Since I began working in libraries, I’ve had one foot in academic librarianship and one foot in special collections. This has allowed me to explore my interests, while building a broad toolbox of skills and learning from professionals across sub-fields of librarianship.
My broad goals as an instructor are to provide support for research, critical information literacy, and engagement with primary sources by creating a welcoming space to ask questions, challenging what is understood as authority, and removing intimidation as a barrier to learning.
Traditional Instruction
I have experience creating needs assessments to produce outcome-based lesson plans according to user needs. At Vanderbilt Divinity School I guest lectured to graduate level biblical studies courses and led seminar discussion sessions. My one-on-one research consultations with students often focused on teaching research as an interactive process in conversation with sources and scholars. My work at CUNY and the Center for Jewish History paired with instruction at Vanderbilt has provided experience working with diverse user groups and centering underrepresented voices in my lesson planning, facilitating, and assessment.
Primary Source Instruction
I am passionate about introducing researchers to special collections and maintaining that engagement. As insightful and interesting (awe-inspiring and horrifying) as primary sources can be, they can also be confusing and challenging. Primary source literacy is a crucial skill set that guides our intellectual work and ethical use of materials. It overlaps with other literacies, sometimes in unexpected ways! In reading rooms I instruct both first-time users and experienced researchers on how to handle fragile items, utilize genealogical databases, understand historical contexts, parse handwritten materials, and search catalogs and finding aids of cultural heritage institutions. I have taught one-shots using active learning methods, highlighting digital and physical collections. I regularly lead Fellowship Orientations and Introduction to Archival Research sessions, tailored to the skill level of attendees (HS-graduate).
Remote Instruction
Remote instruction has come to the forefront of discussion since 2020. We can now see remote-oriented lesson plans and resources boost accessibility under any circumstance. Asynchronous resources in particular allow users to review material more than once and explore at their own pace at times that fit their schedules. I have extensive experience moderating virtual discussions. During the height of the pandemic I adapted quickly to learn technical skills to better lead remote instruction for synchronous, asynchronous, and hybrid models. I have created instructional videos introducing researchers to archival research and searching cultural heritage catalogues, including demonstrations. These videos can be shared directly, embedded in a publicly accessible research guide, and reused for future classes.
Empathetic Librarianship
Knowing each user approaches research differently, I actively listen to understand their needs. I help users learn to ask the questions as a collaborator rather than imposing my own perspective. In academic environments particularly, students are constantly evaluated. Librarians and archivists can create an atmosphere that frees students to ask questions about research and assignments they may feel unable to ask in a classroom in front of peers or to a professor grading their papers. My background providing pastoral care and emotional support has prepared me to handle moments of panic and difficult communication in many research contexts, including reference work or embedded roles. I seek to break down toxic power dynamics while recognizing librarians' position of power.
Outreach is advocacy for our collections and our field. It's my role to connect users with relevant collections, classes, and events. In addition to in-person programming, utilizing social media can provide insight into behind-the-scenes work of libraries and archives while strengthening relationships with users and other cultural heritage institutions. I love outreach because it combines my passions for collections and building meaningful relationships across communities while using my experiences producing social media content, event planning, curating digital exhibitions, and doing outreach for college students.
As a librarian, I have a responsibility to the collections in my care. This sometimes means making difficult decisions to ensure an object will be seen by future generations. In regularly train new staff and researchers in safe handling. I have assessed, processed, and rehoused collections, including Mylar encapsulation of fragile broadsides, flood damaged books, and a large archival storage move. My training includes the foundations of physical and digital preservation, and I take every opportunity to continue my education in the areas of preservation and disaster preparedness planning.
I desire to be a member of a field that is actively inclusive of BIPOC workers, LGBTQ folks, disabled colleagues, LIS students, and all library workers at various stages of their career. Community building not only seeks to remove barriers but redistribute power. So far my focus has been the experience within professional organizations. Creating meaningful community is not merely an offering of social events, but demonstrating genuine, sustained efforts toward accessibility and equity. I have also updated and tailored new hire exercises to meet the person's needs and interests, using their feedback to better training. I believe this work is necessary and possible with increased transparency, accessibility, and active efforts to meet the needs of those marginalized voices in our field.
Whether they're student assistants at a college archive or pages in a public library, student workers are a core element of a staff. Ensuring they are treated with respect and have opportunities for engaging projects is a top priority to me. It’s crucial to build trust by listening to needs and, whenever possible, including them as active members in staff conversations. It is my role to provide support and mentorship, but I also recognize I have so much to learn from students as library workers.