Q1. Have you transitioned from one type of library to another? (i.e. public to school, academic to special, special to public, etc). If so, please share! If not, is this of interest to you? #critlib
Q2. What do you think about the idea that library workers tend to get typecast based on their specific experience in the field? Is this an issue? #critlib
Q3. What are transferable skills in the field that you think are important and/or largely overlooked? #critlib
Q4. What can experienced library workers do to help job seekers with different library experiences? #critlib
Q5. If you’ve transitioned to a different type of library, what advice do you have for those looking to work in a different type of library? If not, what’s a good advice on job hunting that you can share? #critlib
Q1. What are some examples of using ‘critical’ discourse as a smokescreen to support power? Feel free to pull from your own experience or from @citythatreads’ article. #critlib
Q2. Let’s unpack the difference in the teacher/student relationship versus the library colleague relationship that @citythatreads writes about on p. 136-137. How is power constructed differently in these two sets of relationships? #critlib
Q3. @citythatreads writes “…we aren’t focusing on empathy building, vulnerability, interrogating systems of structural inequities, and critical thinking when it comes to interacting with or working with colleagues” (p. 145). Why don’t we? What gets in the way? #critlib
Q4. @citythatreads writes that “critical librarianship can seem performative” (p. 137) and that “it’s very possible for reputation and praxis to be in conflict with each other (p. 138). In what ways have you seen examples of this in the library Twitter community? #critlib
Q5. How can we hold our #critlib community accountable on social media? How can we practice @mckensiemack’s “generous accountability” and ensure that #critlib is not experienced by BIPOC library workers as an exclusionary community (@citythatreads, p. 141)?
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?”