teaching beyond the academy

black and white photo of a long-haired orange cat
From Mammals of other lands / Charles J. Cornish [and others], editors (1917)
79th chat, Tuesday March 7 2017: teaching beyond the academy
6pm Pacific / 7pm Mountain / 8pm Central / 9pm Eastern

Moderated by @esquetee & @Kirsten_Clair
Storify by @Kirsten_Clair

Discussion questions:

  • Q1. What do you think your role in the classroom is for preparing students beyond one-shot classes/assignments? #critlib
  • Q2. Are we preparing students to be lifelong learners? Why or why not? #critlib
  • Q3. Do you ever teach resources that are outside those provided by your institution? How could this change your teaching approach? #critlib
  • Q4. What is one thing would you change about your library instruction if you had a magic wand? Would you change anything? #critlib

business, professional, medical, health, & STEM education programs

three kittens in tiny rocking chairs
From Kittens and cats : a book of tales / Eulalie Osgood Grover (1911)

78th chat, Monday February 27 2017: critlib chat on business, professional, medical, health, & STEM education programs
11am Pacific / noon Mountain / 1pm Central / 2pm Eastern

Moderated by @librarianilana @kennygarciamlis @CaitlanMaxwell @JessicaJerrit
Storify by @kennygarciamlis

Discussion questions:

  • Q1. What education program or discipline do you work with? What unique challenges do you see in your discipline?
  • Q2. How are you using critical pedagogy or critical information literacy in your instruction?
  • Q3. Why have you adopted #critlib? How has using or reflection on #critlib affected your work?

first-generation library workers in the academy

oil painting of striped cat with closed eyes
From St. Nicholas vol. 11 no. 12 / edited by Mary Mapes Dodge (1884)

77th chat, Tuesday February 7 2017: first-generation library workers in the academy
6pm Pacific / 7pm Mountain / 8pm Central / 9pm Eastern

Moderated by @brinepond
Storify by @aliversluis

Suggested readings:

Discussion questions:

Note: first generation/working class abbreviated as “1G/WC”.

  • Q1. What difficulties do 1G/WC library/archive workers experience that others may not? #critlib
  • Q2. What things have 1G/WC had to learn that others may take for granted? #critlib
  • Q3. What tips/advice would you give to 1G/WC students/future students? #critlib
  • Q4. What are ways to address classism in libraries/archives/the academy? #critlib
  • Q5. How can we encourage everyone stand in solidarity with 1G/WC people on a tangible level? #critlib

Glossary:

  • First generation student: a college student whose parents/guardians have not completed a bachelor’s degree

validity of student evaluations on teaching

From The cat : a guide to the classification and varieties of cats / by Ruth Shippen Huidekoper (1895)

76th chat, Monday January 23: validity of student evaluations on teaching
11am Pacific / noon Mountain / 1pm Central / 2pm Eastern

Moderated by @Infinity_Dots
Storify by @Infinity_Dots

Suggested readings:

Discussion questions:

  • Q1. In information literacy settings do you perceive any bias towards you or coworkers? (either in student evals or in students’ reactions in the classroom)
  • Q2. How does this bias affect you or a coworker personally and professionally?
  • Q3. What emotional management (or self-care) strategies, if any, do you employ to cope with bias?
  • Q4. How do you evaluate the effectiveness of your IL instruction? How do you mitigate bias?
  • Q5. What forms of evaluation would you like us to further embrace as a profession?

sexual harassment of library workers

drawing of five striped cats
From Public school phonic primer. Part II / authorized by the Education Department of Ontario (1903)

75th chat, Thursday January 12: sexual harassment of library workers
6pm Pacific / 7pm Mountain / 8pm Central / 9pm Eastern

Moderated by @overcastallen@RobinDesmeules@CharissaAPowell@dejah_thoris
Storify by @publibchat

This joint chat was presented in partnership with @publibchat (a new chat dedicated to topics pertaining to public libraries). Thank you to the moderators and the librarians behind publibchat for making this chat happen!

Suggested readings:

Discussion questions:

  • Q1. What measures are in place your work to protect you? Support you? Are they adequate?
  • Q2. Are incidences of sexual harassment openly discussed at your work? What would you like to change?
  • Q3. If/when you raised a concern, how was it handled?
  • Q4. How do you support your colleagues?

collaborations between K-12 & academic librarians

two striped cats sitting on a house roof
From Little folks in feathers and fur, and others in neither / by Olive Thorne (1875)

74th chat, Tuesday January 10 2017: collaborations between K-12 & academic librarians

Moderated by @fobettarh & @jessicahochman

Discussion questions:

  • Q1. How did/do you perceive classes related to teaching, learning, and pedagogy in library school? #critlib
  • Q2. How do stereotypes of teachers and librarians damage school librarianship and library instruction in general? #critlib
  • Q3. What kind of education or training would benefit instructional librarians in public or academic libraries? (If you have a PK-12 ed background & work in another library, what do you wish you could share with your colleagues?) #critlib
  • Q4. Are you aware of collaborations between school, public and/or academic librarians? How could such conversation be encouraged? #critlib
  • Q5. What are the barriers to PK-12/academic collaboration? How can these start to be broken? #critlib

critical reflection

kittens looking in a box labeled "with great care"
From St. Nicholas vol. 19 no. 11 / edited by Mary Mapes Dodge (1892)

73rd chat, Monday December 19 2016: critical reflection
11am Pacific / noon Mountain / 1pm Central / 2pm Eastern / 7pm GMT

Moderated by @lisahubbell
Storify by @lisahubbell

Critical reflection: questions and techniques for writing or group discussion to examine our practices

Critical reflection is an essential tool for raising our awareness of how we put theories into practice, and for conscious improvement on an ongoing basis. It can be done through writing, or out loud with others in “critical friend” relationships. It is used in the Ignatian Catholic practice of examen to look back on each day, and often recommended as a professional development tool for practitioners in education, nursing, organizational development, and other fields.

Discussion questions:

  • Q1. How/when do you build in time to reflect on your own work/praxis? Frequently, sporadically, in certain settings/circumstances? #critlib
  • Q2. Have you found any tools, practices, habits that spur such reflection for you? Is your approach more structured or free-form? #critlib
  • Q3. Do you examine your work, strivings, failures in light of specific theories, models, questions? How do you engage with them? #critlib
  • Q4. What challenges or obstacles do you encounter in using critical reflection in practice? How do you overcome them? #critlib
  • Q5. Does reflection propel you to shift your thinking, to take action? By itself, or combined with other input? If not, what does? #critlib

Definitions:

Suggested readings:

Sample questions for reflective writing:

The readings below offer a range of sample questions for reflection. You may want to try using some of these before the chat. If you’re inspired to blog about your experience with critical reflection as a practice, feel free. You may also want to keep your writing or sharing private, and vent to your heart’s content.

More information about resources that were mentioned during the chat and further reading can be found at https://openbooklibrarian.wordpress.com/2016/12/22/critical-reflection-post-chat-materials.

library workers with disabilities

From St. Nicholas vol. 31 no. 12 / edited by Mary Mapes Dodge (1904)
From St. Nicholas vol. 31 no. 12 / edited by Mary Mapes Dodge (1904)

72nd chat, Tuesday December 6 2016: library workers with disabilities
6pm Pacific / 7pm Mountain / 8pm Central / 9pm Eastern

Moderated by @schomj
Storify by @jbolmarcich

Confidentiality note:

Not all people with disabilities feel safe disclosing their status or talking about their experiences publicly. We respect that. Therefore, we are providing a way for people to participate confidentially.

  1. Go to this form and type your comments: https://script.google.com/macros/s/AKfycbwyWyihbid8kFgyc1Pu5_BTBFGZt9Ij75bA9WPjPaMu1jCgtNmQ/exec
  2. You can see those tweets posted here: https://twitter.com/CritLib_anon

Many thanks to @metageeky for building this!

Suggested resources:

Videos

Practical readings

Academic writing

Resource guide

Discussion questions:

  • Q1. Introduce yourself, what type of library you work in, and self-describe your disability/disabilities if you are comfortable doing so.
  • Q2. When you think of “people with disabilities,” what stereotypes come to mind?
  • Q3. How do you think these stereotypes impact library accessibility for patrons and (potential) employees?
  • Q4. If you have disabilities, has that influenced what kind of library work you’ve pursued? (If you don’t have disabilities, have you ever thought about this possibility?)
  • Q5. What can we as individuals do to improve library accessibility for patrons?
  • Q6. What can we as individuals do to support coworkers with disabilities?

Closing question: If you could have virtual meet-ups for other library employees who have your disability/disabilities, would you like that?

critical librarianship in a Trump administration

71-chatdomestique
From Dictionnaire-manuel-illustré des sciences usuelles / par E. Bouant (1897)

71st chat, Tuesday November 22: critical librarianship in a Trump administration
6pm Pacific / 7pm Mountain / 8pm Central / 9pm Eastern

Moderated by @bembrarian & @zinelib

This is the first in what may be many chats about life in an information-hostile political regime. The questions are meant to be applied broadly to most facets of libraries and librarianship. Participants are encouraged to apply them to their specific library types or areas of focus, e.g., information literacy or special collections.

Q1 Please introduce yourself to #critlib. What strategies for self-care, if any, have you taken since the election results were announced?

Q2 How can white & other libs of privilege extend care to patrons & staff of color/marginalized identities? In gen’l? In crisis? #critlib

Q3 How do cultures of authoritarianism/bigotry influence a librarian’s roles? How should a librarian confront political dissonance? #critlib

Q4 How do you challenge “business as usual” while maintaining the core functions of the library? #critlib

Q5 What tools and resources already exist to support a librarian’s and library’s resistance to regimes of hate? #critlib

Q6 What are effective next steps for proceeding with librarianship during a Trump administration? How can we support one another? #critlib


To share a tweet semi-anonymously (via Jenna) for security purposes or because you don’t have a Twitter account either

IM jenna@jabber.org (NOT an email address)

or

email jenna@stealthisemail.com (not an email I normally use, so don’t contact me here other than tonight. I picked it because it’s not the Goog.)


Suggested Readings:

Libraries Respond to Recent Crises

How is your library responding to the election results? from Libraries

We have created an open document to compile reading and resource contributions from everyone. Please check it out, add yours, and help organize it. We’re also happy to have someone take this project on in a more structured way.

MPLP (archival processing)

70-twoblurrykittens
From Annual report of the Agricultural Experiment Station of Cornell University, no. 29 (1908)

70th chat, Monday November 14: MPLP (archival processing)
11am Pacific / noon Mountain / 1pm Central / 2pm Eastern

Moderated by @aliceprael
Storify by @aliceprael

MPLP stands for More Product, Less Process and is sometimes referred to baseline processing.  The acronym was introduced by Mark A. Greene and Dennis Meissner in the article “More Product, Less Process: Revamping Traditional Archival Processing”.  MPLP asserts that archives should adhere to the following guidelines* for arrangement, description, and preservation in order to improve productivity and decrease backlogs of unprocessed material.

1) expedite getting collection materials into the hands of users
2) assure arrangement of materials adequate to user needs
3) take the minimal steps necessary to physically preserve collection materials
4) describe materials sufficient to promote use.

*all italics are from the original text

Suggested readings:

Discussion questions:

  • Q1. What has your experience been with MPLP? How do you determine ‘sufficient’ description & ‘adequate’ arrangement for a collection?
  • Q2. How does MPLP affect access to and accessibility of material?
  • Q3. How does MPLP affect privacy issues? – does MPLP lead to increased risk?
  • Q4. How does MPLP affect the work required from other staff (such as access services and digitization staff)?
  • Q5. What do we lose with MPLP? What do we gain? How can we balance MPLP with traditional processing?