program, or thinking through the logistics of an interactive display, I find myself running my ideas past another person. Interested circulation staff, an eager student worker or volunteer, and even my partner and family have been called on for their two cents on the wording of a discussion question or the layout of a poster. My best ideas have come from these conversational brainstorm sessions at the desk.
No programming librarian is an island. And if you don’t have colleagues, Pinterest, blogs, library literature, and your patron audience can be your collaborators. I am finding inspiration everywhere.
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 pasttwo 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.
Outreach has quickly become one of my favorite parts of being a librarian. I love the fact that I get to work and interact with students in several nonjudgmental capacities. Whether it’s a research consultation or a one-shot library session, I love telling students that the library isn’t here to judge you; it’s here to provide the support you need to be successful. I trace this habit back to my library internship and my old supervisor. Coincidently, my internship is also where I picked up the idea for my first library service – Research and Writing Lab (R&W Lab).
Much of my current philosophy of librarianship is informed by my internship’s supervisor. For instance, the importance of one-on-one interactions between students and librarians is something I picked up from him. As part of my internship, I often observed my supervisor in several capacities. One of those was sitting in on his R&W Lab sessions. The R&W Lab was designed as a one-stop shop for students needing help with either or both the research and writing components of their assignments. It was through these observations that I realized how important student-librarian interactions really are – especially since typically the highest number of interactions librarians have with students are through one-shots. This is most certainly the case at my current institution as well.
Aside from our credit-bearing courses, one-shots, and consultations, our library doesn’t really have a set time devoted to helping students with their research. On top of that, our Writing Center is typically booked up well in advance. Because of this, I realized that replicating my previous supervisor’s service at my institution could go a long way for our students. The thing is that, since this was to be my first library service, I wasn’t entirely sure how to get the ball rolling.
Like all good ideas, I proposed R&W Lab on a whim during one of my department meetings. Lucky for me, my department head was receptive to the idea and helped me get the service going. She set up the initial meeting between us and the Writing Center director, and I came up with a game plan. This might sound a bit basic, but I drafted my plan using the tried-and-true method of answering the Five Ws – who, what, when, where, and why. After coming up with and proposing a plan to the Writing Center Director, the next thing the service needed was volunteers and promotion.
In comparison to the rest of the planning process, this next step was relatively easy. I’d attribute this to my colleagues’ commitment to service and the wonderful support of our libraries’ communication specialist. Thanks to my lovely colleagues, we were able to staff the service from mid-terms to the week before finals. I sent out emails about R&W Lab to our campus cultural centers as well as groups focused on first-generation/first-year students. But, we were really able to promote the service across campus thanks to our communication specialist who knew exactly which channels to use in order to get the word out.
Flash forward to this semester, we’ve actually expanded R&W Lab. Instead of starting at mid-terms, this semester the lab has been running since the fourth week of classes. Though it feels a bit early for assessments, if there’s one thing I learned from starting R&W Lab it’s that nothing happens in a vacuum – especially on a college campus. Much like campus itself, there are often several moving pieces that need to be taken into consideration before a service can even be planned out. Thankfully, I had several people in my corner to aid and support me throughout the process.
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.)
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.
Before the pandemic turned our world upside down, I was working on some space-related projects at my library. A recent update to a small lounge area had a notable payoff. Collaboration with my colleague in the Learning Center was making slow but steady progress toward a renovation to expand and enhance our spaces and services in a Learning Commons model. The need for and value of this work were clear. The progress and outcomes were gratifying.
I’ve written a few times about some of this work and the opportunities and challenges of my lovely but tiny library space. The public health crisis has cast our space and these efforts to improve it, like pretty much everything, in new light. Obviously, slashed higher ed budgets and broader economic challenges suggest that there will be increased competition for limited resources to fund any space project, particularly a large and pricey one like our Learning Commons proposal. But the pandemic will affect higher education’s short-, medium- and long-term future in many arenas, not just fiscal; the impact on demand for and nature of library space is difficult to anticipate, reducing our ability to plan and advocate strategically.
In the short-term, space has featured prominently in the many meetings about the fall semester at my commuter campus and across my institution. Currently, my institution is planning for a mix of in-person, hybrid, and remote courses. At the core of our many space-related conversations has been the recognition that access to physical space matters even in this very virtual incarnation of higher ed, particularly for our most vulnerable students. On a practical level, we need to offer on-campus space (and resources) to students who don’t have access to reliable technology at home or whose home environments aren’t productive or safe. We also need to offer on-campus space for students to participate in Zoom classes sandwiched between in-person classes. Like many folks, we’re working out how to safely open and manage access to our space.
Then, there are the more theoretical conversations about the sense of identity and community that physical (library) space fosters. We’ve cast our proposed Learning Commons, for example, as a welcoming learner-centered space where students can focus, study, collaborate, and access academic assistance. In our advocacy, we’ve cited the impact of the library’s and learning center’s physical constraints on students; they have had to vie for limited space or even leave campus, thereby missing out on opportunities to engage with services, programs, faculty and staff, and peers. We’ve argued that these missed opportunities reduce their ability to make connections on campus and build community. Library space helps our students dig in, connect, and belong. How can we attempt to recover or replace what we’re losing during this time? While perhaps not our most pressing concern given all the demands of planning for fall classes, it’s still an important one–for this coming semester and beyond.
The medium- and long-term vision for our space projects, then, feels murky. Surely, expanding the physical library with more square footage would mean that we could accommodate more library users while complying with physical distancing guidelines. But it’s more than that. In our newly upended world, the assets and liabilities of all public space are thrown into sharp relief. The pandemic calls on us to reconsider how spaces are designed and how they’re used. How do we plan for library space projects in this time of uncertainty not just in higher ed but in our world? I’d love to hear your thoughts in the comments.