How Traveling Made Me a Better Librarian

My library 'career' started over fifteen years ago, with a job at my local public library at age 16. Since then I've held a variety of positions in a number of different libraries. And I've enjoyed the opportunity to understand libraries from multiple positions and levels. I believe that those positions  make me a good librarian because I understand comprehensive library workflow and understand how all the positions in a library work together to provide access to patrons.

But as I'm reflecting on this past summer in Uganda, I believe it's my time in Africa that has really made me the librarian I am at this point. Not because I gained important library skills [which I did!] but because by it's nature, travel changes us. Traveling to new countries and cultures allows us to see the world in news ways and to get outside ourselves and our own experiences. And those are the ways that have had the greatest impact on me, and ultimately on my career.

For example, I am more compassionate toward students since living in Uganda. I've always had great empathy for others. Recently I even found my Preschool Report Card that said "Rachel is very sensitive to the other students." Apparently I've always cared about other people. :) But spending time with my students in Uganda gave my heart even more compassion for them and others. I often say that I am not a particularly great librarian. That is, I don't always ask the perfect questions when I'm helping someone and I may not be the best teacher in the classroom. But I show students compassion and empathy so that they felt heard and understood in the midst of their research frustrations. Which ultimately, I hope, does make me a great librarian.

I've also learned to slow down. In East African culture, life moves at a slower pace than here in the US. In Uganda that meant stopping to talk with neighbors when walking home or taking the time to fully greet people as they walk into the library. But when helping students in the US, it can be easy to rush through their question, give them some resources, and go back to 'my other work'. Multitasking and busy-ness are buzzwords here. And I'm learning [and re-learning] to slow down and listen. Sometimes slowing down creates moments that have a lasting impact. Not because I answered a student's question in the most amazing way but because they trust me and share a piece of their story with me. I've had students tell me about how hard it is to be a single parent and a full-time student or the difficulties of returning to school after serving in the military. It's such a privilege when students share those things with me and they only do that when I slow down enough to really listen.

Most importantly, though, my time in Uganda has given me a bigger perspective on life and also librarianship. One of the best things about traveling and living in another country, is the chance to get outside yourself and your own experiences. Living in Uganda gave me the chance to not only see life in and through another culture but to also see librarianship in a different context. Now when I am tempted to think that something at work is 'the end of the world', I try to remember that librarians in other parts of the world are dealing with many of the same things. There are men and women around the world, working to provide access to information with few resources or personnel. They are the heros of the library world. My random issues with a problem patron or furniture placement in the library are nothing compared to what others deal with every day.

This past summer, someone gave us some advice to make the most of our time in Uganda. We were told that in order to have an impact we should: slow down, listen more, talk less, and focus on people. Without those things it wouldn't matter what 'did' in the library. I'm realizing that those aren't just lessons I needed while I was in Uganda. Those are things I need to do here, in the US, everyday. Because those are the things that will ultimately make a difference in someone's life. Finding someone the perfect book is great but what they will remember is how they were treated while they found the book. So, that's my new focus. As the new school year begins I want to come to work every day with a mindset to slow down, listen, and focus on people. Because really, helping people is what being a librarian is all about.

Staying Culturally Relevant

So, while I've been walking through this journey of finding a job, I've been thinking a lot about what I should/could be doing with my time in addition to looking for and applying to [library jobs]. Options so far include: random part-time job at Starbucks or Target, watching movies all day, reading novels, volunteering, and/or waiting it out.

At any rate, I recently decided that I really needed something to do with my time besides job search. And I've been looking at volunteering with a couple organizations in the area that have some sort of international focus. I want to stay connected, somehow, to people from other countries and cultures. I just feel like I have so much to learn from them and building relationships with people who are different than me is incredibly rewarding [even if wading through language barriers takes loads of patience].

Last week I went to visit an organization that helps newly arrived refugees, asylees, and immigrants. The organization helps them get acclimated to American life in various ways. One way is through teaching basic computer, English, and job search skills. I contacted the organization expressing my interest in possibly helping with that component. I loved teaching computers in Uganda and I figured this might be similar. At the very least it would be a chance to meet some people and keep up my teaching skills while I look for a job.

So, I went last week and observed and helped teach a class on computers. And, it was great to meet people from other countries and to help a bit with some basic questions. But I suddenly realized that although I might still be working with people from other countries, the context is totally different.

I know. It's sort of obvious. I even had a little 'Oh, yeah...duh!' moment in my head. But it's still a reversal and a different way of thinking.

For example, one of the things I often dealt with in Uganda was the African view on time. In general, things happen when they happen. And despite the fact that we were on a college campus, things often ran a bit 'late'. I generally didn't mind too much and tried to find the balance between African time and the more regulated college time. But here students pretty much have to be on time for class...even if they come from a culture that views time differently. Because they now live in a very time-driven culture.

And what struck me last week was that in Uganda I was trying to help give students skills that would help them in their African context (i.e. basic search and email skills). And here students need skills for their American context. Again, obvious. But a different way of thinking about what to teach and important skills to know or learn.

Obviously many of skills are the same: email, using the internet, typing, etc. But there are the things like teaching people the importance of being on time here in America. Typing and basic computer skills are almost expected here but in some parts of the world they're simply an added bonus to your skill set.

Anyway, this post is not particularly profound but just some of my random thoughts about switching between cultures. And teaching in different cultures. And reminding myself to stay culturally relevant no matter what culture I am working in.

Some Days, I Hate Facebook

Facebook.

I think it has taken over the world. Or maybe Google has, I'm not sure. Both the words 'Google' and 'Facebook' fill our daily conversations in the US.

What has surprised me is how much both fill my days here in Uganda as well. And I have come to the conclusion that Facebook is a beast.

The past several weeks have been filled with questions about Facebook before students leave for their holiday. They want to set up accounts, upload pictures, find a few more friends, delete photos. I even taught two workshops on setting up and using Facebook before finals last week.

Don't get me wrong. I use Facebook regularly. As an information professional, I am well aware that Facebook is a primary electronic communication tool. We discuss it as librarians: whether or not to make pages for our libraries, how to use it to reach out to students, how to incorporate it into learning, etc., etc. It's clearly an important part of our daily lives as we communicate in a global village. I've tried this semester to see the bigger picture and to use Facebook as a way to teach information literacy. But sometimes it get's overwhelming.

Again, Facebook is a beast.

I mean, think about it. How do you explain what a status is to someone who has never used Facebook before? Or what about: wall, newsfeed, tagging, message, events, pages, like, profile, profile picture, etc.? Not to mention all the privacy and account settings that are available.

SO MANY students want to 'set up The Facebook,' as they say. I am at my wits end trying to figure out how to best go about this and still get other things done in the library. Because I'm wondering how helpful those workshops actually were.

On the one hand, I so desperately want the library to be a source of information. I want the students to ask questions. I want to be able to explain privacy to them [No, being friends with people you have never met is not a good idea]. I want to empower them with communication tools. I want them to learn to use computers and this is a fun way for them to learn. I want them to be comfortable with technology. BUT where do you draw the line?

As a cross-cultural worker I am so hesitant to do anything that will change the culture in which I work. I spend a lot of time thinking about how to do things that are as culturally relevant as possible. I want what I do to supplement the culture within I work but not change it. But let's face it, in many ways Facebook is geared for the West. Yes, people here value community. And, yes, Facebook is about 'community'. But so much of how Facebook is designed is for the ridiculously instantaneous and 'connected' culture of the West. For example, a status is what you are doing NOW...how does that translate to a student who will go back to his or her village and check email/Facebook once or twice a week?

The world is changing. The way we communicate is changing. The internet is big. How do we take these tools to new cultures? How do implement and teach them in ways that are actually useful? How do we take Westernized technology and make it culturally relevant? Where do you draw the line? Am I a bad librarian if I spend time showing someone how to set up Facebook instead of teaching them online databases?

At this point I have more questions than answers.

*Note: this post was written after a particularly long day of Facebook questions. I may feel differently next week when the students have all left for holiday and I am alone in the library working on cataloging. :)

Time Management, or, How to Give Yourself More Time to Catalog

"Give a man a fish and he eats for a day; teach him to fish and he eats for a lifetime" ~ Chinese proverb*

As librarians, many of us use this proverb as a guide when creating library instruction programs. We spend hours discussing the best way to teach the skills we want students learn. We create activities that result in engaged learning. We avoid doing research for students but rather choose to teach them how to research.

Ok, this might not be every librarian's strategy but it is how I learned to help students at the awesome University of Illinois Undergraduate Library. As a Graduate Assistant I learned the importance of teaching skills rather than telling students what to do. And I am incredibly grateful for that experience and for the example of other librarians. I love looking at the bigger picture; I love thinking about how to empower people with information. (Obviously...that's why I became a librarian! :)) And as librarians We empower students and patrons when we take the time to teach them how to find what they need.

But the embarrassing reality is: sometimes I don't like this method. Or rather am impatient with this method. Lately, I have been overwhelmed with students asking me to help them open a Facebook account, set up email, add a signature to said email, proofread papers, type papers, create websites, add attachments to emails, open email accounts, fix email account passwords, research for homework, find scholarships, etc.

Let me say, though, I really am thrilled that they are asking questions!! I often feel that as a minority 'mzungu' (white person) it can take a while for people to trust me. I know I need to focus on the positive: that people see me as a resource for information. But all these questions can get overwhelming when several people are asking for computer help, at the same time someone else wants books, at the same time trying to catalog books, at the same time preparing for a class.

Maybe I'm just being challenged to grow in patience.

The truth is, when computer literacy is low, all those lovely instruction classes you taught in the US become less relevant. And the time it takes to explain things is much longer. Or you have to be more creative in how you present things. (You can read more in how I've tackled teaching information literacy in everyday questions in this previous post.)

My newest solution (admittedly, I wish I had come up with this months ago and am a bit embarrassed I didn't): stay after work and teach weekly or bi-weekly classes on various computer topics. Although I am still asked many questions each day, this has helped tremendously.

I know this probably seems like common sense but with all the things there are to do (ahem...catalog 10,000 books), it just hadn't occurred to me. Or maybe I thought students wouldn't come. Or maybe because I was so comfortable teaching certain databases in the US it took me this long to branch out. Or maybe it took me this long to figure out the trends in computer questions. Or maybe it was because I knew the best time would be when no classes are being taught...which is in the evening...and I'm sometimes a bit selfish about my evenings.

Regardless, I got overwhelmed by the big picture instead of on the pieces and how to accomplish each piece, i.e. teach computer skills while also giving myself time to catalog. And, it finally occurred to me: why am I answering the same questions over and over if I can just teach a class/workshop and answer them all at once?

So far, I have taught classes on: Google, email, Facebook, PowerPoint, and basic internet research. Each class or workshop was attended by at least 10 students, usually more. (Remember we have less than 100 students on campus...it's actually a great percentage considering the workshops were completely optional) I spent part of the time talking about various basics/'how-tos' and then allowed time for questions. I loved teaching these students about computers! And they want to learn. Things like Google Maps or how to send a photo to a friend or how to set up a presentation, were new things for many of these students. I love watching their eyes light up as they realize how much computers and the internet can do.

And, it saves me time during the day for cataloging because I've answered a lot of questions at once. I still obviously help students individually but I'm finding more time to get those 10,000 books cataloged.

But ultimately I hope I am teaching them to fish.

*My roommate is from Hong Kong and we talked about whether this is really a Chinese proverb since we have heard similar sayings here in Uganda. Regardless of where it comes from, we think it's true. :)

Facebook as Teaching Tool

As I've mentioned  before, when I first arrived at RTC in January there were no working computers in the library. We now have two staff computers and two student/public computers. I love that we have these available to the students! This feels like such a huge step for the library and for the students.

It also means my days are very busy helping students with computers and teaching computer skills (in-between cataloging of course!). The computer skills I am teaching here are very different than the ones I taught in the US. In the US we talk about databases, information literacy, scholarly research, creating a search strategy, avoid using Google/Wikipedia for research, PDFs, online journals, etc., etc., etc. (I'm debating whether or not to write 'blah, blah, blah' instead of etc.) And these are all good things. But I continue to find that the majority of the terms are irrelevant to my current situation and library. The concepts are great but some of those things are challenging my teaching ability.

For example, here are some common scenarios:

Students come to the library and simply want to learn how to use email. They don't have an email account and ask me to help them set one up. Others have email but ask for help using advanced features, such as attaching documents and replying to someone who has emailed them previously. These are sometimes the students that also want help setting up a Facebook account. I have also been asked to help students: fill out online forms/applications, use Google, write a Word document, create charts/tables within said document, transfer pictures from digital camera to computer, etc. I love answering these questions and teaching these things. In a culture that is somewhat new to the world of internet and computers, I'm learning to think carefully about my explanations and make sure my teaching is clear.

And in the process I've realized two things. 1. Technology is incredibly confusing  and 2. I need to take advantage of every computer question to teach 'information literacy'.

Let me explain.

First, think about the last time you set up some sort of online account or ordered something online or forget a password. Did the process include a word captia? You know, those things with scrambled/distorted letters/words? How often do you have trouble reading the letters? Now try explaining that to someone who is learning English. I know there are bad people in the world that make things like that important but, seriously, my patience for those things has gone out the window.

Or what about things/terms like: programs, files, mouse, monitor, click, internet, website, highlight, save? You get the idea.

Secondly, I am learning to use every computer interaction as a chance to explain the skills I want to teach. The reality is, you have to walk before you can run. For students who are just learning how to use a computer, setting up email and Facebook are fun ways to get comfortable using the machines. Would you rather listen to me say, 'This is a monitor, this is a mouse' or 'Here is how you can write to your friends at home'? Teaching a student to use email or Facebook helps him or her learn to use a computer in a slightly less intimidating way.

Or take this example: a few weeks ago a student was complaining to me that he couldn't add friends on Facebook. I went over to look at his computer and see the problem. I don't remember exactly what the error message was but somehow I figured out he had been adding random people to his friends list and Facebook had blocked him from adding anyone for a week. It was a perfect chance to explain privacy and critical thinking a bit more! :)

Finally, another student recently wanted help with a homework assignment. He wanted to do research online to supplement his reading. The librarian in me was so excited! :) Interestingly, in the US I would try to dissuade students from using Google for research, instead pointing them to other sources of information. But here, it's the first place I go. I can teach 'create a search strategy' without using those words. I show the difference between their search (i.e. typing an entire homework question into Google) and my search (picking out the keywords). And once they have their results...I tell them to make sure they write down the website they are copying from. Aha! Teaching plagiarism. Who knew you could teach so much without using all those big words? :)

And watching someone's face light up when they find their first friend on Facebook or create a good search in Google, makes it all worth it.