The second critlib chat (info about the first) facilitated by members of the ACRL President’s Program Planning Committee. The committee partnered with social justice organizer and facilitator McKensie Mack in planning a workshop around accountability for ALA Annual, but with Annual’s cancellation due to COVID-19, we are thinking about how we might engage our community in this important work online. We are both looking to start that conversation here and solicit your feedback for generative paths forward.
All library workers and LIS folks are invited to participate in this chat!
Q1. How is the pandemic impacting the ways you think about accountability, within your workplace, the profession, and/or your larger communities? #critlib
Q2. How does your privilege impact the ways you think about accountability, particularly during this time of crisis? #critlib
Q3. How can we balance compassion and care during this period of community trauma with the need to hold ourselves and others accountable for the harm we do? #critlib
Q4. A refrain/reframing for this moment: “If we get this right, we’ll never go back to normal.” What transformations in our relationships to accountability do you hope to see emerge? #critlib
Q5. How can we foster and facilitate an online community around developing practices of accountability? #critlib
This is a joint chat with the newly formed #CripLib, focusing on library workers with disabilities. Find information about #CripLib at criplib.wordpress.com.
Everyone is welcome to participate in this chat! To post anonymously during the chat, please use the #CripLib anonymous posting option. Feel free to just use the #CripLib hashtag during the chat.
Q1. What are your lived experiences with disability in the library or archival workplace? For the purposes of our discussions, we’re using Kumbier & Starkey (2016) definition of disability as an experience that is “shaped by social, cultural, historic, political, and economic factors…[that] impact people’s lived experience of impairment”. #CripLib #CritLib
Q2. How has disability informed your work in libraries and archives? #CripLib #CritLib
Q3. How can we build and foster a community of library and archives workers with disabilities? #CripLib #CritLib
Q4. What sort of support are you looking for out of a community dedicated to disability in library and archives? #CripLib #CritLib
Q5. How can all library and archives workers contribute to an accessible profession? #CripLib #CritLib
Collaborative chat with #scchat focusing on how librarians and school counselors can partner to support future-ready students. Please use the #scchat hashtag to collocate tweets during this chat!
Q1. Let’s kick off #SCCHAT by sharing your favorite book OR a book you are reading right now!
Q2. What are school counselors and librarians doing to support college or career readiness?
Q3. How are the roles of school counselors and librarians similar?
Q4. Describe ways that school counselors and librarians can collaborate.
Q5. How can school counselors and librarians foster positive relationships between educators, families, and students?
Q6. Share a resource for social emotional learning.
Q7. School counselors, what advice do you have for librarians?
Q8. Librarians, what advice do you have for school counselors?
Q9. School counselors and librarians are often supporting others. Share your best self-care tips.
Q1. What is the role of library records, especially archival descriptions, in documenting atrocity in relation to intergenerational trauma(s)? #critlib
Q2. Have members of your community ever expressed concern to you about upsetting visuals? Either displayed in the library or turned up in library books or databases? How have you responded? #critlib
Q3. How have you incorporated content warnings with your community to contextualize images that could be dehumanizing or distressing? What has gone well, or what might you try differently next time? #critlib
Q4. How does PTSD and other trauma-related disability impact the experience of education and work in archives, libraries, and similar institutions? #critlib
Q1. How does the presence of police, security officers, or other security personnel affect Black, Indigenous, and other people of color’s ability to freely and safely access your library’s resources and materials? What would have to be the case for BIPOC to be and feel safe in libraries? #critlib
Q2. How have you handled situations of sexual harassment, sexual assault, stalking, abuse, or other gendered violence (including anti-LGBTQ violence) in the library without involving security/police in the past? In an ideal workplace, how would you and other library staff handle these situations? #critlib
Q3: How have disability and health issues (including visible or audible symptoms, mental or physical health emergencies, perceived addiction or alcoholism, etc.) been criminalized in libraries where you have worked, and what is a health-based response that could have been used instead? #critlib
Q4. There have been increased threats of organized white nationalist and anti-LGBTQ violence in the past couple decades, including everything from verbal harassment to mass shootings. In the event of supremacists or a mass shooter targeting your library, what would have to be the case for you to feel safe and prepared without relying on police? #critlib
Q5. If you have succeeded in starting conversations with coworkers, or supervisors about alternative means to maintain library safety and behavioral boundaries without calling police, how did you do it? What was well received and what wasn’t? #critlib
image description of Alternatives to Police Poster Series:
[A series of posters in bold, bright colors with black text overlaid.
The first is red and reads, “Some folks are on benches in the park. Imagine… …A city employee comes by and checks in to see if they need a place to sleep, food, water, or health care. An hour later, those who want a different place to sleep have one. Isn’t that public safety?”
The second is purple and reads, “Someone is talking to themselves on the bus. Imagine… …They ride the bus without being bothered. An hour later they are at their destination and going on with their day. Isn’t that public safety?”
The third is yellow and reads, “Someone is behaving erratically & in harm’s way. Imagine… …Texting a number & an unarmed urgent responder trained in behavioral and mental health comes within 5 minutes. An hour later that person is safe & getting the support they need. Isn’t that public safety?”
The fourth is green and reads, “You don’t realize but your brake lights aren’t working. Imagine… …A city employee signals for you to pull over & says ‘Hey, how about I replace those lights for you right here so no one gets hurt?’ An hour later, both lights work & you’re at home. Isn’t that public safety?
The fifth is pink and reads, “You are experiencing intimate partner violence. Imagine… …Texting a number & a trauma informed crisis intervention specialist meets you in a safe place. An hour later you are working together to make a plan that will keep you safe long term. Isn’t that public safety?”
The sixth is green and reads, “Someone is selling drugs to youth who are overdosing. Imagine… …Being connected to a substance use service that intervenes in harmful drug transactions. Youth are supported in healthy outcomes & the seller takes accountability for harm. Isn’t that public safety?”
The seventh is orange and reads, “Your friends are intoxicated & fighting but you don’t want them to get in trouble. Imagine… …You call +311 and a crisis intervention team comes to your door. 1 hour later, your friends are sleeping it off at home. Isn’t that public safety?”
The eighth is teal and reads, “Incidents of gun violence are rising in the neighborhood. Imagine… …A trauma informed crisis intervention team works with community activists to disarm and deescalate conflicts. People doing harm are connected to services that address the underlying problem. Isn’t that public safety?”
The ninth is violet and reads, “You are experiencing a mental health crisis & afraid. Imagine… …You call +311 & a first responder trained in mental health comes to your door. 1 hour later, you are in a safe place with your consent, with plans for follow up care. Isn’t that public safety?”
The tenth is red and reads, “Someone seems to be snooping in car windows on your block. Imagine… …Calling your neighbors who are trained in self-defense & deescalation & approaching the person. An hour later the conflict is resolved & the person responsible is getting the support they need. Isn’t that public safety?”
Q1. When did you first learn about Melvil Dewey’s racism/anti-semitism/misogyny? How did you learn about it? #critlib
Q2. In addition to the DDC, Melvil Dewey made a huge impact. In your daily work in libraries, or when you study libraries, where do you see evidence of his influence? #critlib
Q3. How can we address Dewey’s ongoing influence in libraries and repair some of the harm he caused? #critlib
Q4. Dewey was censured during his life, though librarianship continued to revere him (his name was attached to the ALA Lifetime Achievement award until 2019). Why is librarianship only just now coming to terms with this legacy? #critlib
Q5. The example of Melvil Dewey indicates that librarianship often ignores its history. What resources would you recommend to help people learn more about how librarianship got to where it is today? #critlib