NCLA Con 2025

This 45-minute presentation by High Point University's Gerald Ward, Media & Digital Services Librarian, and Lauren Ksa, Head of Reference Services Librarian-will demonstrate how hands-on bookbinding and zine-making workshops can transform library learning experiences. Attendees will discover how crafting books and zines engages patrons in active exploration of the history and cultural impact of print media, supported by educational theory and real-world program examples. The session will blend theory (critical library pedagogy, experiential learning, object-based learning, craft-based learning) with actionable strategies, showing how libraries-academic, public, or school-can develop sustainable programs that inspire creativity and learning. By highlighting High Point University's successful workshop series and Zine Library, the presenters will illustrate how creating and preserving handmade objects and publications can enrich collections and communities. Attendees will leave with both big-picture understanding and practical tips to implement these ideas in their own libraries.

Burnout, or chronic job related stress due to work-imbalance issues and career disillusionment, has always been a significant problem for library information science professionals, but it has become a major crisis in the wake of the COVID-19 pandemic (Bury 2024, Kenyon & Henrich 2024). Academic librarians are in a state of burnout as the values of librarianship come into continued conflict with the neoliberal corporate models that have been broadly adopted within academia (Nardine 2019, Wood et. al. 2020). As part of this on-going conversation, the researcher will showcase how they used assessment tools and techniques to create an "anti-burnout" plan for their team of librarians and support staff that make up the First-Year Writing (FYW) library instruction program at a large four-year research university. While acknowledging the limitations of individual-driven solutions in combating burnout, they share their work with the hope of encouraging participants to develop their own plans to reduce burnout in their own instruction programs. While the focus of the presentation is on academic FYW instruction, the tools shared are applicable for all forms of library instruction and applicable for those with minimal assessment knowledge. These tools include visualizations created using instructional request data, predictive models, and guides for structured conversations on teaching capacity. The researcher used the information gathered from these tools to create realistic boundaries for librarian teaching capacity; while recognizing that the process of saying "no" to an instruction request is difficult and comes with the fear of harming relationships with faculty members. To reduce this pressure, the researcher and their team developed infrastructure that would support saying no to instruction requests. In addition, the researcher will discuss how their team balanced the necessity of saying no to some instruction requests with the reality of the poor labor conditions of the contingent faculty and graduate students who disproportionately make-up the instructor pool for FYW programs. By engaging with the researcher's presentation participants will walk away with practical strategies for creating an "anti-burnout" plan tailored to their instruction programs, informed by tested assessment tools and techniques. They will begin the process of setting realistic boundaries with faculty, while fostering team accountability and as a result, address the impacts of neoliberal decision-making on librarians.

This thesis investigates the intricate relationship between librarianship and the coined concept of vocational awe, as articulated by Fobazi Ettarh. Vocational awe, characterized by an intense emotional investment in library work that works to place librarianship and libraries beyond critique, has surfaced as a critical lens for examining the culture of the profession (Ettarh 2018). Ettarh contends that idealizing librarianship can result in unrealistic expectations, burnout, and an unhealthy blending of professional boundaries. Drawing parallels between vocational awe and historical sentiments, reminiscent of Robert Leigh's "The Library Faith"; this study explores the enduring nature of the unnamed features of librarianship that inspire unwavering devotion. By connecting the concepts of library faith and vocational awe, the research aims to elucidate how individuals' sense of calling to librarianship influences work motivations and perspectives. Using a triangulated mixed methods approach, A quantitative survey, utilizing the Calling and Vocation Questionnaire developed by Duffy et al., alongside inquiries into the presence of negative vocational awe impacts works to inform the qualitative interviews. Interviews function as the primary data source and will delve into participants' work motivations, perceptions of librarianship, and the influence of these factors on negative job experiences. This paper will work to identify a) if a sense of being called to librarianship/library work influences devotion to the library faith or a sense of vocational awe, b) values that current librarians/library workers have with library work, c) their experience with negative features of vocational awe, and d) if there are perceived supports in place to mediate these problems. Studying this adds to the ever-growing literature on vocational awe in librarianship and can provide a basic assessment of workers' experiences with vocational awe, which can be used to inform workplace support infrastructure and implementation of critical librarianship.

In information literacy sessions, librarians will often begin at the library's homepage to discuss research and available resources. Using the library as the starting point, however, can decontextualize how the library fits into the larger information world that students interact with on a daily basis. This in turn makes it harder for students to understand how to approach searching the library databases for information, especially as first year students. By recontextualizing how information is organized and located, we can recognize and build upon how students primarily seek information online, and aim to reinforce life-long savvy searching behaviors across the internet. At Appalachian State University, all first year students are required to take an introductory writing course, Rhetoric & Composition (RC) 1000. In this presentation, I will discuss alternative lesson plans that three of us piloted and adapted for library instruction in several sections of an instructor's RC1000 course across different semesters starting in Fall 2023. From the pilot sessions, the lessons were adopted into other RC1000 courses sections and expanded. These two RC classes provide the foundation of Appalachian State University's Vertical Writing Curriculum, which is designed to provide scaffolded writing experience with an information literacy component each year of an undergraduate's academic career. Therefore, it is highly important to our information literacy program to be well integrated into these courses as they also are meant to set students up for research as they then transition into their majors.For background, the traditional RC1000 information literacy lesson plan discusses different source types, credibility, and keyword searching before diving into the library's homepage for a search demonstration through App State's discovery system. The new alternative lesson plan instead aims to approach instruction through starting with a setting that students are familiar with, the open web, before going into the library resources. This foundation then helps to describe the databases using the language of the internet and web searching. To do this, we focus on how the internet functions through exploring the ways search algorithms work, and how information is "layered" within the internet. Once this foundational knowledge is established, we can then contextualize searching in both databases and search engines. Additionally, this recenters the role of the librarian from mainly explaining databases to being experts in how information is organized and how this impacts the way we find information. Over time, this class has shifted in response to student feedback and instructor needs, with options to include discussions of social media, AI, and information ethics. I include the process from our first sessions to the current curriculum, noting the iterative process of teaching, learning, and student-driven decision making. I'll note what has and hasn't worked, and what has resonated with students throughout the different iterations of the sessions through showing student feedback and takeaways. I hope attendees will walk away from this session with ideas on how to situate the library within a larger information context to aid in student understanding both within and outside of academia.

Managing a Floating Collection across 24 library branches is a complex but rewarding process that ensures materials remain accessible, diverse, and relevant to our patrons. Wake County Public Libraries has developed a strategic approach to maintaining this system, balancing selection, circulation logistics, and deselection to create a dynamic collection that serves the needs of our community. In this session, our Selection Manager, Materials Manager, and Deselection Manager will guide you through each phase of the book lifecycle, sharing insights on how we select, manage, and refresh materials across our system. The selection process plays a critical role in ensuring our collection remains balanced and representative of our patrons' needs. Our Selection Manager will discuss the criteria used to choose materials, emphasizing diversity, relevance, and demand. With a system as large as ours, selecting books that resonate with our communities while maintaining a broad range of perspectives is key. Once books enter our system, the challenge shifts to managing their movement across branches. Our Materials Manager will explore how we track and maintain circulation through an efficient logistical framework. Technology plays a crucial role in monitoring the movement of materials, preventing bottlenecks, and ensuring that all branches have a well-rounded selection of books. We will discuss the tools and strategies we use to keep books flowing smoothly while minimizing delays and gaps in availability. Just as important as adding new materials is the process of removing outdated or underutilized items. Our Deselection Manager will cover the evaluation criteria used to determine when books should be weeded from the collection. Factors such as circulation data, physical condition, and evolving community needs all play a part in these decisions. Floating Collections offer many benefits, including greater flexibility, improved access to materials, and a more patron-driven distribution model. However, challenges such as uneven distribution, wear and tear on popular titles, and maintaining balanced collections across branches require proactive management and problem-solving. By sharing our strategies and experiences, we hope to provide practical insights for libraries, whether they have a floating collection or a traditional one. Join us for this informative session as we break down the key components of our collection management. Whether you are involved in collection development, materials handling, or library operations, this discussion will offer valuable takeaways on best practices, lessons learned, and future innovations in library collection management.

This presentation will begin with a comprehensive description of the technologies available in the CP Library makerspace. It will then discuss three key elements to fostering engagement with your community through your makerspace including: creating student buy-in, creating staff and faculty buy-in, and promoting your makerspace through student events and instruction services. Student buy-in can be created through a variety of training options, both one-on-one and in groups. It can also be created through encouraging students to attempt to utilize new technologies and flexing their creative muscles. Student buy-in also requires the encouragement for students to make projects for their own personal edification in the makerspace and to engage in iterative learning through a trial-and-error approach. Staff/faculty buy-in can be created through a variety of methods including cross-departmental staffing of the makerspace within the library, implementing a train the trainer method, encouraging non-library staff to receive free one-on-one training, and encouraging staff and faculty to make projects for their own personal edification. Promoting your makerspace successfully among your community includes tying makerspace tours into instruction sessions, attending student events and running tables, and hosting events open to the entire college community in the space.

Artificial intelligence is transforming the research process, offering new ways to support topic development and critical thinking. This session explores how AI tools can be effectively integrated into research assignments while addressing the diverse needs of a multigenerational student body. Attendees will examine the role of AI in guiding students through topic exploration, evaluating sources, and developing research strategies. The discussion will include a comparison of Credo Reference's Mind Map tool with other key research features, as well as the integration of library databases to enhance information literacy. Participants will gain practical strategies for helping students critically engage with AI tools while leveraging reliable academic resources for their research.

In conjunction with the already complex issue of copyright, more students, librarians, and faculty are increasingly mystified by AI and the ways students are incorporating AI tools in their schoolwork. Librarians need to be aware of how AI technology constantly evolves, how students are utilizing AI resources, and where boundaries for academic integrity need to be set. Students will keep pushing the boundaries of what is considered academically acceptable and what constitutes plagiarism until these boundaries are clearly defined and communicated.

Libraries are constantly evolving to meet the needs of their communities, and book clubs and readers' advisory services are no exception. Today's readers expect more than just book recommendations - they crave deeper engagement, diverse perspectives, and access to content that enhances their reading experience. Gale Literature Resource Center, often viewed as an academic research tool, is an underutilized resource for public libraries that offers a wealth of materials to support and enrich programming. With primary source sets, author interviews, scholarly articles, and even podcasts, this database provides valuable historical and contemporary insights that can spark meaningful discussions in book clubs and enhance readers' advisory services. This session will explore how libraries can integrate these resources to create richer, more dynamic book club discussions and connect patrons with literary works in new ways. Presenters will showcase practical strategies, such as using primary source sets to provide historical context or incorporating author interviews and podcasts to connect readers with contemporary voices. Attendees will receive discussion prompts, hands-on demonstrations, and concrete ideas for making their library's programs more engaging and impactful. Beyond the tools themselves, this session will also highlight the value of collaboration between vendors and library consortia in meeting the changing needs of member libraries. By working together, we can ensure that libraries have access to high-quality, curated content that not only supports traditional book-related services but also expands their role as community hubs for learning and conversation. Whether you're looking to reinvigorate an existing book club or enhance your library's approach to readers' advisory, this session will provide actionable insights and materials to help you navigate the future of programming in both in-person and virtual environments.

The hoopla and intentionality with which many library outreach programs are pitched to undergraduate students are not always replicated for graduate students, especially when their numbers are small. Direct outreach to grad students may only come at the end of their time at the institution through support around theses and dissertations. Inadvertently, libraries may be overlooking a population with diverse support needs that go beyond graduation checklist steps - we certainly were! Our targeted support for graduate students began 16 years ago when the library launched our institutional repository and the Graduate School began requiring students to submit electronic theses and dissertations (ETDs). Our scholarly communication committee advised on the technical steps for submission and hosted a workshop to introduce students to the system and answer questions. Hiring a Scholarly Communication Librarian in 2009 enabled the library to provide expert guidance to students around copyright and fair use and to faculty advisors who were skeptical of the benefits of open access for ETDs. After learning about graduate student boot camps at ACRL 2017, we expanded support for graduate students that fall semester with the creation of a graduate student boot camp hosted by the library during the University's fall break. We offered sessions on addressing writer's block, time management, copyright and open access, research databases, and citation tools. To encourage participation, we included coffee and lunch for participants. We partnered with both the writing center and learning assistance office to help lead the sessions and received funding from the library and Graduate School. Over the eight boot camps we have hosted, survey feedback has allowed us to tailor the boot camp to the needs of the students, changing the time of the event, the workshops offered, and even the menu for lunch! Most recently, in 2024, through internal restructuring, we created a new liaison librarian position, part of whose time is dedicated to outreach to and support of graduate students. This new position works with the University's team that prepares and conducts graduate student orientation and represents the library on a University collaborative team that brings together staff who support graduate students from across the campus. Additionally, this librarian offers workshops on research and citation management to graduate students both on campus and in online graduate programs. This expanded outreach aligns with the library's commitment to improving student study spaces, which included relocating the graduate student lounge to a suite with a printer, kitchenette, and snack station. Building from our support around theses and dissertations preparation and submission, we slowly crafted an outreach program for our graduate students. Given that our initial in-road for support came at graduation, we grew our program from end to beginning and now offer a matriculation-to-graduation comprehensive program that provides multifaceted assistance to a critical campus population. Join us for this session, where we will share a scaffolded and replicable model for library support of graduate students that they can customize and implement at their institution.