The Hyperlinked Meg: INFO 287 Blog

All of the content from the Hyperlinked Communities module greatly interested me, but I found myself looking back at a few specific inclusions multiple times. These include the article titled ‘Free, non-judgemental, accessible’: How your local library is a sanctuary of health and wellness by Tareq Nurul Hasan (2022), Healthy Library, Healthy Life by Cory Greenwood (2022), and the video “Wash & Learn” Pop-Up Library Program in the Bronx from the YouTube channel Bibliothèques Sans Frontières (2017). As I read through these articles and watched the video, my thought process immediately started thinking about how a service such as a pop-up library reference service could fit into a campus community at a college or university.

A pop-up library that focuses on providing resources for a community demonstrates a creative example for extending resources beyond traditional methods often seen on college and university campuses. This model of outreach, where libraries meet patrons during routine, lengthy downtime, is proven to be a feasible way to deliver services and could be directly supported by successful community or campus initiatives (Bibliothèques Sans Frontières, 2017). 

For academic libraries, pop-up services can be a hands-on method to increase visibility and raise awareness of campus offerings. By setting up a mini “reference desk” in places such as dorm laundry facilities, campus food pantries, or student wellness centers, librarians can bring information to patrons to connect with students who may benefit from campus resources. These environments reinforce the library’s role as a place that values the health and wellness of the student body while keeping it accessible by placing themselves directly in the middle of a student’s daily routines (Nurul Hasan, 2022). Library visibility in these casual environments works to uplift student well-being, aligning with organizational goals to address social connection, mental health, and academic success (Greenwood, 2022). 

This model creates a crucial opportunity for a library to form impactful partnerships with campus support offices, specifically Disability Support Service (DSS) and Adult Reentry programs. These students often represent a portion of campus that may not always be taken into consideration when campus organizations are analyzing their target audience, and libraries must make the effort to ensure equitable access to support (Greenwood, 2022). A pop-up desk in a student wellness center would promote the connecting of students with disabilities with essential resources such as adaptive technologies, one-on-one tutorials or peer mentors, and research tools designed for various abilities. Simultaneously, Adult Reentry students, some of whom may feel overwhelmed by the modern academic environment, can be introduced to one-on-one research consultations and citation management instruction. Library presence may also be useful in other campus spots, such as an on-campus food pantry or a “career closet” with the goal of assisting students with any additional resources they may be looking for, or to introduce students to campus assistance they may not have known about prior. Student success and well-being should be a top priority during these types of pop-ups.  

By using the pop-up model to integrate library services into the student support network, a university can actively demonstrate a commitment to equity and retention. Collaboration focused on connecting with the student body promotes a closer bond between the library and the students, making sure that students of any background are introduced to services that can greatly benefit them throughout their academic careers (Greenwood, 2022; Nurul Hasan, 2022). 

References

Bibliothèques Sans Frontières. (2017). “Wash & Learn” Pop-Up Library Program in the Bronx. YouTube. https://www.youtube.com/watch?v=9HM7pQiqDZY&t=192s

Greenwood, C. (2022). Healthy Library, Healthy Life. INCITE, 43(6), 24–24.

Nurul Hasan, T. (2022). “Free, non-judgemental, accessible”: How your local library is a sanctuary of health and Wellness. SBS Bangla. https://www.sbs.com.au/language/bangla/en/article/free-nonjudgmental-and-accessible-how-your-local-library-is-a-sanctuary-of-health-and-wellness/t15blzsi9 

Bonus Examples of Services Mentioned Courtesy of Cal State Fullerton (my alma mater!):

Basic Needs Services: https://www.fullerton.edu/basic-needs/ 

Adult Reentry and Parenting Student Program: https://www.fullerton.edu/adultreentry/

Associated Students Food Pantry: https://www.fullerton.edu/basic-needs/calfresh/food.html 

Transparency and Participatory Service in Academic Libraries and Beyond!

The theme of transparency and participatory service in academic libraries stands out to me because it challenges the traditional hierarchical structure of library services and promotes a more collaborative, inclusive approach to serving students, faculty, and the community. In academic libraries, transparency means not only being open about decision-making processes, but also encouraging feedback and input from users (campus community), making them integral partners in shaping the library’s offerings. This concept is especially critical in today’s rapidly changing academic environments, where users are seeking more personalized, responsive services. Reflecting on the importance of transparency and participatory service in academic libraries, I am drawn to the idea that these practices can reshape how we view learning, community engagement, and the evolving role of libraries in education.

One of my initial reactions to this theme is the realization that transparency goes beyond just making library policies or procedures accessible. It’s about fostering a culture where students, faculty, and staff feel that they have a voice in library operations. Participatory service emphasizes the need to involve library users in the decision-making process about services, resources, and even the physical space of the library. How do libraries balance user input with professional expertise? How might academic libraries navigate differing ideas from the university or college’s administration? Our challenge lies in building an inclusive culture where all voices are heard and valued.

There is absolutely a need for transparency within libraries in multiple contexts, not just in their practices, but in their interactions with their users (Stephens, 2016). For academic libraries, this can assist in creating a stronger bond between students, staff, and faculty when utilizing the library. The argument stands that the heart of librarianship (get it?) lies in a library staff’s commitment to a level of transparency that supports the creation of collaborative scholarly ecosystems. This resonates with me because academic libraries should not operate in isolation, disconnected from the very people they aim to serve. Instead, libraries must actively engage with students, faculty, and other stakeholders, recognizing that their needs and expectations can inform how library services are designed and delivered. Participatory service means recognizing users as the creators of and collaborators within their learning experiences. In academic settings, students and faculty are no longer passive recipients of library resources, for they are active participants in the library ecosystem. This shifts the traditional view of libraries as merely repositories of information to a more dynamic view, where the library becomes a space for shared knowledge creation and engagement. Transparency in service design and delivery builds trust and ensures that library users are not just consumers of information but also contributors to the library’s mission.

Moreover, in the context of academic libraries, the concept of library users not being “broken” plays a critical role. This piece rejects the notion that library users are the problem when they encounter issues or challenges with library systems. Instead, there is an emphasis on viewing library patrons as partners with valuable input that can help shape the services and resources offered (Schneider, 2006). One section of this Schnieder’s (2006) work that really resonated with me is that “We have wonderful third spaces that offer our users a place where they can think and dream and experience information. Is your library a place where people can dream?” Even in an academic library setting, it is vital for staff to create a space that is fit for a wide variety of patron needs and is able to support the student body in their academic endeavours. And yet, at the same time, it is equally important to keep the space accessible and friendly so students, staff, and faculty can establish better campus bonds. For an academic library, this can start small with tours and workshops held within the library to bring in the folks who may not have known much about what the library can provide them. This shift in perspective helps create more adaptive, user-centric library environments. There will always be an evolving idea of the best ways to create more user-centric methods within all types of libraries, but it will be interesting to see what new methodology might emerge specifically in reference to academic libraries!

References

Schneider, K. G. (2006). The user is not broken: A meme masquerading as a Manifesto. Free Range Librarian. https://freerangelibrarian.com/2006/06/03/the-user-is-not-broken-a-meme-masquerading-as-a-manifesto/

Stephens, M. (2016). The heart of librarianship: Attentive, positive, and purposeful change. ALA Editions.

*All images used are royalty-free images from https://pixabay.com/

Hello everyone!

My name is Megan and I am from Orange County, California! I decided to take INFO 287 because I am interested in the ways that libraries intertwine themselves in an ever-changing digital landscape. I currently work as a circulation assistant at an academic library near me, and I am really interested in academic librarianship as a whole. This semester is a really exciting one for me since I will only have my E-Portfolio to complete after this semester!

A few fun facts about me:

• I am a chronic user of exclamation points
• I have a one-eyed calico cat named Macy (see image below)
• I used to work at the radio station at Cal State Fullerton, my alma mater!
• I collect lots of keychains to keep on my bag, so if you hear a lot of jingling in the distance, it is probably me 😀

Macy, my one-eyed calico cat!

Three of my favorite keychains on my bag: A mini lightstick for k-pop group Girls Generation, a polaroid-style keychain showing Hello Kitty and friends on the Universal Studios Hollywood backlot tour, and a crocheted Junimo from video game Stardew Valley (I made this one myself!)