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To be aware of the variety of challenges people face to promotion and tenure and to create a list of strategic thinking points for finding solutions to individual and institutional problems in this area.

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Kelly Thormodson, MLIS  (she/her/hers)

Associate Dean, Library and Information Services

Director, Harrell Health Sciences Library: Research and Learning Commons

Penn State University

College of Medicine

kthormodson@pennstatehealth.psu.edu

Cathy Pepper MLIS, MPH (she/her/hers)

Regional Services Coordinator
Medical Sciences Library
Texas A&M University

cpepper@tamu.edu

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Define resilience and establish ways to build resiliency.

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Objective

To co-create strategies for shaping the future of inclusion and representation for Black, Indigenous and People of Color (BIPOC) in your library.

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Participants will learn and share ideas to create a welcoming work environment through outreach and programming. Share lessons learned and challenges.

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Challenges to Promotion and Tenure MLA 2021 break out room

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Participants will learn to engage others while fostering self care by employing storytelling techniques and concepts derived from dialectical behavior therapy.

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Bogdan P. (2017). Viewing Another Act as You Would Creates Altruistic Desires Towards that Other. Frontiers in human neuroscience, 11, 594. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5727087/

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Hendricks, S. (2019). What does Slavoj Žižek mean when he talks about ideology? Bigthink. https://bigthink.com/culture-religion/slavoj-zizek-ideology?rebelltitem=5#rebelltitem5

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Schulman, S. (2016). Conflict Is Not Abuse: Overstating Harm, Community Responsibility, and the Duty of Repair. https://bookshop.org/books/conflict-is-not-abuse-overstating-harm-community-responsibility-and-the-duty-of-repair/9781551526430

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Samaha, A. (2021). My Mom Believes In QAnon. I’ve Been Trying To Get Her Out. Buzzfeed News. https://www.buzzfeednews.com/article/albertsamaha/qanon-parents-millennial-children

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Fischer, M. (2020). Good Conflict: The world is consumed by violent fights and hostile disagreements. Sarah Schulman sees a way out of them. The Cut. https://www.thecut.com/2020/08/sarah-schulman-conflict-is-not-abuse.html

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Skyland Trail. (2019). Accepting Reality Using DBT Skills. October 28, 2019. https://www.skylandtrail.org/accepting-reality-using-dbt-skills/

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Participants begin with a round robin storytelling session that reflects Human Library concepts.

Participants take a few minutes to consider their “book” title if they were to ever have a book about their lives.

Participants will take turns sharing a short story derived from their book life.

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Discussion about how we can use storytelling as a means to bridge knowledge gaps

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Employing dialectical behavior therapy as a means of practicing self-care

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Employing dialectical behavior therapy as a means of practicing self-care

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1. Mindfulness techniques

1. A means of creating and asserting boundaries around oneself

2. Radical acceptance

1. Accepting and understanding that it is not possible to control the thoughts, behaviors, or feelings of others (or even ourselves)

2. Recognizing that ideological thresholds are better understood as “realities”, and it is very difficult for somebody to alter or discard their “reality”.

3. Recognizing that every single person is ideologically bounded, including ourselves, and accepting that ideology shapes us without the need to see ourselves as free from ideology (an example being white persons who insist that they are “color blind”, when in fact this is not possible under structural racism).

3. Creating a plan for caring for oneself

1. Participants will take time to create boundaries and radical acceptance practices that they can take away

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1. After storytelling, participants will reflect then again take turns asking each other questions to gain more knowledge about some element of the story that they do not understand or which confuses them.

2. Challenging questions are encouraged, though all questions must be respectful and kind.

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Participants will take time to create boundaries and radical acceptance practices that they can take away

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catherine lockmiller (she/her)
Health Science Librarian
Diversity Fellow
Northern Arizona University

catherine.lockmiller@nau.edu

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Shannon Jones (She/Her/Hers), Director of Libraries and Professor, Medical University of South Carolina, joneshan@musc.edu

Beverly Murphy, Assistant Director, Communications and Web Content Management, and the Hospital Nursing Liaison for the Duke Health System and Watts College of Nursing, Duke University Medical Center Library & Archives, beverly.murphy@duke.edu

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Feel free to add your comments to these discussion posts! (Comments from all are welcome, whether you attended this session or not).

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Feel free to add your comments to these discussion posts! (Comments from all are welcome, whether you attended this session or not).

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Participants will discuss a range of experiences and ideas for planning inclusive physical library spaces, with the goal of drafting an outline of necessary aspects of consideration for new spaces

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Brenda Linares, MLIS, MBA, AHIP
University of Kansas Medical Center
blinares@kumc.edu

Leah Anderson, MLS
Lane Medical Library & Knowledge Management Center

Stanford Medicine
leah4@stanford.edu

Rachel Whitney, MLIS
MUSC Libraries|Medical University
of South Carolina
whitnera@musc.edu

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To share experiences that have helped and hindered our professional journeys, and discuss ideas for improvement as a group while creating a list of strategies to encourage diverse leadership.

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Kelsa Bartley, Education and Outreach Librarian, University of Miami Miller School of Medicine
k.bartley@med.miami.edu

Jane Morgan-Daniel (She/Her/Hers), Community Engagement and Health Literacy Librarian, University of Florida Health Science Center Libraries, morgandanie.jane@ufl.edu

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Susan E. Swogger (she/her/hers)
Director of Collection Development & Acquisitions, University of Vermont, sswogger@uvm.edu

Mary Margaret Thomas (she/her/hers)
Student at Emporia State University,
mthoma19@g.emporia.edu

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To learn about disability and discuss disability and accessibility in libraries.

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JJ PIONKE (HE, HIM, HIS)
Applied Health Sciences Librarian and Assistant Professor
University of Illinois at Urbana-Champaign, pionke@illinois.edu

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Discussion #1: Challenges to Attaining Tenure

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Discussion #1: Challenges to Attaining Tenure

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Challenges/aspects to attaining tenure:

required committee work at University and library levels which takes too much time away from research and other job duties

children at home - must leave work at a certain time so can’t participate in late afternoon committees

if you are a person of color you might be overly extended on diversity committees if there is a limited number of people of color in the community

service load is overly extended by women on committees and such

think about the structures of P&T do they need to be redone

can we give credit to DEIA work and have it count towards P&T (performance and evaluation metrics)

what is the value (metrics) of DEIA work that could be put into our dossiers to be counted towards P&T

mentors for different aspects can help with P&T process - writing, service, leadership, etc

could DEIA be built into the strategic plan so it is easier to assess for P & T

some work is more important than others according to the institution/government/board of regents (Nichole Hannah-Jones)

change is very slow

standards are from 30 years or ago
Shared Example from one institutions policy: The candidate..

Is committed to engaging in service with underrepresented populations within the discipline
Has demonstrated knowledge of barriers for underrepresented students and faculty within the discipline
Has experience or has demonstrated commitment to teaching and mentoring underrepresented students
Has experience or has demonstrated commitment to integrating understanding of underrepresented populations and communities into research
Has experience in or has demonstrated commitment to extending knowledge of opportunities and challenges in achieving artistic/scholarly success to members of an underrepresented group
Has experience in or has demonstrated commitment to research that engages underrepresented communities
Has expertise or demonstrated commitment to developing expertise in cross-cultural communication and collaboration
Has research interests that contribute to diversity

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1. Examine the ways power and privilege has been exposed by COVID-19.
2. Discuss pros, cons, and nuance of what has been exposed.
3. Imagine new ways of supporting each other and being in community.

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Nisha Mody, MLIS, MA CCC-SLP
UCLA
nmody@library.ucla.edu

Jamia Williams, MLS
SUNY Brockport
jwilliams@brockport.edu

Notetaker:
Catherine Soehner
University of Utah
catherine.soehner@utah.edu

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Tamara Nelson, MLIS, EdS, AHIP
Associate Professor/Senior Research & Learning Services Librarian
University of Tennessee Health Science Center
tnelso24@uthsc.edu

Andrea Hayes, MLS
Instructor/Outreach Services Librarian
University of Arkansas for Medical Sciences
amhayes@uams.edu

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Click on the image to view the presentation slides.

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Amazingly Simple Graphic Design Software - Canva

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Breakout Room PowerPoint Slides

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Click below to access a PDF copy of the presentation

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Immersion Session Presentation Building Resiliency 

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Racial

Health status: physical, mental health, ability

Living situation

Job Classification / Class Differences

Technology

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Health status: physical, mental health, ability

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Health status: physical, mental health, ability

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Fletcher, Howard. “The Principles of Inclusive Design. (They Include You.).” Commission for Architecture and the Built Environment, 2006. https://www.designcouncil.org.uk/sites/default/files/asset/document/the-principles-of-inclusive-design.pdf.

Association of Research Libraries. “Making the Library More Inclusive by Learning from Black Students,” February 16, 2021. https://www.arl.org/blog/making-the-library-more-inclusive-by-learning-from-black-students/.

Brunskill, Amelia. "“Without That Detail, I’m Not Coming”: The Perspectives of Students with Disabilities on Accessibility Information Provided on Academic Library Websites." College & Research Libraries, 2020, 768. https://doi.org/10.5860/crl.81.5.768

"Libraries Respond: Protecting and Supporting Transgender Staff and Patrons", American Library Association, June 29, 2020. http://www.ala.org/advocacy/diversity/librariesrespond/transgender-staff-patrons

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The Privilege in Self-Care

Starting with I: Combating Anti-Blackness in Libraries

The Displays: On Anti-Racist Study and Institutional Enclosure

Rush to Return to Normal? How Mindfulness Can Help!

how privilege shaped the covid-19 pandemic

How to Check Your Privilege During a Pandemic

We Need To Talk About How We Talk About Disability: A Critical Quasi-systematic Review

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Discussion #2: Strategies for Change; Overcoming Challenges

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Discussion #2: Strategies for Change; Overcoming Challenges

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Value as a professor? Professor of what subject? Everything I do fits under librarianship.

Our norms—librarianship substitutes for teaching, so it fits in.

Unionized. Removing students’ ranking of professors from tenure process because so much bias.

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C. Onboarding: Set Your New Hire Up for Success

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C. Onboarding: Set Your New Hire Up for Success

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B. Recruitment and Hiring: Building Your Strategy

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B. Recruitment and Hiring: Building Your Strategy

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A. Pre-Recruitment: What is your current reality?

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A. Pre-Recruitment: What is your current reality?

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Strategies to encourage diverse leadership

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Strategies to encourage diverse leadership

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Brene Brown (books, podcasts), •https://youtu.be/1Evwgu369Jw
CripCamp on Netflix

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Libraries need to be reflective of the populations they serve in order to feel welcoming to all.

Laws must be in place or else individuals w/ disabilities won't be a part of the discussion.

Students face barriers in attempting to apply for accommodations/adaptations

Issues surrounding the compilation of disability status employee data

avg 10 years to diagnosis/treatment for mental health issues

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Discussion of ideas and experiences structured on the UK Commission for Architecture and the Built Environment’s 2006 pamphlet, included in the padlet resources above.

People

Diversity of use and need

Choice

Flexibility

Convenience and enjoyment

Diagnosed people shouldn’t have to provide formal disability letters for every service they require

Undiagnosed people will benefit from the above policy as well

Services and spaces should be planned to provide support and resources without mediation required

Collections and programming based upon them should be mindful to include everybody, without requiring “proof” of presence

There is a large range of people with disabilities from people with mobility issues to neurodivergent people that should be considered.

Needs and interests of all marginalized peoples who might use the library should be considered.

Discussion on anatomical models

Some Native Americans find anatomical models offensive

Put the anatomical models in clearly labeled bags so they are hidden from view but still accessible to students

Have a lamented list of anatomical models with pictures for students to choose from

Store models and other sensitive items (dissection tables) in a space away from the main entrance

Multi Use Spaces

Prayer space or Wellness space

These are dedicated quiet spaces that can be used for prayer or other quiet activities

Sometimes conflicts occur among the groups using these spaces

Help with conflicts

Set ground rules

Continue to hold discussions

There needs to be a give and take among the people using these spaces

Neurodivergent Spaces

Sound proofing may be helpful (sound panels, white noise generators, and earplugs)

Signs designating the quiet space

Movable walls and other movable furniture that denotes a separate space visually

Furniture

Furniture that is flexible in use (movable walls)

Patrons can then move the furniture as needed

Purchasing chairs without arms or taking the arms off chairs

Think through the limitations of your furniture

Movable furniture (beanbags, exercise balls, bike desks, standing desks, and hammocks)

Importance of leadership understanding the need for new and different furniture purchases

Collaboration with outside Departments

Admissions Office

Admissions Office has a good idea of the most asked for accommodations during student tours

Collaborating with Admissions brings in a different viewpoint aside from librarians

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We all deal with adversity in the workplace, but your ability to recovery quickly is what matters.

How do you cope? How do you heal from within?

Elasticity: being able to be stretched and bounce back quickly

Toughness: words DO hurt!

Adaptability: how flexible are you?

How do you build resiliency?
Microaggressions, implicit bias, things that aren't necessarily meant are some times said.

Reframe your thought process.

Rest is important!

Surround yourself with positivity--people, social media, news outlets.

Whine Free Wednesdays- no whining!

Having an accountability partner-someone that will listen or even "check you" if you were wrong

Access to mental healthcare if you need it

Going out into nature--take a walk, going fishing, gardening

HUMOR!
MUSIC

Intentional sleep-naps

Dismiss self-destructive thinking:
negative self talk comes from feelings of anxiety, comes from imposter syndrome, comes from feelings of not belonging

Take a step bac, reflect on successes and move forward

Take care of your body: get enough rest, eat good foods, drink water, MOVE!

Live to learn: take in knowledge and use it to blossom

Forgive quickly, but with meaning:
all have been recipients of hostility, what matters is how you respond to it afterwards

Be the bigger person, when you forgive, it is not just for them, but also for you--your physical and mental health, outlook on relationships

Be actionable: commit to your decision no matter what--rely on your friends, colleagues and allies

Discover your strengths: Take even little things, like buying a new plant!, and using that as a strength to build strength within yourself to fight adversity.

You cannot pull from an empty glass!

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https://docs.google.com/document/d/1b2eLpbvY5nSuvAp5FMIj2AZMbwre0NbPpHYo4SBxa7s/edit?usp=sharing

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This presentation is just a standard Disability 101 overview.

Who are these people? Slide shows us three librarians: white,
older, conservatively dressed, stereotypical librarian. Good example of how the
media sees us. The backgrounds of the pictures show old, dusty bookshelves.
Crowded study spaces. Not wheelchair accessible, all chairs heavy with
armchairs. No options accommodating different bodies. When we don't see
ourselves reflected in the place that we're going to, it means we aren't
welcome.

What is disability? Slide shows: wheelchair, color blind
tests, neurodiversity rainbow infinity symbol (preferred to puzzle piece
symbol), image of stick people indicating mental health representation

Why might we need laws about disability rights?
- Otherwise, they don't happen. Helps ensure that everyone
has access to the the "table."
- "Deviant" and disabled people were forcefully
sterilized in an eugenics program in North Carolina until 1978.
- About 15% of the world's population has a disability,
according to the WHO.
- The first people targeted in the Holocaust were the
disabled people in Germany.

-JJ Pionke wrote about his accommodation experience in the
journal Library Trends. The most recent ALA demographics association
showed that only 3% of the people taking the survey had a disability. The
perception is so ableist that we're not willing to accommodate our workers.
- Discussion of "service" professions being
ableist. Student accommodations. If you build accessibility into your
curriculum, you don't need to worry about accommodations: Universal Design.

- Disability services in higher education: Our K-12 schools
have great IEP and 504 plans available with enforced accommodations. Once
students move to higher education, those accommodations are gone. Possibly
extra time on tests, note takers, sign language interpreter, alternative
formats. Disability services are only for students. A lot of students end up at
the library needing help. What is the responsibility of the library versus
Disability services for remediation?

- Syllabus from Indiana University example: The accommodation
statement reads: “Please contact us if you have special needs that is due to a
disability so that we can arrange any accommodations that you may need.
This conversation needs to take place in the first week of class.”  There
are multiple ableism issues surrounding this statement:
1. The term “special needs” is outdated and considered
offensive in the disability community.
2. The instructor(s) are not qualified to determine what
accommodations, if any, a student does or does not need.  This is the
purview of the disability services office on campus.
3. There is no mention of disability services or how to
contact them.
4. While the instructor(s) might like for the conversation to
happen in the first week of class, there are many reasons why that might not
happen, including but not limited to, a flair up of the disability that
precludes attendance in class during the first week and/or no diagnosis or
registration with disability services until after the

- Payan v. LACCD states that remediated content must be
available immediately for a visually impaired student.

- New Slide- American Disabilities Act of 1990:
"Physical, sensory, mental, and emotional disabilities are all covered by
the ADA. A mental impairment is defined by the ADA as: 'any mental or
psychological disorder, such as mental retardation, organic brain syndrome,
emotional or mental illness, and specific learning disabilities.'"

- Slide: What kind of language do we use when we are
referring to people who may be having a mental health problem? crazy, insane,
having a breakdown, problem patron. Some numbers:
- 1 in 5 adults (18.6) have a mental disorder of some kind in
a given year.
- 57.4% of the population will experience a mental disorder
during their lifetime.
- Possibility of mental health disorders under-diagnosis,
especially with eating disorders.
- Stereotypes and overrepresentation in the media; for
instance, schizophrenia.

- Slide: What is the average time between onset of a mental
disorder and seeking assistance? About 10 YEARS

- Discussion regarding job applications asking for a self
reported disability status. That should be demographic information not
associated or connected to your actual disability. Possible discrimination re:
hiring with social media posts about disabilities.

- Feel free to email JJ Pionke at Pionke@illinois.edu with
questions or further discussion.

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One discussion was around what might be good for one group may not be good for another so there is potential conflict. One example was for some Native American groups having anatomical models publicly displayed might be offensive. Some ideas for making students from those groups comfortable is putting the models in bags which are branded with the university logo with a card saying what it is. Another idea was having a menu card where students could pick the one they wanted.

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One other topic was managing conflict for multi-use rooms for self care. The patron uses for these rooms may come in conflict with one another. For example, some may use it for prayer while others use it for meditation and depending on how students want to use it, there can be conflict. Some reported having student services/affairs in the creation and management of these rooms.

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The furniture choice is really important as students use furniture differently. Having furniture which accommodate different body types is important and made so that people can study for a while. Investing in sound panels and walls that can move can help those who are neurodiverse. Beanbags are also popular. One suggestion is working with admissions to find out what they are hearing from potential students. If furniture is mobile, mark it in case it moves.

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One other point is being intentional about the artwork and pictures on the walls. Ideally patrons no matter what their experience/background should be able to see themselves represented.

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-- Check-Ins:  Communicate with colleagues about how they are doing in face of our national and global stresses. Email, face/face, or virtual meetings.

-- Retreats for all staff (not just librarians):  Not common but a great way to share and communicate.

-- Employee Awards:  Recognize achievements and milestones; have colleagues nominate coworkers.
-- Birthday Celebrations:  An opportunity to connect, be seen and heard, learn about each other.
-- Cultural Events:  Bring outside (like wider university events) into the library for staff; A way to learn about each other’s cultural heritage.
-- Safe Zone Training as a group:  Can do it as an entire library; departments; or other groups; opportunity to learn together

-- Book Clubs:  An especially good technique in a virtual work settings.  A book club can help open up communication and learning about each other and their personal journeys.

-- Fun Meetings:  A chance to connect as coworkers

-- Holiday Celebrations:  Learn and value other cultural holiday celebrations.

-- Building Community group:  Available to all library staff from all campus libraries; a way to build connections among colleagues.  They often do fun activities like a pet parade.

-- Hallway Chats:  Virtual meet up with coworkers to build connections

--  Watercooler Chats:  Virtual meet up with coworkers to build connections

--  Social Hour:  Virtual meet up with coworkers to build connections

--  Shout Out Page:  Internal-only webpage recognizing library staff contributions from all libraries across campus.  Staff recognitions are submitted by fellow employees; there is an option for the submitter’s name to be shared with the employee being recognized or to remain anonymous.  A committee reviews submissions to determine which are to be shared on the Shout Out page.

--  Library Check-In:  In their healthcare system environment, all the librarians/library staff from hospitals in the system meet virtually on zoom to check-in with each other personally and professionally.

--  Dr Tweedy suggests that library’s create displays and programming to recognize groups all year around, not just in one month (e.g. May = Nurses Month).

-- Highlighting BIPOC staff, faculty, alumni in health sciences fields (within/outside the university) on the library’s social media.  They receive good engagement from the university community.  Also have a presentation about it at MLA: “Highlighting Contributions of BIPOC Students, Faculty, and Staff through Library Social Media,” https://www.eventscribe.net/2021/MLA/agenda.asp?pfp=VideoChatSessions

-- Employee of the Month:  A library staff member is profiled each month on the library’s public website.  The staff member’s role at the library is explained and answers to fun questions.

-- Share a “Win”:  At the beginning of large or small group meetings in the library, staff are asked if they want to share a recent “win.”

-- Use the “Mood Elevator:”  Derived from the techniques from a Senn Delaney program, their library staff use the concept of the mood elevator when discussing how they are feeling about work, personal challenges.  When the mood elevator is low, a person may feel unsure, insecure, overwhelmed, etc.  When the elevator is high, a person may feel successful, good about an accomplishment, etc.

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-- Reaching out to library schools

-- Looking at job description language

-- Participating at community outreach events

-- Marketing open positions to diverse groups and organizations

-- Seek people who are different than you and value what they can bring to the institution

-- Partnering and mentoring programs for new staff.

-- Ask colleagues who they recommend for open positions.

-- Reach directly to potential candidates.

-- Career Fairs and High School Presentations:  Promote health sciences librarianship at these events.  Make students aware that there is more to librarianship than reading books.  It is a good way to connect to the community.

-- High School Presentations:  Their healthcare system also regularly presents to high schools to discuss all kinds of career possibilities, and health sciences librarianship can be included.

-- Collaborate with Local Public Libraries:  Their library had an online program during the COVID-19 shutdown that focused on staff mental health.  They invited public librarians from the NY area.  Over 140 public librarians attended.

Question Posed:

-- Does any library have a pipeline in place for staff to get their MLS?  Our library support staff are often more diverse in libraries, and we should be trying to encourage/assist education in librarianship.