Category Archives: professional development

Coming out as Black: Negotiating identity in professional settings

Standard

“If every time we felt unwelcome in a space we decided not to stay, then that space would, indeed, be no longer for us. In taking ourselves out of a place, we designate that place as not our own.”

~ Rori Picker Neiss

As a professional of color, I have a lot of experience being in spaces that seem to not be for me. When I say it wasn’t for me, I don’t mean that as a reflection on my ability. I say that as a reflection of the structures, expectations, and allowances of professionalism within those environments.

Last week, I attended ACRL. Frankly, I came into the conference feeling tired and not much like being there. I was coming out of a couple of emotionally intense weeks, because of stuff going on in my personal life. The last thing I felt like doing was going to sit with a bunch of strange people and talk about the same ol’ conference things. But before I got to ACRL, I attended the #critlib unconference that preceded it. There was a session at the end of unconference that ended up being mostly LIS practitioners of color talking about self-care. One of the things that came up over and over again was this feeling of isolation as an Only, along with all the accompanying issues that come with being an Only: the lack of community, the lack of understanding from administration and colleagues about social issues related to cultural identities, the lack of recognition of work and professional accomplishments, the need to work two or three times as hard in order to prove your existence was/is not a mistake. The microaggressions.

I attended #critlib with one of my good friends, which was cathartic in and of itself. The circle-talk on self-care was good, but I still wasn’t really feeling ACRL. On the second day, though, I ran into one of the women from the #critlib circle and we talked. And then I connected with other librarians of color and we talked. I ended up with a group of conference buddies who redeemed my conference experience. And it was nice to know that my frustrations with the conference and the profession were not all in my head. It also touched something deep inside that I didn’t realize needed touching.

The conversations I had with my professional peers of color at ACRL reminded me of one I had during my intergroup dialogue (IGD) facilitator training this past summer, in which one of my IGD peers of color and I talked about the idea of coming out as Black in the workplace. And what it means to work in a predominantly white workplace versus one with a high percentage of people of color. I volunteered at an African American cultural heritage institution before I started my residency and I remember telling my IGD colleague about how amazing it was to be in environment with so many African American professionals and to not have to feel on guard all the time or to feel like I had to constantly explain myself, my culture, or my existence. Being there felt like home. And that’s not a feeling I often get to have in a professional setting.

One might argue that your workplace shouldn’t feel like home. And I agree to a certain extent. I mean, I’m at work to do my job, get my paycheck, and go home. But when, like in one of my past workplaces, you overhear your white colleagues publicly joking about African American death as a good thing, because then there are less of them around…it does something to your psyche. How likely is advancement, professional support, or even exposure to the right information or opportunities, if the death of people who look like you is fodder for lunchtime jokes? It contributes to a hostile workplace.

I wasn’t always conscious of or vocal about these things, though.

I started my professional career in early childhood education. I worked as a literacy educator with a nonprofit that partnered with the local school system. My first year, I was one of few people of color on the team. The second year with that organization, I transitioned to a different role. For one part of my job, I worked solo in multiple elementary schools. The other part of my job was collaborative in a different school. My colleagues were all women of color. The leadership in our organization were mostly white. Most of the teachers in the schools I worked at were white. Most of the students and their parents were African American.

As an educator, I was trained to teach, but not make waves. I was supposed to be respectable, above reproach. Care for the children, yes. Advocate for them, yes. But also, stay in your lane. And don’t be visibly Black. I had private conversations with African American teachers about how frustrating it was for them to work in predominantly white environments. How they watched their colleagues of color get forced out. The pressures they dealt with. I would talk to white colleagues and hear about how so-and-so was such a horrible teacher, had attitude issues, etc. And then I’d talk to my Black colleagues and get a completely different story from their perspective. And one of my personal miffs: in most school systems, teachers aren’t allowed to wear anything on their heads unless it’s for religious reasons. I used to wear headwraps a lot, before I graduated undergrad. So I was particularly salty about that detail. I got over it, though. But you know who wears headwraps, right? Mostly Black and brown people.

Additionally, becoming a professional in predominantly white spaces meant learning whole new schemas about how to conduct oneself; the language, the ways you interacted with those in seniority. For example, I grew up in a pretty traditional African American community. There, elders were highly respected. You don’t talk to adults any old kind of way and you don’t call them by their first name without a title (Aunt, Uncle, Ms., Mr., Brother, Sister). And there are reasons for this that go back to historical oppression outside the community. It was really hard for me to transition to calling those older than me and those in authority by their first names. Likewise, becoming comfortable with challenging authority and speaking out when I saw something wrong. It took time to get to that point. To make it more difficult, when I encountered older Black adults in my work, if I accidentally step outside the bounds of what I knew to be culturally acceptable, I would be scolded. Because I should know better. I had to know both worlds and when to apply which rules with which people.

My first LIS job was a private university, which had a predominantly white student body. I was the only person of color on my team and maybe department (there may have been one other, but I don’t know how she self-identified). There were a handful of us on the entire library staff, but it was a very siloed institution. It was here that I first “came out as Black.” Growing up and training to be a teacher, there was a strong emphasis put on looking professional. For this reason, I typically wore my thick, natural hair in braids or twists, I wore small earrings, etc. But while at that institution, a few things happened:

  1. I was deep in the middle of genealogy research. Something about learning who I was and where I came from gave me confidence. You know they don’t teach African American history…anywhere. It’s a niche subject. But as I realized my family has been here a long time and played a major role in building this country; even after being disrespected, mistreated, and forgotten, we’re still here. So you can’t tell me what to do.
  2. Wearing natural hair became more en vogue. I’ve always been natural, but I used to think natural hair worn “out” was not professional. Seeing other people rocking their tresses made me curious to try it.
  3. I began studying African American studies and gender studies as a discipline (self-taught knowledge is still knowledge). The library had a decent collections budget and I voraciously read anything that came in in my interest areas and mulled over things a lot.
  4. I found my voice. The school was a very liberal institution, meaning that people considered themselves open minded (whether they were or not). It was a great environment to start pushing the envelope and having dialogues with colleagues and students about critical issues. The more I raised my voice, the less I was inclined to stay quiet. And there were always things to bring up.
  5. The dress code was very casual. Like, t-shirt and jeans casual. I still tried to be semi-professional, because as an Only…well, you know.
  6. I met other Black women in academia. Let me tell you, Black women in academia are a special breed. Black women in general are some of the most supportive, giving, fierce, amazing people that ever were. Then add the fire and tenacity it takes to deal with academia nonsense on a daily basis and you get the picture. They opened their arms to me.

The end result was that one day I said, To hell with all this. And one day, I came to work with my hair out and hoop earrings. And that was my coming out day. Granted, I think my speaking against stereotypes of Southeast DC, objecting to generalizations about Black folk and microaggressions, and staging a mini temper tantrum over being ignored in staff meetings had already outed me. But it was now complete. And there was no going back. I had some of my best hair experiment days while at that job. My signature earrings made their way into my professional wardrobe during that time. And you know what? I was still regarded as a quality employee. You know what they say about positive-negative reinforcement.

When I came into my current job, I toned it down a bit. At least initially, until I got the feel of the environment. Though I did inquire prior to my first day, whether purple hair would be okay, as I was on a purple braids kick at the time. I ended up showing up with red braids instead. And proceeded to go through purple, red, and blue braids for my first several months. People commented on my frequent dye jobs. I forget that a lot of white people don’t know many Black people and don’t know about extensions. 🙂

It’s also a more conservative professional vibe, when it comes to dress and attire. (I miss my jeans.) Over time, I’ve tested the waters by rocking my fro. Which at times, feels uncomfortable, because I am, once again, one of a handful of people of color. I’ve found that no one has said anything, at least not to me directly, but that some of the white faculty I work with are endlessly fascinated by my hair and the rapid transitions I undertake in styling. I’ve gotten used to the comments about my earrings and take it in stride. I get that I am different. Every day is another lesson in code-switching and identity balancing.

On the weekends, you might find me in a headwrap with sunglasses and wide-legged pants, being all the way Black. Or you might find me in sweats and braids, curled up under a blanket, being all the way introvert and Black.

 

 

Disclaimer: I was talking to a friend some time ago about code switching and the process of “becoming professional,” both within and outside of academia. She encouraged me to write about my experiences. This is my attempt to do so. In so doing, I make no claims of speaking from the black experience, the black female experience, or the black information professional’s experience. Though there may be some similarity to the experiences of others,  I speak from my experience alone. 

 

 

 

In which I return to my lists

Standard

The sun is perfect and you woke this morning. You have enough language in your mouth to be understood. You have a name, and someone wants to call it. Five fingers on your hand and someone wants to hold it. If we just start there, every beautiful thing that has and will ever exist is possible. If we start there, everything, for a moment, is right in the world.

~ Warsan Shire

It’s been a whirlwind semester. Remember how in Cinderella, the clock struck twelve before she had a chance to fully comprehend everything that was going on? I can identify a little bit with Cinderella.

I had a lot of good intentions for this semester. I was going to reflect each Friday on my instruction for the week; I was going to keep up with my blog; I was going to be on top of all the things….in case you haven’t guessed, none of that happened. I scheduled, planned, and taught classes and then scheduled, planned, and taught some more. The lightning spark reflections happened only in my head. But even if I never got to write any of it down, I did learn some things from my first semester of permanent-track employment.

Each year, I make a long list of things I want to accomplish or focus on throughout the year. I check in with myself periodically over the months; sometimes I add things to the list. I let other things go. At the end of the year, in December, I check in for the final time and celebrate my accomplishments and create a new list for the next year. I’m in the process of writing my 2017 list, but I wanted to share some of my  work-related list items that were either formal or informal “wants” for 2016:

Apply for jobs in the fall – I think I can safely cross this one off the list. I was offered and accepted a permanent track position at Towson University in July, so I get to continue to work with wonderful people in a supportive, creative environment. Excited to see what happens in the next few years.

Learn a new skill or brush up on an old skill – This semester, I’ve taught sessions for incoming freshman, seasoned upperclass-ers & grad students. I’ve worked with a lot of different faculty members and had to adjust my instruction to stress different skill sets in different classrooms. I also guest lectured in a few sections of a School Library Media course. What a cool way to be involved in the future of education and library practitioners! I was also a mentor for our student leadership program at the library and served on a hiring committee or two.

Cultivate new experiences (#NoRegrets) – In Spring 2016, I taught an undergrad course as an adjunct at one of our sister institutions. This semester (Fall 2016), I’m co-facilitating a course-integrated intergroup dialogue group. It’s been challenging and rewarding at the same time and I’ve learned a lot about myself as an educator, learner, and individual. Pretty neat experience. For next semester, I’m planning a student symposium with a theme of activism and resistance in the 1960s, which has also allowed me to get out and connect with others on campus with whom I might not ordinarily cross paths.

Get published (article, book, whatever) – I’m really excited about having a book chapter proposal accepted. It won’t actually be published for a few years, but I’m crossing it off my list nonetheless.

Be smart, keep learning – I’ve discovered so many new authors, talked to new people, and been exposed to many new things this year. I presented at some conferences and listened to people present at others. It all makes my learner’s soul very, very happy. Regardless of formal education, I believe everyone should be learning always (and we often are, even when we don’t realize it). Formally speaking, I also went ahead and applied for a Ph.D. program, to start in Fall 2017. We’ll see what happens. *fingers crossed*

Where I’m at.

Standard

It’s officially been one month since I assumed my new role. Classes start again in about three weeks. And it’s my birthday month. Yay birthday!

Before birthday (and the start of classes), though, comes a lot of prep work. I’m in the process of emailing faculty from the liaison departments I inherited. Our library is also in the process of switching over to Libguides from an in-house system, so I’m creating course guides for my assigned TSEMs and creating shell course guides for classes I’ve confirmed instruction for, but haven’t nailed down the specifics yet.

I have to admit, I still feel weird emailing professors and saying, “Hi! I’m your new liaison librarian.” But the more I get “Oh, that’s awesome. Can you come teach a session?” the more it sinks in. Part of my role involves supporting student retention and success, so I’ve been reaching out to faculty members teaching classes that either haven’t had a library component before or haven’t had a library component in a long time. Which is cool, because I’m basically building from the ground up.

weeding

It seems there were a lot of problems

We’re also in the process of weeding the general collection. I’m working with the American History section (E in LCSH), which includes gems like the ones on the left. Also, can I add “a distinct negro strain” to my list of phrases? “Flavor of blackness” is also on the list. I found most of them in the archives 🙂 I’ll have to find them and share them at some point. Good stuff.

Also, I decided to take advantage of a few MOOCs*, because I like learning and I wanted to brush up on my education background knowledge, for a few reasons. A.) I work with the teacher education program on campus and it’s been a little while since I’ve actually studied education, besides leisure reading of articles and blogs. B.) I came across the University of Chicago Urban Education Institute a few weeks ago and was fascinated by the concept of a program that encompasses applied research, a school, and a teacher training academy. C.) I found an online course taught by
the director of the UC Urban Education Institute. and D.) I’m planning to apply for a Ph.D. program that will in part be focused on education and literacy. So I’m taking two MOOCs. One is Critical Issues in Urban Education  (offered by The University of Chicago, as mentioned) and the other one is Literacy Teaching and Learning: Aims, Approaches and Pedagogies (offered by the University of Illinois at Urbana-Champaign, with a focus on multiliteracies. Yes please.) 

So that’s what I’m up to. Oh, and I’m presenting at a conference next week, so I’m mentally preparing for that. Also, I can’t wait!

 

 

 

*MOOC = Massive Open Online Course. Interestingly, I’ve seen a few articles recently that describe MOOCs either designed in part (or whole) by students or that feature student contributions. I wonder what possibilities exist in that with information literacy and developing instruction modules for distance learners or larger classes where possibilities for F2F instruction are limited. Hmmm….

 

New job!

Standard

Roughly a year ago, I was interviewing for jobs and sleeping off my grad school fatigue, trying to figure out what to do with my post-MLIS life. In July 2015, I ended up accepting a two year residency at Towson University and moving to the Baltimore region.Within that role, I’ve had the opportunity to complete a rotation in Technical Services, Research and Instruction, and part of a rotation in Special Collections and Archives. I learned a great deal in each division and count the residency as a valuable part of my early career formation. However…

minter_alyse5x5_0

Professional me

I won’t be completing the remainder of my residency, because I’m excited to announce that I have accepted a permanent status (same as tenure-track) position as a Research and Instruction Librarian!! As of July 1st, my position became official. I knew coming into the program that there was no guarantee of post-residency employment, but I’m really happy it worked out for me to stay.

Within my new role, I will responsible for liaising to the College of Education; supporting student outreach and support, with a focus on retention of at-risk populations; and assessment of instruction programming. And you know what they say, other duties as assigned.

So here’s to the next few years of greatness as I work on building my dossier 🙂

The Collective: from improv to instruction (and everything in between)

Standard

Last month, I attended The Collective 2016, an innovative library conference centered on library practice. (It only took me over thirty days to write a summary!) The conference was highly interactive and aimed at fostering collaborative idea development and networking through hands-on, workshop-style sessions. It was great!

ccoc0mpwaaasg6w

Table games, anyone? Me, upper left. (Image courtesy of @Anitalifedotcom)

The conference started with an icebreaker session. You know, one of those activities that starts with “get up and move to a table of people you don’t know.” (I didn’t, by the way…) But instead of just making small talk or even having to talk about anything specific at all, we played board games. Who doesn’t like board games? My table played jumbo Jenga. Our tower was very tall and it never fell! Yay us!

Improv as professional practice

The first session I attended was about using improv as a tool for professional practice, both in the classroom and out. My wonderful colleague, Christina, introduced me to improv a few years ago, at an in-house library event, so I was familiar with the concept. I’d also taken an improv workshop, due to the influence of said wonderful colleague. I was interested, though, in seeing how it could be used as a professional tool.

We started by doing an exercise on “Yes, and” in which the main speaker provided a statement and the participants replied enthusiastically with, “Yes, and?!” Jill Markgraf, the session presenter, made the correlation to providing front-facing library services and being mindful of approaches to the research facilitation process. Recognizing students’ place in the research process, rather than looking down on or criticizing them for either getting a false start or not knowing where to start is important. Even seeking help is worth affirming, because we’re all learners and have to start somewhere. So the “yes” is affirming and the “and” builds on that by offering suggestions, guidance, or redirection.

The other activity that stood out to me was Good, Bad, and Ugly. It is a role-play scenario in which three individuals take on the parts of experts in field and provide feedback on, well, the good, the bad, and the ugly. A statement or situation is provided by the facilitator. The “good” persona talks about all the positive elements; the “bad” persona talks about negatives; and the “ugly” persona gives extreme worst case examples of everything. This being a library conference, somehow everything kept coming back to alcohol. I felt kinda sorry for the good persona when someone in the room asked about diversity in librarianship and she couldn’t think of anything to say off the top of her head. Being that I’ve always got my nose in some article or book on the topic, I was mentally squirming in my seat, thinking, “Oooh! Pick me! Pick me!”

img_0164

Librarians improvising. (Image from Library Improv)

Jill suggested using this activity as an ice breaker for departmental meetings. Librarians, in my experience, can be people of strong opinions. Get a bunch of people in one room to discuss changing things and it could take a while, so I could see how it could be a useful way to acknowledge feelings and worst case scenarios while keeping things light.

After the session, I went to Jill’s Library Improv website and found the Keyword Taboo activity, which I used later in a class. It went swimmingly, so I will keep her site in mind for future instruction brainstorming.

 

Instructional design and teaching strategies

I went to a lot of sessions that dealt with designing and improving instruction. Because I am currently teaching a three-credit, semester length course, I felt I could use some help with brainstorming for effective teaching, particularly because, at the time, I was still working on shaping the final project. Sessions I attended covered problem-based learning, creative planning and problem solving, instructional design, and designing one-shot instruction with an eye towards the framework. Like I said, it was a lot of instruction stuff.

The instruction process in academic librarianship involves a lot of complicated pieces. Being faculty, there is that expectation of instruction and research, but most librarians don’t teach semester length courses. Instructional support often happens in conjunction with teaching faculty in various departments, most often the ones affiliated with liaison areas. One of the sessions I attended involved planning one-shot instruction sessions under different circumstances. Such as, you talked to the teaching faculty, made all your plans, and then arrived at the classroom to find you only have twenty minutes to talk. Or, a professor asks you to come speak to their class, but the instruction isn’t tied to any project or assignment. There were also optimal scenarios, such as, you have a three session series in which to cover basic IL concepts related to X discipline and your students are freshmen.

One of the things I appreciated most about the conference was the opportunity to gain hands-on practice in instructional and curricular design. Too, the reason it was valuable was because of the opportunity for collaborative planning and feedback from the session facilitators. Chatting with one of the facilitators during the  “Make it Beautiful, Make it Usable: Improving Instructional Materials for Today’s Learners” session gave me ideas for developing the final project(s) for my adjunct course. Also, seeing how different libraries in different academic communities have developed and used lessons to address student learning outcomes.

Most of the assessment programming I attended was focused on a programmic level. I’m also interested in assessing student learning in single-shot, series, and semester length courses. What does assessment look like on an informal vs. formal basis? How are these measures used to improve student learning, instruction, and match (curriculum mapping)?

As a side note, one of the sessions I attended was facilitated by a librarian and a professor from my alma mater. I couldn’t resist going up to them later and saying, Hey! I used to be a student here, but now I’m a librarian too! I think I was more tickled about that than they were.

More Info

If you’re interested in learning more about the programming, you can view community notes, handouts, and PPT slides via Sched. You can also find archived live tweeting of the conference here or via #libcol16.

A week of instruction

Standard

The Class #1

On Monday, I assisted my colleague (who is the librarian for Early Childhood, Elementary,

books-441866_960_720

Image via pixabay.com

Middle, and Secondary Education) with instructing a library session for a social studies methods class for middle and secondary education majors. This was the same class I taught the previous week, as a solo instruction session. Previously, I taught on finding and using primary source materials for inquiry based learning. This week’s session was on teaching social studies with trade books. We’d collaboratively planned a lesson and activities ahead of time, but when we got to the class Read the rest of this entry