March has gone by so fast, and that’s definitely in part because of the ACRL 2023 conference. I was extremely grateful to have my registration paid for by the Congress of Academic Library Directors (CALD) of Maryland. Truthfully, I almost didn’t go; less than 12 hours before I needed to leave for Pittsburgh, I was at the Pet ER with my pup. She’d been sick in the days leading up to the conference, but thankfully, that visit helped her turn a corner and I felt okay leaving her with dogsitters (but with a car rental website pulled up and ready on my phone in case I had to come back).
It might go without saying, but I certainly wasn’t at my best during those days. Traveling can already throw me for a loop, but it was intensified with worry for my dog. I was checking my petcam whenever my dogsitters weren’t there, and more than once I found that I needed to just go up to the rooftop terrace of the convention center and sit for a while. My coworkers said I seemed quite chill, given all that had happened, but that’s how my personal brand of anxiety manifests; it’s calm, cool, and collected on the outside and a bit of a storm on the inside.
Maybe you expected this post to be more of a conference report, and I will definitely shout out some of the work I saw later, but I start with this to normalize the mental health struggles that can come with conference attendance. How disruptive to life and routine they can be. On the first full day of the conference, there was a community chat at 8:30am entitled, “Anxious People Unite” led by Heidi Burkhardt. It was so, so nice to be in a room of librarians who understand the impact anxiety can have (and for me to have the opportunity to just… rant a bit about the absolute struggle in getting to the conference!). I think I would have been even more spacey and out of it during ACRL if not for this chat, because in addition to letting the anxiety out, we all shared coping tips and strategies.
This was my first time at ACRL, so I didn’t know what to fully expect. I’d only ever attended AWP (Association of Writers and Writers’ Programs) in the past, which is ginormous, and I didn’t really know anyone. It was different in Pittsburgh. I got to catch up with some of my graduating cohort, since we’re all now scattered across the country (academia, am I right?) as well as other folks from UIUC and GVSU. My work with ACRLog also allowed me to meet some new people too. I think browsing the poster sessions was my favorite part; of course, engaging with the authors was intellectually stimulating in its own right, but it was also nice to hear the conversations happening around me. It can be a struggle to explain a job in academia to those outside of it and knowing that everyone here had that baseline understanding was lovely. I was excited to bring some of the concepts back to my home library, like the posters about shortening database descriptions for their student audiences and a seed library.
I went to many great sessions though, such as Meg Galasso’s contributed paper Fatness and the Future of Equity, Diversity, and Inclusion in Librarianship and Ali Krzton’s contributed paper Welcome to the Machine: Ir/Responsible Use of Machine Learning in Research Recommendation Tools. I won’t describe them here since the papers are available to read, but both sessions were extremely enlightening and informative. I also attended a Visual Literacy focused roundtable, where I learned a great deal about the concept as well as some good tips and tricks from the other librarians present. Particularly, an activity where the point is to have a “failed” search – such as searching the color “nude” to see the results that come up. I think it’s good for students to see how search engines and databases can fail; search persistence is something I’m always trying to get across in my instruction sessions. We can then go a step further beyond persistence to ask deeper questions about the results.
Overall, I am glad I went. As my title suggests, I’m trying to push beyond my ambitious overachiever thought processes and acknowledge that this time, just getting there was the accomplishment. Life got in the way, as it is wont to do, but I think I made the best of the brain power I did have. I found that once I was in the convention center, I was busy and distracted enough that I wasn’t focusing as much on the anxiety about my dog. She is fine now, for anyone wondering; it was just one of those “worst timing ever” situations.
So if you also encountered struggle in attending ACRL 2023, just know you aren’t alone in that.
This post comes from a guest poster, Alejandro Marquez. Alejandro is a Collection Development Librarian at the Auraria Library which serves the University of Colorado Denver, Metropolitan State University of Denver, and the Community College of Denver.
The academic library is open the most staffed hours of any public building on campus. We open early for students to use the computers, print papers, or use the photocopier before class. The library provides a clean and climate-controlled space for individuals to study and learn even on the weekends when other departments are closed. Individuals visit the library to ask for directions or help navigating the physical campus. Because we see a wide swath of students, community patrons, and individuals experiencing issues such as housing insecurity, food insecurity, we should be able to recognize the signs of mental health distress. Healthier patrons equals healthier interactions which mean less trauma for employees.
As a community hub of campus, libraries have a mission to advocate for their communities and the workers themselves. I see advocating for emotional well being as being tied in with librarianships’s values of promoting social justice. The role of library professionals is to support belonging, build trust, and relationships within the library and in the academic community. All of these actions support student retention and employee retention. A healthy student body and healthy workforce support student retention and staff retention.
The profession needs to go beyond the traditional approaches to thinking about our work to meet the needs of our community. Libraries have always supported the traditional concept of literacy and mental health literacy is just another variation of our core mission. Many library professionals are woefully under trained nor equipped to handle mental health and there needs to be an active investment of resources to ensure success.
There are high levels of burnout and low morale in library professionals and it is compounded by similar experiences of university students, staff, and faculty who they also interact with and serve. Library professionals experience difficult situations and pass it on to the people we help and our loved ones at home. Later, our loved ones pass it back to us and we take it back to work where we begin the cycle anew. It becomes a never ending draining cycle. There is a recognition that even mildly difficult interactions can compound over time and create secondary trauma.
It can become overwhelming to think where to start addressing the issues when there is an interconnectedness and an action and reaction between the corresponding entities. The theory that I like comes from the field of safety science called the swiss cheese model. James Reason, a professor at Manchester University, introduced this model in his book, Human Error. A block of swiss cheese is full of holes and when cut into slices the number of holes and size vary from one slice to another. These holes could represent shortcomings, weaknesses, hazards, or potential for failure. Each layer has holes and no layer is perfect. Since all the slices have holes in different places, stacking them up reduces the risk. The openings are covered by other slices. The strengths in some parts can negate weaknesses in others. With any complex issue, there is no magic bullet and it is rare that there is any one single root cause. It requires all of those things, not just one of those things. Small changes enacted by individuals or organizations can broaden the safety net.
The following levels of care are meant to be fluid and can bleed into one another. They are built on trust, commitment, and accountability. Each of us has a duty to care for ourselves and others. Not everyone is a manager but they can be a leader. Leadership at all levels is needed to address the issue and improve well being. This collective and coordinated action involves library professionals, the organization, and the entities that fund and support our work. This is a community problem and will only be solved with the help of everyone.
On the individual level, the more immediate environment encompasses relationships between coworkers, library members, and staff. Self care is the most commonly heard phrase in the mass media. It calls for individuals to take care of themselves after a stressful day due to personal or professional obligations. Common remedies are getting enough sleep, exercise, or enjoying an indulgence. This level of care assumes that the responsibilities were difficult but manageable. Audre Lorde’s essay, A Burst of Light, illustrates this idea: “Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” It is like they tell you on the airplane, put your mask on first. You are unable to help another patron or coworker unless you are well yourself. People often feel guilty about taking time for themselves. Your health is just as important as others.
Individual Level Questions
Are staff receiving training and feedback?
Are there sufficient professional development opportunities?
Is the workload manageable?
Are individuals treated with civility and respect?
Are patron and staff interactions warm and inviting?
Can people afford to make a living at the job or do they have to work two jobs?
Collective care is the duty to advocate for coworkers and the work being done in departments. It requires building a culture of care so no one slips through the cracks. It is our duty to champion their health and wellness as we are interdependently connected. It increases work and life balance that create stronger and stable dynamics within a unit.
Organizational care is one in which institutions have a robust medical and mental health plan for their employees. A good benefits package shows that organizations care about their workers. It can help with recruitment and retention. Flexibility in the work schedule allows workers to spend more time with their families which allows individuals to balance child care and other life commitments.
Departmental And Organization Level Questions
Are there supportive policies such as remote and flexible work schedules, COVID policies, diversity, pay equity?
Are there clear expectations and NOT vague workplace fit and professionalism standards?
Are we only valuing work that is easily measurable? What about emotional labor and diversity work?
Are there systems in place for hiring, pay, promotion, and retention?
Are we making sure that there is pay equity?
Is there adequate staffing and resources?
Societal care is a public that funds quality medical and mental health services for all individuals regardless of their ability to pay for it. This creates a healthier workforce and prevents future social costs. We saw during the pandemic that the most vulnerable communities were affected because they didn’t have healthcare nor paid time off. Physical and mental health shouldn’t come with any financially or culturally imposed moral failings or blame.
Socio-Political Level Questions
How does the profession advocate for government investment of time, money, and resources?
How do library workers promote critical thinking to counter the wave of anti-intellectualism?
How do individuals fund libraries as a social good?
How do institutions lower the cost of the masters of library science degree?
How do organizations retain BIPOC librarians?
How should libraries contribute to the larger societal conversations on racism, discrimination, and marginalization?
Overall, libraries need to be able to give employees the tools and confidence to try to meet these modern problems. These challenges create opportunities for change. We should treat this situation not as something to run away from but as a signal that there is something to understand.
I recently had the opportunity to teach several webinars for the Southeast Florida Library Information Network. One of the topics they asked me to speak about was trauma-informed librarianship, something I have been teaching on, incorporating into my practices and pedagogy, and continuing to learn about. Today, I’d like to share a primer on trauma-informed librarianship to help us move towards healing.
Trauma, as defined by the Substance Abuse and Mental Health Services Administration, “results from an event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life-threatening with lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.”
There are many types of traumatic events and circumstances that lead to trauma. Trauma can happen to anyone. You can’t tell by looking at someone if they’re a trauma survivor or not. Unless someone discloses to you that they are a survivor, there isn’t anyway to tell. This is one of the reasons why trauma-informed care is so important when it comes to librarianship. You are interacting with survivors already, whether you know it or not, and knowing how to make positive and supportive changes in your library is part of providing equitable service.
Trauma’s impact is broad, deep, and life-shaping. It affects how people approach services.
Trauma does not occur in a vacuum. Trauma occurs in the context of community. How a community responds to trauma sets the foundation for the impact of the traumatic event, experience, and effect. Communities that provide a context of empathy, self-determination, and compassion may facilitate the recovery and healing process for the survivor. However, communities that avoid, overlook, or misunderstand trauma can often be retraumatizing and interfere with the healing process. Survivors can actually be retraumatized by the people whose intent is to be helpful. This is one of the reasons why being trauma-informed as librarians and library workers is so important.
Trauma also can impact communities as a whole. Similarly how individual survivors experience trauma, a community may be subjected to a community threatening event, have a shared experience of the event, and an adverse, prolonged, effect. This could be a result of a natural disaster, such as Hurricane Katrina, or that of structural violence, such as colonization, white supremacy, slavery, or mass incareceration. The resulting trauma is often transmitted from one generation to the next in a pattern referred to as historical, community, or intergenerational trauma.
Not only are trauma-informed services critical for individual survivors and communities who have experienced trauma but they also benefit those without trauma histories. A trauma-informed approach to our work realizes every choice we make, every interaction we have, every policy we create… they all have the potential to be retraumatizing or healing for our patrons and each other. Let’s be intentional about creating cultural shifts in our work and our libraries to choose healing.
Part of trauma-informed librarianship is unlearning ableism to shift our thinking. We need to move from thinking “What’s wrong with you?” when we encounter a “difficult” patron or even, a difficult coworker, to asking “What do you need?”
Symptoms and difficult behaviors are strategies developed to cope with trauma. While these behaviors and symptoms may no longer be adaptive, the important thing to remember is at one point, they were. They may have even been the difference between life and death. We can’t know everyone’s situation nor should we attempt to diagnose but we can work to grow our own capacity for empathy and compassion when we’re confronted with symptoms or behaviors that are difficult for us or we don’t understand.
We don’t need to know why someone is reacting the way they’re reacting but we do need to understand that every person deserves empathy, compassion, and healing, which is why staying calm, warm, and informative is so important – and can even potentially keep difficult interactions from escalating.
Trauma-informed care is a term that originated from the healthcare field but is now being applied to a wide range of other professions – like librarianship! Trauma-informed care has four goals, known as the four R’s.
The first is that trauma-informed care realizes the widespread impact of trauma and understands potential paths for recovery. Realization means that all people, at all levels of the library, have a basic realization about trauma and understand how trauma can affect patrons, families, groups, organizations, and communities. This means that we understand people’s experience and behavior in the context of coping strategies designed to survive adversity and overwhelming circumstances.
Secondly, trauma-informed care recognizes the signs and symptoms of trauma in patrons, families, staff, and others involved with the library. Recognizing means that people in the library are able to recognize the signs of trauma, which may be gender, age, or setting-specific and may be manifested by individuals seeking or providing services in these settings, for example, both patrons and library workers and librarians.
Next, trauma-informed care responds by fully integrating knowledge about trauma into policies, procedures, and practices. This means that the library responds by applying the principles of a trauma-informed approach to all areas of functioning. The library integrates an understanding that the experience of traumatic events impacts all people involved, whether directly or indirectly. It also means that staff in every part of the library have changed their language, behaviors and policies to take into consideration the experiences of trauma among patrons and staff.
Finally, trauma-informed care resists re-traumatization, meaning that the library seeks to resist retraumatization of patrons, as well as staff. Libraries often unintentionally create stressful or toxic environments that interfere with the recovery of patrons, the well-being of staff and the fulfillment of our mission. So, staff are taught to recognize how organizational practices may trigger painful memories and retraumatize patorons with trauma histories.
A trauma-informed framework relies on six key principles, which are:
Trustworthiness and Transparency
Collaboration and Mutuality
Empowerment, Voice and Choice; and
Cultural, Historical, and Gender Issues
The first principle of trauma-informed care is safety. Safety means that our diverse staff and the many people we serve feel both physically and psychologically safe. We understand safety as defined by those we serve, which involves actively listening to people with less power and privilege than us and then taking action to repair the harm when it happens.
In practice, safety might look like:
Clearly marked entrance and exit signs to ensure that the physical environment is safe in case of an emergency
Rethinking our relationship with the police due to the ways in which police brutalize, harm, and kill people of color, especially people of color who are disabled and/or queer and transgender. We need to think about what alternatives to police we can utilize because cops are never the solution.
Offering staff training on topics like implicit bias, trauma stewardship, mental health first aid, and so on, to better equip library workers and librarians with the skills we need to be culturally competent in order to provide unbiased and equitable services.
The second principle of trauma-informed care is trustworthiness and transparency. This means that all library operations and decisions are conducted with transparency with the goal of both building and maintaining trust with patrons and among staff, as well as others involved with our libraries. I want to emphasize that transparency is about what others want to know, not what we think they want to or should know.
In practice, trustworthiness and transparency might look like:
Patrons know and trust that staff members will treat personal information as confidential.
Library rules and policies are clearly communicated and equitably enforced.
Transparent decision-making processes at all levels of the library.
The third principle of trauma-informed care is peer support. Peer support, along with mutual self-help, are crucial vehicles for establishing safety and hope, building trust, enhancing collaboration, and utilizing survivor’s stories and lived experiences to promote recovery and healing. “Peers” refers to individuals with lived experiences of trauma because not everyone uses, identifies with, or prefers the term “survivor.” When talking with someone who has lived experiences of trauma, reflect the language they use to talk about and describe themselves.
Peer support in practice could look like:
Prioritizing #ownvoices titles in displays and on booklists.
Clearly communicating guidelines for sharing concerns and making them easily accessible.
Creating opportunities for community members to gather at our libraries around shared experiences to meet new people, build relationships, and access support.
The fourth principle of trauma-informed care is collaboration and mutuality. This principle places importance on partnering and the leveling of power differences between staff and patrons and among organizational staff, demonstrating that healing happens in relationships and in the meaningful sharing of power and decision-making. The library recognizes that everyone has a role to play in a trauma-informed approach as “one does not have to be a therapist to be therapeutic.”
In practice, collaboration and mutuality could look like:
Giving staff opportunities to collaborate within and among different teams, departments, and work groups.
Creating opportunities for both staff and patrons to contribute feedback on decisions that affect them.
Partnering with local community organizations to create community-relevant and culturally-responsive spaces, programs, and services.
The fifth principle of trauma-informed care is empowerment, voice, and choice. This means that throughout the library and among the patrons served, individuals’ strengths and experiences are recognized and built upon. The library fosters a belief in the primacy of the people served and in the ability of individuals, organizations, and communities to heal and promote recovery from trauma.
In practice, empowerment, voice, and choice might look like:
Providing reader’s advisory and reference interactions that offer a variety of choices.
Programming decisions that are led by what our communities want and need, not what we think they want and need.
Creating clear signage, displays, and discovery tools to help patrons find what they need and want, especially on sensitive topics.
Cultural, historical, and gender issues are the sixth and final principle of trauma-informed care. This principle means that the library actively moves past cultural stereotypes and biases, offers access to gender-responsive services, and leverages the healing value of cultural connections. The library recognizes and addresses historical trauma and incorporates policies, protocols, and processes that are responsive to the racial, ethnic, and cultural needs of their patrons.
In practice, cultural, historical, and gender issues might look like:
Having gender-inclusive bathrooms available with clear signage directing patrons to them and removing access barriers such as keys.
Using Universal Design principles informed by an intersectional lens. Without intersectionality, universal design is meaningless.
Consulting – and compensating – and/or partnering with culturally-specific organizations to serve different cultural groups in the community
Creating a trauma-informed library is a big goal but there are small things we can do everyday, that we can do today, to chip away at structural inequities, violences, and barriers created by trauma. As adrienne maree brown eloquently states, “The small is all.”
What’s one thing you will do today to move towards a more trauma-informed practice in your library?
It’s not LIS Mental Health Week, but I’ve been thinking about mental health since starting my job as a librarian. In academic libraries, we work with students who are dealing with their own mental health issues. In my first, full semester as a librarian, I saw a student break down after she found out she failed a class and would not graduate on time; I talked to a student over chat who told me they were on the verge of tears because they weren’t prepared to do research for their project; I spoke with countless students on the phone who felt overwhelmed; and I’ve had grad students in my office who didn’t actually need help with research, but really needed encouragement and validation that they were doing alright. Beyond the university population, many of us work with the public and face the same traumas and difficult situations as our public library colleagues (I’ll never forget the drunk individual who crashed my library instruction when I was a grad student, which is a story for another day). I often feel completely unprepared, but I do my best to keep learning and supporting the individuals in my library.
This can take its toll, but for me, figuring out how to support individuals struggling with their mental health is just one part of the equation. I also have my own mental health, including fear of inadequacy that will probably never go away, that I’m trying to take care of. I can only speak to my own experiences with things like panic attacks as a young adult, which disappeared after college, but came back during graduate school; or of lying awake at night, remembering everything I’ve ever done wrong and wondering why I’m the worst. Library school wasn’t the greatest time for my mental health, and studies have found that graduate students struggle with mental health issues at higher rates than the general population. I was worried and stressed out by a lot of things; I worried I was inadequate, that I wouldn’t get a job, that I wasn’t doing enough, and that I would drown in my debt. I got sick and injured and fretted about healthcare. I cried a lot.
When I graduated and got a job, a lot of stress disappeared, but my mental health didn’t magically resolve itself. I found new things to worry about, which I imagine a lot of new professionals struggle with as well. It’s things like figuring out the politics people are playing, trying to gain the respect of your peers, unfamiliarity with tasks and processes that you’re now in charge of, paying back student loans, figuring out how to publish, starting a workplace revolution, wondering if you should be on more committees or in more organizations, and (at least for me) worrying if people even like you. I’ll also acknowledge that I’m a white female in a profession dominated by people that look like me. Librarians from diverse backgrounds have to navigate work spaces that uphold whiteness and engage in practices that are detrimental to their mental health, which is an added layer of crap some new professionals have to deal with. It’s easy to get stuck in a cycle of spiraling, negative thoughts that are difficult to interrupt.
For my own mental health, I decided to find a therapist. For the first time in a few years, I had stable healthcare. Unfortunately, I know that good healthcare is as a luxury in this country. It’s expensive, and it’s not accessible for a lot of people. When you do get things like sick days or time off, people can feel guilty using it. I also found out that I had my own stigma towards therapy. A lot of therapists in the area talked about helping those who were at a crisis point, and I didn’t feel like I was having a crisis. I started thinking that I didn’t really need a therapist, that I just needed to get out of my own head and sort myself out. Luckily, my fiance pushed me to find someone, and I requested an appointment with a therapist near me.
Having never gone to therapy, I didn’t know what to expect. I was super nervous to talk to a stranger about my feelings because I didn’t like acknowledging my own feelings in the first place. Now that I’ve been going to my therapist for a few months, I’m so happy that I contacted her. We get along really well, which is important in a therapeutic relationship. I’ve heard that some people have to visit a few therapists before they click with someone, and that’s totally normal.
The biggest thing my therapist has done for me is validated my feelings. Yes, it’s totally normal that I’m angry or upset about a situation at work. Anyone would feel that way! Academia is a weird place, and it’s fine to find things confusing. I’m allowed to feel stressed or scared or overwhelmed about things that happen to or around me. I just have to figure out how I want to respond to my feelings and the situation. She’s given me underlying theories about why people behave in certain ways, the evolution of emotions, interpersonal effectiveness, and the values we hold. I’ve been given strategies and homework to work on whatever I want to work on. Therapy has helped me feel less anxious and stressed, and given me the opportunity to explore who I am, what I value, and who I want to become.
Besides therapy, I try and make time to hang out with people I love. I ski and run and water plants and bring my dog to cool dog parks. I know other people who craft, learn new skills, read books, listen to music, and do whatever else makes them happy. Finding hobbies and doing things we enjoy are vital to good mental health. I hope that other new professionals find ways to take care of themselves, whether that’s through therapy or partaking in activities that relax them. This is the beginning of what is, hopefully, a long career.
ACRLog welcomes a guest post from Siân Evans, Information Literacy & Instructional Design Librarian at Maryland Institute College of Art.
“One of the hardest things to admit is that you’re not doing okay. We want to be always glowing and effusive, charming and graceful but most of us hide little pits of darkness, ever growing and receding, in our guts.” – A thing I wrote when I was 27, in a collection of essays called “Built to Last: A collection of essays on sex, love, and feminism that I liberated from my ex-boyfriend’s blog,” published by D.I.Y feminist press, Pilot Press
“I don’t know how to be. I don’t know if I’m a librarian, a career that feels like a calling to most. Librarian with a capital L. I’m not sure if I really like helping people that much.” – A thing I wrote in my journal when I was 32, in 2015.
What is the relationship between these two things I wrote? I’m going to admit, right off the bat, that I’m not entirely sure. But, given that I’m writing an essay about mental illness and gendered affective labor, I’m going to take a cue from a gorgeous memoir written by an acquaintance of mine, and explore these things that weave in and out of each other for me all at once in a messy (but perhaps radical?) way.
And that’s the thing about feelings and what we call them, they’re messy at best. In The Glass Eye, Jeannie Vanasco explores her various diagnoses and self-diagnoses, musing on how they often seemed wrong or even arbitrary. I’ve been diagnosed as moderately depressed and, in one case, a psychiatrist made an offhand, confusing but ultimately unexamined comment about the potential of borderline personality disorder.* I tend to side with a Foucauldian way of thinking: that all diagnoses serve the function of classification and, ultimately, control; i.e. “reign in those pesky women and make them productive!” And, besides, what do diagnoses really mean outside of the meaning we give them?** Do they ultimately do justice to the feeling?
Thankfully I’m not the first to write publicly about mental illness in librarianship, nor the first to note the gendered component of depression and anxiety disorders. That is well-documented. But I do think these are conversations that we need to continue to have, as hard as they are. And, especially in higher education because, as Lisl Walsh has pointed out, academia is “irreparably ableist” when it comes to mental health.
Anecdotally, I also know this need for discussion to be true. Over a glass of wine with a librarian friend, I cautiously mentioned that I was working on a very personal essay about mental illness and library instruction. She responded, “I’m basically your target audience.” In a field of largely women, I imagine she’s not alone.
(Pink Collar Labor)
So two things happened to me at once: I participated in Veronica Arellano Douglas and Joanna Gadsby’s interview project on the gendered labor of library instruction coordination and I got really, really depressed. I’m not saying these two things are necessarily linked but I’m also not saying they’re not linked. As bell hooks points out, in Teaching to Transgress: Education as the Practice of Freedom (and I’m paraphrasing horribly here): the moments in which you become aware of your own oppression and the oppression of others are often incredibly painful. And there’s no going back. The veil has been lifted. So, we read. And we learn from what others have said before.
I’ve been doing feminist work for maybe my whole life but was only introduced to the concept of “pink collar labor,” “affective labor” or “emotional labor” (oppression has many names!) in 2014, when I co-organized a series of speculative conversations at a DIY feminist gallery space in Brooklyn.*** I was aware of the genesis of the term, of The Managed Heart: Commercialization of Human Feeling, Arlie Russell Hochschild’s seminal work on flight attendants and bill collectors. I knew what it meant: that in absorbing other people’s emotions while suppressing your own for the benefit of an employer, you’re doing an invisible form of labor that is affective or emotional, and largely gendered (hence “pink”). But I hadn’t thought much about how it might affect me.
So I read more.
In reading one of the most canonical (if we can even use that term for such a niche field of study) articles on emotional labor in librarianship, I was struck by two things: (1) feelings and (2) names. The study describes the emotions expressed by librarians in reaction to the teaching experience as “ranging from joy and satisfaction […] to feelings of misery” (emphasis my own). I found myself coding the names of the pseudonymous librarians interviewed by whether or not they made positive or negative comments about their own teaching:
Steve and John, it seemed, were thoroughly impressed with themselves. While Kerri, Melissa, Amy, Colleen, Fran and Sandra had mixed feelings.**** I know that students’ reactions to teachers are often gendered, which may also account for these highly critical self perceptions because when you’re repeatedly told you’re not as good, of course you don’t feel all that good. And I also know that impostor syndrome in librarianship is real…
But I couldn’t help but draw loose mental connections between the statistics on women’s mental health and the affective labor of largely gendered professions, like librarianship, social work, nursing, and so on. But those threads are still so, so loose. And I’m not sure where they’ll lead me.
What I do want to explore is the potential for liberation. Always.
Emily Drabinski and Karen P. Nicholson have both written about the connections between the capitalist commodification of time and how the genesis of the term “information literacy” is rooted in neoliberal ideals of the university as a space of production. Nicholson, in particular, argues for an adoption of the principle of feminist slow scholarship to challenge this:
“Slow scholarship — which applies to academic work in the broad sense to include teaching, research, and service — resists the accelerated, fragmented time of the neoliberal university, along with its audit culture, intensified work order, and ‘fast, take-way, virtual, globalized, download/uptake’ pedagogies. Feminist slow scholarship seeks to re-envision the university itself by challenging structures of power and inequality and calling attention to the value (and toil) of academic labor.” (p. 31)
So, back to the beginning. Back to feelings. In her take on surviving academia with mental illness, Walsh writes “Do I even have the right to write this story? is a voice in my head today, as I think about what I need to be doing on a Sunday morning to prepare for Monday…” Simply getting out of bed, reading an email, writing a sentence, let alone teaching can be a struggle for those of us who experience varying degrees of mental illness. When my friend Veronica interviewed me for her project, I told her it felt cathartic. I didn’t realize just how wrong it had felt to admit that teaching took almost everything out of me sometimes, that students’ blank stares, colleagues’ insinuations that my feminist, critical pedagogical methods were futile, and just the sheer number of instruction sessions (57, roughly 50% of all instruction this semester) may precipitate bouts of depression.
What kind of liberation is possible? Critical pedagogy asks us to be vulnerable with our students, but what if we already feel so very vulnerable, as if some imaginary membrane between us and the world barely exists? Where is the space for a radical, open vulnerability in the increasingly neoliberal academic landscape? Walsh’s suggestions for what inclusivity for academics could look like line up perfectly with the premise of slow scholarship. The one that stuck with me the most is simply acknowledging that academics (and librarians) with disabilities (of all kinds) exist. In meetings, in the classroom, in daily conversation. For me, this has involved being open about my feelings. It has also involved being intentional about making space for reflection as part of my teaching praxis, and demanding that that space be recognized as what it is: labor.
In other words, more of this. And more of this.***** Taking the time.
**This is not to deny the usefulness of psychiatric medicine and of diagnoses (I benefit greatly from my access to mental health care), but rather to highlight that it is not a linear path from the (imaginary) Dark Ages to now but rather a complex social history that is peppered with scientific advances but also informed by patriarchy, white supremacy, colonialism, and many other structures of domination. There’s SO much written on this, but you can start with Foucault!
***Epic thanks to my love Jacqueline Mabey for sharing her curatorial genius with me and to shero Kate Bahn for introducing me to this concept and for continuing to be the radical, feminist, punk rock economist and wonderful friend that she is.
****Note that this is not a quantitative study but just my initial reaction to reading the article. Of course, we cannot assume gender based on name (look at mine!), nor can we assume that the authors selected names that corresponded with the gender identity of the participants.
*****But does this boss really care about her or just care about her productivity? Do any of under late stage capitalism? Damn the man! 😉