ALA Annual is back in person! Check out the list of APALA events at ALA Annual 2022 in Washington DC here.
The APALA Career Center is now live and accepting job posts! Interested APALA member job-seekers may also register with the Career Center to access other features including having your name and resume floated to potential employers with job openings. Read more here.
The APALA Podcast has launched! Catch the first episode featuring author Thuba Nguyen in conversation with APALA’s very own Jaena Rae Cabrera.
APALA receives donation from Springer Nature. The donation supports APALA’s key initiatives and programs with and for our members.
Yoko Ferguson Co-Authors Article “Ethical and Anti-Oppressive Metadata: A Collaboration Between Catalogers and Archivists at George Mason University Libraries”
Article title: “Ethical and Anti-Oppressive Metadata: A Collaboration Between Catalogers and Archivists at George Mason University Libraries”
Journal title: Collaborative Librarianship (Volume 13, Issue 1)
URL: https://digitalcommons.du.edu/collaborativelibrarianship/vol13/iss1/5/
Abstract
Systems of library and archival resource description have historically reinforced the societal power structures of white supremacy, patriarchy, and cis-heteronormativity. Following the framework of critical librarianship and acknowledging our positionality as predominately white departments, George Mason University Libraries’ Metadata Services (MS) and Special Collections Research Center (SCRC) have been engaging in a variety of projects of reparative resource description. To discuss points of collaboration between the two departments, the Task Force for Ethical and Anti-Oppressive Metadata (TEAM) was formed, consisting of staff and faculty members from both groups who work with resource description. Although the departments have a history of collaboration, TEAM has provided us an opportunity to work together in a holistic way, giving us a space for learning, exchanging ideas, and sharing insights and resources. The particular focus of this group has been the identification of existing harmful and biased language in resource description and the exploration and installment of alternatives.
In this Field Report we demonstrate how MS and SCRC have been collaboratively engaging in reparative description within the university libraries, discuss our theoretical framework, approach its impact outside of the library, and share examples of ongoing projects. This report provides a model for collaborative work that addresses and interrupts the perpetuation of harm in resource description.
Recent Publication Co-Edited by Yen Tran: “Embracing Change: Alternatives to Traditional Research Writing Assignments”
The Association of College and Research Libraries (ACRL) announces the publication of “Embracing Change: Alternatives to Traditional Research Writing Assignments,” edited by Silke Higgins and APALA member Ngoc-Yen Tran. This edited work collects existing alternative assignments from librarians and classroom instructors and examines their benefits and drawbacks, impact on various student populations, and the support needed to make them successful.
Parts of the world are only just beginning to reemerge from the most obvious damages the COVID-19 pandemic has caused; yet while the general sentiment is shifting to one of positive outlook and a desire to return to a state of normality, there is no mistaking that a long road to recovery and rebuilding still lies ahead and a new normal for higher education teaching and learning is likely to emerge. As a result, it could be argued that this is the perfect time to continue to build on the significant and important changes to student learning brought about by the pandemic. With this in mind, it is thus our hope that the chapters in Embracing Change: Alternatives to Traditional Research Writing Assignments will serve as inspiration and idea generators for librarians and classroom instructors on how to initiate or adapt the use of alternate assignments and also as guidance for how to use theory and practice to secure buy-in from the various stakeholders involved in creating and approving curricula. Even more importantly, we hope this book will provide support to the community of students wishing to learn and engage with their courses and assignments in a meaningful, real-life-related manner.
APALA Mentorship Committee releases results of year-end survey from the Mentorship Program
The APALA Mentoring Program concluded this June with 36 participants (17 pairs). The participants worked on a variety of projects, ranging from building their resume to job hunting. They overcame the challenges of returning back to the office and back to school, and adapted to the wild ride that was 2021-2022.
Anonymous end of program survey feedback:
- What were the most helpful things to come out of your meetings?
- Confidence in my decision making skills, building a philosophy about leadership that is employee centered, and talking through difficult conversations before I needed to have them
- In many ways I feel that I am just beginning my leadership journey. For many years I have questioned my decision making skills, my ability to speak clearly and confidently, and what type of leader I want to be. My goal for this program was to gain confidence in myself by having someone else to speak with outside of my institution that could give me perspective on my thought processes and provide suggestions for how to handle challenges. We also worked together to gather resources about caring for employee mental health and burnout so I could begin to establish my philosophy of effective leadership centering employee wellbeing. As we wrap up, I’m feeling more confident in my ability to stand up for myself and have conversations that can feel difficult.
- What did you like most about the program?
- Just having someone to check in with regularly has been huge. I have participated in another mentorship program through my school, and by comparison, I really appreciate how APALA builds structure into this program. Really appreciate Nisha’s regular check-ins and suggestions about activities to do together.
- Would you recommend this program to your colleagues/peers? Why or why not?
- Definitely. Aside from all the positives about the APALA program that I’ve mentioned already, my MLIS program has limited capacity to pair students up with alumni mentors, and students who are seeking mentors are often “turned away” because we don’t have enough people who have signed up to be mentors. I will be encouraging other AAPI students to sign up for the APALA program.
- What were the most helpful things to come out of your meetings?
- My mentor was extremely supportive and even though I had a lot of obstacles and last-minute things happen in my life that sometimes derailed the topic we had decided to speak about, she was able to quickly pivot and provide advice that was relevant to me in my time of need. I also had very specific technical questions that folks outside of technical services might not be able to answer and she was able to support me in these conversations as well. The most helpful thing was that she was really empathetic and really understood what I was going through this past year!
- What are your suggestions for how the APALA Mentoring Committee can improve or change the program for future participants?
- I think everything was perfect!
- Would you recommend this program to your colleagues/peers? Why or why not?
- 100% yes. It’s honestly been the most practically useful professional development opportunity I’ve participated in.
- What did you like most about the program?
- the entire experience–the opportunity to meet regularly for a year in a comfortable and private space to discuss professional development, strengthening skills, dealing with difficult coworkers/managers, building confidence in what I can do/become; also the support of the Liaison and committee resources were good starting points/conversation starters.
Congratulations to the proteges and mentors!
APALA 2022 Travel Grant and Scholarship Award recipients announced.
2022 Talk Story Grant winners announced.