NELA 2025: Soaring Together

October 29, 2025 JennyLeave a comment

The official theme of this year’s New England Library Association (NELA) conference in Newport, Rhode Island, was “Soaring together: Empowering librarians to lead.” I attended only one day of the conference, but as usual, it was a good day with informative panels, friendly vendors (hi, Islandport Press!) and a chance to connect with librarians across the region, including grad school classmates and former co-workers (hi, Katie!), and make new connections (hi, Martha’s Vineyard librarians!).

Let’s jump right in, and I’ll be as concise as I can!

Elizabeth (Liz) Bull from the University of Southern Maine presented “Feeding the Community: Libraries as Centers of Food Security.” Being an academic librarian, she made a LibGuide with definitions and resources. Here are a few takeaways from her talk, as well as contributions from the audience:

Forty-seven million people, including 14 million children, experience food insecurity annually in the U.S.
A food pantry or “community care corner” in a library meets people where they are – and brings new people into the library. Some people feel more comfortable visiting the library than a food pantry, or can’t get to a food pantry during its open hours.
Donations should not be placed directly in the food pantry area, but should be funneled through staff. This keeps the area neat and well-stocked, and helps staff keep track of the volume of food and other items going out; those numbers are useful to demonstrate the program’s worth.
Hygiene items are also needed; a librarian from Hyannis, MA, suggested the resource Aunt Flow for menstrual products.
One library has a “tree” with paper “leaves” in its teen room; teens can take a leaf from the tree, bring it to the library desk, and collect the item written on the back of the leaf (a snack, a tampon or pad, etc.)
For those who work with children: do not use consumable food (e.g. uncooked rice, pasta) in sensory bins or art projects. Be sensitive to those experiencing food insecurity.
Partner with other community organizations, and explore grant opportunities!
Get buy-in from staff so “everyone is pulling in the same direction” and the program doesn’t collapse if the one person running it leaves; on the other hand, Food Pantry Manager can be its own position.
Too Good to Go is an organization/app that aims to reduce food waste; see if it’s active in your area (in New England, it looks like it’s in Boston, Providence, and Portland so far).

Clayton Cheever from Norwood, MA and Allyson Malik from Oak Bluffs, MA, presented The Revolution Will Not Be Alphabetized: The History & Future of Good Trouble in Libraries.” Although libraries and librarians have not always been on the right side of history, many of us are following the late Representative John R. Lewis’s famous encouragement to get in “good trouble” now. Libraries are that “third space” where all are welcome to come and find resources – whether that means books, connecting with a social worker, or attending a joyful storytime or other event. The presenters introduced “the Volunteer’s Dilemma” (surprising an audience not used to seeing mathematical formulas) that explains how a group can benefit from an individual (or individuals) making a costly sacrifice (think of the old Oregon Trail computer game). After running through a toolkit (Communication, Services, Collection, Programs, Policies, Technology), the audience received scenarios to consider in small groups and report back. See also: The Library Freedom Project.

“Keeping the People Fed: Food Bank and Library Partnerships Across New England” brought together librarians and food bank employees from Massachusetts, Connecticut, and Rhode Island to discuss different partnerships and initiatives. Because the federal government is no longer collecting and sharing data on food insecurity, Feeding America is the current best resource for this type of information. And due to the ongoing government shutdown, November SNAP benefits are threatened, putting an overwhelming strain on food banks; “SNAP is the first line of defense, food banks are second” (and lots of people rely on both).

Caitlin Kelley, Montague (MA) library director, talked about how she and her staff grew one shelf into a larger food pantry, including a refrigerator and chest freezer, in their small branch library. “This expansion was only possible with collaboration” with the Western Mass Food Bank, local organization Heartwings, a Community Development block grant, a United Way grant, and a grant from ARSL. “By working together we’re able to enhance our offerings” – and see benefits like a 26% increase in visits to the branch, increased partnerships, a changed perception about what libraries do/are, and more full bellies in the community.

Finally, Pioneer Valley Performing Arts (PVPA) librarian Austin Clark and I presented on “Patron-Inspired Programs,” including different ways of communicating with patrons/students and trying out the programs they seem interested in. Sherborn librarian Quincy Knapp contributed slides as well (thanks, Quincy!) when our third panelist had to drop out a few weeks before the conference. Our slides are here.

MLA 2024: The Heart of the Community

May 7, 2024May 8, 2024 JennyLeave a comment

The Massachusetts Library Association (MLA) annual conference was yesterday and today in Framingham. I got to attend yesterday, and it was a full day of speakers, presentations, vendors, and catching up with library colleagues from around the state. The last MLA conference I attended was in 2019; I presented with two other librarians about DIY usability testing on library websites. (It seems like much, much longer than five years ago.)

First up, at 8:15am: “Expanding Literary Horizons: Hosting a Reading Challenge to Foster Diverse Reading Habits,” with Karolina Zapal (Massachusetts Center for the Book), Veronica Koven-Matasy (Boston Public Library), and Hannah Bernhard (UMass)

The UMass summer reading challenge began in 2020 as a way to build community and connection while students were at home. Hannah, with the office of Student Success, built cross-campus collaborations with the UMass libraries and the English department; this increased the program’s reach (contacting students by email) and visibility (social media). Participation has increased each year, and they have moved away from prize incentives toward a pizza party (again, bringing people together).
Veronica from the Boston Public Library talked about a number of reading challenges for adults: summer, winter, and year-long. The year-long challenge wasn’t as much of a success for BPL, but engagement with the winter (Jan-Feb) and summer (Jun-Aug) has been good. Bingo-style sheets include things other than “read a book” (e.g. learn something new about your neighborhood, listen to a new song, etc.). Reading challenges for adults bring new patrons into (or back to) the library, connect patrons with resources, encourage love of reading and support of the library, help patrons diversify their reading, offer opportunities to cross-promote other programming, engage staff, and are fun! They don’t use themes, but they do craft bingo items around book lists they make in advance, and they find newsletters a better way to communicate than social media.
The Center for the Book uses a “12 months, 12 books” model for their challenge, and relies on public libraries and independent bookstores as partners to spread the word and promote the challenge. People can sign up online and track their reading; there is a monthly newsletter and monthly prize drawings, and two year-end celebrations (in Northampton and Boston).

Exhibit Hall Break! I chatted with vendors from Transparent Language (I’ve been doing their ASL for Librarians course, and it’s fantastic), MLS, NELA, and others. I checked with both Baker & Taylor and Ingram to see if they had new award posters, but they didn’t; I found some downloadable ones from Follett, though.

10am: “Banned in the USA: A History of Censorship, Book Bans, and First Amendment Freedoms,” Jocelyn Kennedy, Executive Director of the Farmington (CT) Libraries

Jocelyn ran us through the history of censorship in the U.S., though she said that censorship has existed as long as the printed word, and even before: “We don’t like when other people say things that we don’t like.” A few keywords and cases to search if you’d like to learn more: First Amendment, Sedition Act, Tariff Act, obscenity laws, Anthony Comstock (grr. See: The Future of Another Timeline by Annalee Newitz), Title 18 of the Federal Criminal Code, Joseph McCarthy and HUAC, the Hayes Code, the Comics Code Authority, Miller v. California (1973), Island Trees Union Free School District v Pico (1982), ALA Office of Intellectual Freedom (OIF).
Government censorship is only part of the picture; some industries and organizations self-censor, sometimes in order to prevent government censorship. (Think of those “parental advisory” stickers on music CDs, movie ratings, etc.)
Book challenges from individuals and organized groups are on the rise in the past few years, but the Pico v. Island Trees case set the precedent that school boards can’t remove books from school library shelves just because they don’t like them. Jocelyn said, “It’s important to remember that it’s a very small group of people who are pressing for censorship and book bans [but] they’re very well organized.” The best thing you can do is make sure you have a strong collection development policy and a strong consideration policy, backed by procedure. (If your library doesn’t have these policies, or needs to update them, the MLS helpfully collects examples.) And, administrators need to support frontline workers.

11:10am: “Leading with Love: Celebrating Pride at Your Library,” Jenny Santomauro (Peabody Institute Library of Danvers), Taylor Silva (Fall River Public Library), Miz Diamond Wigfall (a.k.a. AJ)

FRPL hosted its first Drag Storytime in 2019, and hundreds turned out: so many that they had to offer the program several times that day. They hosted drag storytime several more times, again with high attendance and support and minimal protests, but in December 2022 the program was interrupted by hate group NSC-131, which tried to prevent people from entering; police presence helped ensure that the event ran uninterrupted. After another successful drag storytime in January 2023, leadership made the decision to move the venue from the library to the town recreation department, citing staff safety concerns. However, drag storytimes and Pride events continue in Fall River with plenty of support. Taylor leveraged existing relationships with individuals in the community and community groups to gain support for LGBTQIA+ friendly events and to offer more, like day trips, movie nights, craft programs, and a D&D group.
Jenny spoke about a drag makeup class for teens, offered in May before Pride one year. The class filled up just minutes after being posted online, but then attracted hateful comments and threats. They were “scared but determined….We didn’t want to kowtow to these hate groups…We wanted to show that the library was a strong ally.” Police took the threats seriously, and allies showed up to create a “wall of love.” At future LGBTQIA+ events, the library advertised to local groups and schools, only posting to social media immediately before the event. There is a “clear need and desire for queer programs” in Danvers, and more supporters show up in person than protestors do.
Miz Diamond Wigfall echoed this sentiment, saying that “keyboard warriors” are active online but few show up in person. It’s also important to have all-ages queer programs and spaces, as so many queer spaces are 18+. Parents are grateful for their kids to have safe spaces.

Rainbow heart

12pm: “Landscape Ideas for Education, Engagement, and Climate Resilience,” Elena Zachary, Regenerative Design Group, Greenfield, MA

Elena talked about climate change, and the effects it’s already having in New England, and different types and sizes of garden projects that can help mitigate extreme heat, drought, and extreme rainfall, flooding, and storms. It’s possible to reduce heat island effects through landscaping by planting shade trees, for example, or “pocket forests.”
RDG works on other projects, such as creating rain gardens, accessible gardens, outdoor classrooms, educational gardens, pollinator gardens, bird-friendly gardens (better than bird feeders: you don’t have to worry about bears, or refilling the feeders), and historical and cultural heritage gardens.
What can libraries do? (1) Add native perennial plants to existing landscapes; (2) Plant and manage chemical-free (no chemical fertilizers or plants treated with neonics); (3) Mow less, and less often, and participate in No Mow May; (4) Leave the leaves – rake them off lawns and into beds to insulate shrubs and perennials, especially as there is less snowfall; (5) Use rain gardens, swales, and vegetation to infiltrate water onsite and avoid runoff.
What else? Engage the local community, find out what they want – benches for reading, a living seed library, plant exchanges, edible gardens? Use public land to set an example (good signage helps!) and educate people that they can transform their own spaces as well – every little bit helps.
Available grants: ARSL Sustainable & Resilient New England Libraries, LSTA/MBLC Dig In.

2pm: “Martha’s Vineyard Land Transfers: Being an Ally to Indigenous Peoples and Beyond,” Kara Roselle Smith (Chappaquiddick Wampanoag)

Kara spoke about her historical family connection to Martha’s Vineyard – which was inhabited by the Wampanoag people before First Contact, but is now inhabited by descendants of colonizers – and Indigenous efforts to regain land that was wrongfully taken from them: “The stealing of native land wasn’t just a one-time event…[it] continues to this day.”
She showed a long clip from a TEDx Talk by Lyla June (Diné), “3000-Year-Old Solutions to Modern Problems,” in which June describes land management techniques that decenter humans and design for future generations. June explained that European colonizers misunderstood Indigenous land management practices – “living heirlooms” – and that Indigenous people are a “keystone species.”
Kara recommended two books for further reading: This Land Is Their Land by David J. Silverman and We Talk, You Listen by Vine Deloria Jr. (I would add that another good book on this topic is Occupying Massachusetts by Sandra Matthews, David Brule, and Suzanne Gardinier.)

2:40pm: “Touchpoints in Libraries,” Lyndsay Forbes (MBLC) and Christi Farrar (MLS)

The Touchpoints training program was developed by T. Berry Brazelton in 1995, originally designed for health care settings but adapted for libraries. Why Touchpoints in libraries? “It’s about family engagement.” Touchpoints is a systems approach, and libraries are part of a child’s system.
Touchpoints is a way of addressing different perspectives and assumptions, recognizes our own biases, and moving from a deficit-based view to a strengths-based one. Library staff can change our interactions with patrons by understanding where we’re coming from and being good listeners.
Starting in 2020, the MBLC and MLS began the process of going through the “train the trainer” program and offered the first trainings with two cohorts in 2023; another training will be offered this fall. Cohort learning creates a professional learning network, encourages reflective practice, and models relationship building.

3:30pm: “Our Grandest Challenge with The Sustainable Libraries Initiative,” Rebekkah Smith Aldrich, MLS, LEED AP

“Even if we do everything right [climate-wise from here on], we have a minimum of another 30 years of increasingly severe and scary weather….It’s already here, it’s already impacting us.” The medical community is calling climate change the biggest threat to global public health: “The climate crisis will profoundly affect the health of every child alive today.” –The Lancet
The ALA added Sustainability to its Core Values in 2019. That means it should be part of our framework for libraries’ decision-making. Look at the “triple bottom line” definition: environmentally sound, socially equitable, economically feasible (see graphic at right).
Librarians can align for collective impact, like the Blue Marble Librarians are doing. Project Drawdown is a good resource: “embrace the idea that every job is a climate job.” Libraries can do a lot to mitigate climate change – even small changes like using LED lights add up, and putting up solar panels is even better. Put EV charging stations in the library parking lot, and build net-zero goals into strategic plans, like Concord.
Libraries are also important when it comes to disaster preparedness and community resilience. Communities with tighter social fabric will do better (see: Heat Wave by Eric Klinenberg). A few more resources and ideas:
- MBLC Library Building Programs: Sustainability & Resilience
- Find your FEMA Region (New England is Region 1)
- MA Climate Change Assessment (report with graphics)
- Libraries as Cooling Centers
- Communities Responding to Extreme Weather (CREW)
- Build community by establishing Library of Things collections (e.g. tools), creating gardens, hosting seed and plant exchanges, and bringing in repair cafes or fix-it clinics. Encourage young people who want to help Do Something.

Finally, Governor Maura Healey’s keynote speech was moved from the morning to the afternoon, to close out the day’s presentations. She quoted one of my all-time favorite library quotes, from Caitlin Moran’s essay “Alma Mater”:

A library in the middle of a community is a cross between an emergency exit, a life raft and a festival. They are cathedrals of the mind; hospitals of the soul; theme parks of the imagination….They are the only sheltered public spaces where you are not a consumer, but a citizen instead. -Caitlin Moran

Healey spoke generally of her childhood memories of libraries, and her support for intellectual freedom in Massachusetts. She mentioned the nationwide book banning trend and cited the challenge statistics from the ALA OIF, saying, “What a damaging and alarming trend. They want to remove books and programming that tell the truth….We are never ever gonna let that happen in Massachusetts. We cherish our libraries.” Healey acknowledged the link between libraries and democracy, and pledged support for library resources, including the economic development bill, which includes $150m for library construction grants.

People asked excellent questions during the Q&A: about Healey’s support for libraries in public schools (“If you could give this same talk to school superintendents…”), about how municipal employees aren’t covered by FMLA (she gave a weird answer about housing costs instead), about legislation to protect library collections (“I’m in favor of any legislation that would ban the banning of books”), and, of course, what she’s reading right now (Margaret Atwood essays, The Climate Book by Greta Thunberg, and Russell Banks’ last book).

And that was a wrap (for me, anyway) on MLA 2024! I’m going forward with new ideas about how to make the library more sustainable and resilient, host queer-friendly programs, and run reading challenges (the good kind, not the banning kind). Thanks so much to all the presenters and panelists, vendors, and conference committee!

MLS Annual Meeting 2023

November 8, 2023 JennyLeave a comment

This year’s Massachusetts Library Association (MLS) Annual Meeting was at Fort Devens, where I have been many times – but only to play in ultimate frisbee tournaments. The meeting involved no cleats, frostbite, or heatstroke, which was an altogether different experience!

After a brief welcome from MLS Executive Director Sarah Sogigian and MLS Executive Board President Anna Bognolo (also the director of the Greenfield Public Library, which has a beautiful new building!), reporter Matt Shearer delivered a morning keynote full of short, funny videos of hyper-local news stories, such as the famous (in internet circles) story of one of the three Market Baskets on Boston Road closing in Billerica, and the sad tale of the Dunkin Donuts-less town of Stow, MA. Matt’s approach to reporting is, “I show up in small towns and try to find something cool.” After much exploring, he has concluded, “It is the people who make these towns special.” He says, “I’m trying to find the things that aren’t getting covered, the people whose voices aren’t getting heard.” And he recommended, when creating content, to have fun with it, and people will find it engaging.

The way that people respond to Matt’s videos – locally and more broadly, as many of his videos have gone viral – makes me think of the decrease in local news coverage over the past few decades, as local and regional papers fold, and people are left to rely on social media (e.g. Facebook, NextDoor) or national papers like The New York Times. This has contributed to a lack of trust in the print media, as there can be such a great distance between the issues that have a real impact on peoples’ day-to-day lives and the issues that national papers cover. Matt’s use of humor helps, too, and his genuine curiosity about people’s lives.

The business meeting was short and sweet, followed by an update from MBLC Director James Lonergan. He urged everyone to continue contacting state representatives to support library budget lines, all of which have seen increases recently. The focus next year will be on continued support for State Aid to libraries, and a bigger increase for the Massachusetts Center for the Book. Lonergan also mentioned MLS’ partnership with Unite Against Book Bans (MLS, MLA, and MSLA are all partners).

UniteAgainstBookBans Uniting against book bans tied in nicely to William Adamczyk’s update from the MLA Legislative Committee. There was a hearing on Monday, October 30 that was relevant to several different library interests (you can watch it here), including library access to e-books and digital audiobooks, freedom to read, and protection against book bans. MLA has been working closely with MSLA and with EveryLibrary to have a funded, effective school library program and a licensed school librarian in every school in the commonwealth (see “The Top 5 Reasons for having a Licensed School Library Teacher in Every School“). The Massachusetts Teachers Association (MTA) is in full support of this effort. Another goal is for the MA Department of Elementary and Secondary Education (DESE) to designate a school library point person – someone who understands the importance and value of librarians in schools.

Title page of Evelyn Del Rey, with signature After lunch, it was time for MEG MEDINA! Yes, she’s caps-lock-worthy: she’s the National Ambassador for Young People’s Literature, a faculty member of the Hamline MFA program, and the author of Merci Suárez Changes Gears, which won the Newbery Medal in 2019. She has written two sequels to Merci, as well as picture books Mango, Abuela, and Me; Tía Isa Wants A Car; and Evelyn Del Rey Is Moving Away. Most recently she has contributed to Chelsea Clinton’s She Persisted series of biographies, with entries on Sonia Sotomayor and Pura Belpré.

Medina graciously answered questions from Christi Showman Farrar and Kristi Chadwick from MLS. Some excerpts from their conversation:

When did storytelling start for you? When did you decide to become a writer? Medina’s family moved to the U.S. in the 1960s, due to political turmoil in Cuba; she believes that her family “used story to deal with the trauma of loss of homeland.” She did not begin writing fiction until she turned 40.
How do you decide whether the story is a novel, a picture book…does the story tell you what it’s going to be or do you make that decision? A little of both. Tía Isa would have made a funny middle grade novel. “When you sit with a story for a second, your heart sort of tells you the piece of it that matters most, and that helps you navigate” what age to write it for. What matters to you the most in that moment about telling that story?
When books are published simultaneously (or nearly) in English and Spanish, what is the translation process like? “We have all points of language” in Latino families, with some fluent in English, some in Spanish, some in both. Availability of books in both languages allow the family to experience the story together, in the language they’re most comfortable with. “More language is more people you can talk to.”
What was your involvement in the graphic novel adaptation of Yaqui Delgado Wants to Kick Your Ass? Medina said it takes her a while when she sees visual representations of her work, even book covers, because the artist’s representation is always different from what she sees in her head. “I feel about graphic novels the way I feel about movies….This is a new generation and it’s a different art form….[I’m] glad it’s coming to a new generation of readers.”
What was the research process like for Burn Baby Burn? “You think you remember everything accurately…you don’t!” It was fascinating to dig into the research, including the NOW archives at NYU, which covered the Women’s March in much more detail than The New York Times. She asked, “Who’s telling the story? And what was omitted?” and added, “That idea of not being erased is vitally important right now.”
Question from a school librarian: How do you help teachers who are attached to classics understand that there is so much new talent? You’re not throwing away the classics, but nothing can become a classic if no one reads it. Medina suggested shelf talkers that pair the classic with the new, like Little House on the Prairie with Linda Sue Park’s Prairie Lotus. “Give people a way to think about those books. Give them a way to preserve both, if they must.”

Other questions and answers covered what it was like to get “the call” (from the Newbery committee), what she does in her role as the National Ambassador (“Book friend to America’s children”), outreach to Latino populations, how to get kids passionate about stories, and challenges to youth materials (she spoke to both the Senate and the House).

Thank you, Meg, for coming to our meeting, and for everything you do for children’s literature!

MSLA 2023: Gear Up: Moving Forward Together (Day 2)

March 21, 2023 Jenny2 Comments

See the Sunday summary (Day 1 of conference) here.

MSLA President Jen Varney introduced Monday’s keynote speaker, the Director of Amherst College Libraries, Dr. Martin Garnar, who spoke about Fighting the Good Fight: Supporting Intellectual Fredom in Your Library. He asked, “What is intellectual freedom?” It is actually three freedoms: freedom of expression, freedom of access, and freedom from surveillance (i.e., privacy). Garnar handed out scenarios on slips of paper, and each table group considered how we would respond to, for example, a parent challenging a book from the school library collection and the principal removing the book to their office; or, for another example, a parent requesting a list of every book their child has checked out from the school library. (Pro tip: remind your administrators, public or private, that if they ignore their own school’s policy, they are open to lawsuits. Pro tip #2: Make sure you have a solid, up-to-date policy! More on that soon.)

“It’s not enough to have equal access, it has to be equitable access.”

After the keynote, Garnar offered another session: The Importance of Policies: Promoting Our Principles in Practice. There are six key policies for libraries to have in place:

Collection development and resource reconsideration
Internet use (required by law if the library receives E-rate or LSTA funding; can be a district-wide policy)
User behavior and library use (e.g. anti-bullying)
Privacy and confidentiality (FERPA and state laws)
Social media (if the library uses it)
Use of meeting rooms and exhibit spaces

Garnar went in depth on each of these types of policies (I won’t do that here), and also offered solid reasoning about why are policies are important. Well-written, board approved policies and up-to-date procedures based on those policies achieve several things:

Encourage stability and continuity in the library’s operations while reducing ambiguity and confusion
Demonstrate that the library is running a businesslike operation
Give credence to the library’s actions
Inform the community about the library’s intent, goals, etc. (e.g. equity)
Give the public a means to evaluate library performance and show that the library is willing to be held accountable for its decisions
Help disarm critics
Serve as evidence of the library’s normal practices

Policy resources:

Best Features of the Statewide Databases for school libraries, Tressa Santillo, Massachusetts Library System (MLS)

Tressa (on behalf of MLS and also Transparent Language) and representatives from Gale, Britannica, and PebbleGo described and demonstrated some of the features and resources of their respective databases. I’m so grateful that Massachusetts libraries (public and school) work cooperatively to share print and digital resources; all school libraries with a certified librarian have access to databases for students and staff to use. I’ve been guiding patrons and students through and around these databases for years, but there are more resources than I realized – like alignments to standards and frameworks from PebbleGo, and a media literacy guide from Britannica. (Also from PebbleGo: an axolotl coloring page.)

Resources:

Well, I was hooked by the axolotl coloring sheet, so I went to hear Dr. Kelli Westmoreland talk more about PebbleGo and PebbleGo Next: Databases for Elementary. (Also, the only other session was the MA Teen Choice Book Awards, and since I’m not working with a teen population right now, PebbleGo made more sense. You can see the MA Teen Choice Book Award Nominees here.) Dr. Westmoreland offered a tour of PebbleGo and PebbleGo Next, explained the importance of modeling digital literacy – especially given the increased amount of time students spend on screens – and spoke about the science of reading and the importance of nonfiction texts. She showed off some of the features of PebbleGo, like the randomizer and the question of the day, and gave examples of how it can be used to support classroom teaching (e.g. librarians can create text sets). She showed examples of simple graphic organizers for inquiry (Person/Action/Trait, It Says/I Say/And So, Somebody/Wanted/And/So).

Perhaps one of the neatest features is the correlation to standards: you can look up content by standard, or standard by content.

Screenshot of Grade 1 Reading Standards for Informational Text

My goal at every conference is to have at least one useful takeaway from each session, and that definitely happened this year! Plus, it was just lovely to see people in 3D. (Previous conference committees did an amazing job the past few years putting together virtual conferences full of engaging presentations from librarians and authors, and I definitely enjoy “attending” from home, but it was nice to mingle in person too, and even meet some people I’ve known for years now, but only via zoom!)

I’ve already put some of Liza’s ideas and resources about comics to use (is it possible to say enough good things about Liza Halley? I don’t think so), and I’m looking forward to adding some of the new books I picked up at vendor booths to my school library collection and seeing kids scoop them up off the New Books shelf. Thanks again to everyone involved in the conference – please leave a comment if I missed anything here, or if you want to share something about a different session you attended!

MSLA 2023: Gear Up: Moving Forward Together (Day 1)

March 20, 2023 JennyLeave a comment

The annual Massachusetts School Library Association (MSLA) conference was in-person again this year for the first time in a few years. The conference committee, sponsors and vendors (especially Odyssey Bookshop, which also put together the author panel), presenters, and venue all did a wonderful job putting together two very full days of learning and creating the opportunity for connections among colleagues, who are so often siloed in our own buildings, to share ideas and resources.

Here are recaps of the sessions I attended. I’ll try to keep it concise!

Sunday Keynote: Librarians as Leaders in DEIB, Lawrence Q. Alexander II

Photo of slide with text — “Diversity is a fact. Equity is a choice. Inclusion is an action. Belonging is an outcome.” -Arthur Chan

Alexander spoke engagingly on the topic of Diversity, Equity, Inclusion, and Belonging and the value proposition of a culturally inclusive curriculum. “It’s not enough to fly the flags, wave the banners, make the statements” – school districts must have policies that support DEIB, accountability, and money in the budget to support it. Alexander listed four questions students might ask about their school environment: “Do you see me? Do you hear me? Will you treat me fairly? Will you protect me?” Can students bring their full selves to school and feel welcomed, valued, and safe? (Think of the “Circles of My Multicultural Self” exercise.)

Alexander explained why it’s important to talk about race in schools: “When we ban dimensions of identity, when we ban books, we ban students. When we say that conversations are not important, we say that students and families are unimportant…Where can a student learn when they cannot fully be themselves?” He cited Batts, Capitman, and Brown’s Multicultural Processes of Change, from monoculturalism to pluralism. Reflection questions for faculty and administrators include: (1) Who feels at home here? (2) Who feels like they’re just visiting? (3) Who feels tolerated?

Alexander encouraged us to consider: “Where is our community on this continuum? What will it take to move us forward? Who do we need on our team to advance this work?” and concluded with the three dimensions of change for individuals and organizations: cognitive, affective, and behavioral – with a warning not to jump directly into behavioral changes without doing the cognitive and affective work first.

Medium Matters: Using Graphic Novels in the Classroom, Liza Halley

Cover image of Comics: Easy As ABC The brilliant Liza, who insists she is not an expert on comics (but who is totally an expert on comics, and is also an excellent teacher) started us off with a variety of hands-on activities to choose from, as part of her presentation on how to teach comics/graphic novels in school, and how to get teachers, administrators, and parents on board (because GRAPHIC NOVELS ARE REAL BOOKS; this is supported by research).

“This is the gateway for students to become avid readers. Do not shame kids for reading what they want! We want to grow lifelong readers. We want them to be excited to pick out a book.”

Liza shared teaching materials, sample lessons, research, and resources (see her Medium Matters site for more resources). Each year, she teaches a three- or four-week unit to all her students (K-5) on graphic novels, and she showed us some examples of assignments and student work. She also writes about the topic on the MSLA Forum Newsletter (like this piece from February 2022). I’m excited to borrow many of Liza’s ideas and collaborate with the art teacher at my school to design a comics unit for at least one grade this year, and more next year!

Building Research Consistency K-12, Dr. Georgina Trebbe

Research K-12 mindset slide from Dr. Trebbe's presentation — Research K-12 Mindset

Dr. Trebbe is “passionate about information literacy” and has spent much of her career and education on it. In this session, she took us through the steps of building a research plan, from “pre-search” to the “a-ha moment” to developing a thesis statement (the “rudder” that steers the research) and questions (the “oars” that propel research forward); considering lenses (e.g. political, social, environmental, ethical), developing sub-research questions, recognizing multiple perspectives, creating an outline, identifying keywords and key phrases, selecting resources, recording information, and reporting. Reporting doesn’t need to be a paper or a report: it could be in the form of a board game, a comic, a quiz, a timeline, a diorama, a speech, or more. Throughout her presentation, Dr. Trebbe used two examples, one for elementary (beavers) and one for secondary (Puritan hysteria over witchcraft). She also described how to build citation awareness: young students can identify the title, author, illustrator, and publication date of a resource, and “gradually build appreciation for the creativity of others.”

Middle Grade Booktalks, Laura Gardner

One of Laura's realistic fiction slides, with book covers face out on a shelf — One of the 80+ slides

When Dartmouth Middle School librarian (and Newbery committee member!) Laura said she was going to talk about 50 books (during her allotted 50 minutes), I was pretty sure it was some sort of verbal typo, but it was not. She shared her collection of 80+ slides that she created during remote schooling and has continued to maintain because some students like using it. (Books with blue stars are novels in verse; in her library, these are shelved together, and it’s a very popular collection.) She focused on realistic fiction, mysteries, sports, survival, animals, graphic novels, historical fiction, and nonfiction, quickly highlighting appeal factors of dozens of titles: a unique setting, a compelling main character, a strong hook, interesting conflict, and any awards or honors the book has won. I spoke with Laura briefly after her presentation, and she encouraged me to copy her slides and adapt them for my library, which I would love to do…on a smaller scale, and over time. This is not a project to be done overnight!

Teaching Students Why Media Literacy is Important, Colleen Simpson

Colleen Simpson's slide of essential understandings for the course — Essential Understandings for the course (slide)

Middle school library media specialist Colleen Simpson teaches a six-week unit for eighth grade students guided by two essential questions: (1) Why is media literacy important for citizens in today’s democracy? (2) What role do individuals play as digital citizens? This course covers several of the DESE frameworks for Digital Literacy and Computer Science. Students complete a First Amendment project on a topic of their choice (Colleen showed examples of student work).

“To be news literate is to build knowledge, think critically, act civilly and participate in the democratic process” -Robert R. McCormick Foundation

Resources:

The final event of the day was the author panel, organized by Odyssey, and moderated by yours truly (thus, not nearly so many notes). Here are the panelists, followed by their most recent (or soon-to-be-released) book in parentheses:

Cover image of On Air with Zoe Washington

Janae Marks (On Air with Zoe Washington)
Hannah Moushabeck (Homeland: My Father Dreams of Palestine)
Jeannine Atkins (Hidden Powers: Lise Meitner’s Call to Science)
Sarah Prager (Kind Like Marsha: Learning from LGBTQ+ Leaders)
Charnaie Gordon (Lift Every Voice and Change: A Sound Book: A Celebration of Black Leaders and the Words that Inspire Generations) (Charnaie also has a new book coming out in October, in collaboration with Roda Ahmed, author of Mae Among the Stars. I am so excited for this!)

I asked the panelists about their inspiration (how did you come to write this book, at this time), their research process, collaboration with illustrators, and important takeaway messages. Regarding the latter, Jeannine said: “Take time to find small beauties in life.” Charnaie: “Be kind to one another. Show empathy.” Sarah: “LGBTQ+ people have been here throughout history.” Janae: “There’s always hope. Anyone of any age has the power to make change.” Hannah: “It’s the first Palestinian picture book [by a Palestinian author] in 30 years.”

Whew, and that’s a wrap on Day 1. Notes on Day 2 coming soon!

MSLA 2022: Book Challenge Panel

March 28, 2022 JennyLeave a comment

Bonnie McBride, Anja Kennedy, Collen Simpson, Lizz Simpson, and Luke Steere are all librarians who have experienced, or are currently experiencing, some form of book challenge in their school libraries, whether it’s a formal challenge or “soft censorship.” Although national news has focused on widespread challenges in states like Texas and Florida, Bonnie said, “Book challenges have always been a part of librarianship….They are happening here.”

A few themes and solid pieces of advice were repeated throughout the panel:

Be prepared. Have a collection development policy that includes selection guidelines and a procedure for the request for reconsideration of materials. This policy should be approved by the School Board and the administration should be aware of it. “Your first line of defense is a strong policy that people can’t argue with” – not even the superintendent.
A challenge or ban in one part of the country affects us all: Fears of challenges may cause librarians to self-censor (avoiding purchasing or promoting certain texts), and may cause teachers to make changes to the texts they use in their curriculum.
Some good things can come from challenges: while one panelist said “I wouldn’t wish this on anyone,” she acknowledged that some good things came out of it: there was a good examination of policy (which was strong), thoughtfulness about what we present in our curriculum, teachers chose more current books (in collaboration with librarian), more voice and choice in lit circles, students came to school committee meetings, increased transparency, and school committee has educated itself on public forum measures and the law.
“Promoting and defending our books should be a given.” A majority of the books being challenged have LGBTQIA+ content, and “there are LGBTQIA+ kids and families in every community, whether you know it or not.” Luke said, “I like using the word ‘challenge’ because it’s something to rise to” and not something to work against. Libraries are for everyone.
Be proactive. When a new administrator is hired, go and talk to them. They might not know the history of the district, if there have been challenges in the past and how they were handled. Ask them, “Where do you stand on this? What do we do when this happens?”
Keep the focus on the book. If it’s a student bringing the challenge, offer to sit with them and help them fill out the form. This can be a learning experience, and it keeps the focus on the book, not the complainant or the librarian.

Resources:

Library Book Challenge Resources Wakelet, curated by Bonnie McBride
Massachusetts Association of School Committees (MASC) online manuals
Massachusetts Library System (MLS) Policy Collection
ALA Office of Intellectual Freedom (ALA OIF) Challenge Support
the MSLA listserv
Library Link of the Day: there has been an significant uptick in links that have to do with censorship, book challenges, and bans in school and public libraries over the past several months.

Banned Books Week 2021: Books Unite Us, Censorship Divides Us

September 27, 2021 Jenny2 Comments

Banned Books Week – misnomer though it may be – is probably my favorite display to put up every year, because I believe so strongly in the freedom to read (which is what we should probably call this week). This year’s promotional materials from ALA feature the phrase “Books Unite Us, Censorship Divides Us.” I made a small sign for the display with this logo and phrase and a quote (“The freedom to read is essential to democracy”); then Tall spinner rack display with challenged books I looked up the ALA’s Top 100 Most Challenged Books by Decade and Top Ten Most Challenged Books List (top 10 by year) and pulled as many of those titles as I could find in our library to put on display.

I also put a small display on the desk near where students check out and return books: my “books change lives/books change lives” jar. This is something I’ve made part of my Banned Books/Freedom to Read display in public libraries for the past several years (see my 2017 post for the Robbins Library here, and the 2016 post here). With the jar, I invite patrons (students, this year) to write the title of a book that has meant something to them; the jar fills up with evidence of the importance of books to people’s lives. This year, I accompanied the jar with a quote from Ban This Book by Alan Gratz:

“How do you say why you like a thing? …How do you explain to someone else why a thing matters to you if it doesn’t matter to them?” (Alan Gratz, Ban This Book, p. 39)

This whiteboard stands near the checkout/return desk; it always has today’s date, the due date of books checked out today, and a First Line Friday – the first sentence of a book. I change it out every week, and visitors to the library can guess the book or peek underneath the flap to find the source. This week – spoiler alert! – the quote is from Ban This Book by Alan Gratz. Ban This Book is about a girl named Amy, who, when she discovers that her favorite book, The Mixed-Up Files of Mrs. Basil E. Frankeweiler by E.L. Konigsburg, has been removed from the school library – over the protest of the school librarian and against the school library’s own established request for reconsideration policy – begins a secret “banned books library” in her locker at school. This builds into full-blown activism by Amy and her friends; they realize that “if you can ban one book, you can ban them all,” and they all show up at a school board meeting to advocate for their books’ return to the library shelves.

Below: Rotating spinner display rack featuring Speak, Monster, George, Bridge to Terabithia, Blubber, The Giver, Harry Potter, Twilight, The Hunger Games, The Golden Compass, Stamped, Ban This Book, Goosebumps.

Banned Books Week/Freedom to Read Week

September 23, 2019 JennyLeave a comment

It is Banned Books Week again (a.k.a. Freedom to Read Week). I’m going to quote from Rob’s BBW/FtRW post from the Robbins Library blog:

During Banned Books Week, we celebrate the freedom to read. As you can imagine, this is most librarians’ favorite theme week; after all, as our code of ethics states, “We uphold the principles of intellectual freedom and resist all efforts to censor library resources.” But you don’t have to be a librarian to enjoy Banned Books Week – all you have to do is read!

(The word “Banned” is in quotation marks in the title of this post because the name “Banned Books Week” is a bit of a misnomer. First, we celebrate Banned Books Week not because we like or support books being banned – we celebrate to support intellectual freedom and the freedom to read whatever you want. Second, it’s now much more common for books to be challenged than actually banned, thanks to the efforts of teachers, librarians, and other supporters of the freedom to read. You can read a bit more about Banned Books Week here (or in our blog archives here) and check out a few lists of books that have been banned or challenged here & here.)

They link to a few of my Banned Books Week posts for the blog from past years, as well as the ALA site. Here are ALA’s infographics for this year:

ALA Censorship by the numbers infographic

2018-bbooks-graphic-2-rev_1-1

There is a difference between a challenge and a ban; there are many more challenges than bans. And just because a book is removed from one library, that doesn’t mean it’s removed from all of them, or unavailable at bookstores or online. But you’ll notice that almost all of these titles are children’s or teen books, and kids don’t always have options beyond their school library (if they’re lucky enough to have a school library and librarian) or their local public library. If a book is removed from those places, it’s effectively unavailable for that kid.

#4 Hate U Give_0

#7 This One Summer_0

It’s easy enough – for many of us pro-intellectual freedom types, at least – to see a story like the recent one from Nashville, Tennessee, where a Catholic school banned the Harry Potter series, and rail against it. Most librarians – and plenty of teachers and parents – believe that while parents do have the right to decide what their own children can and can’t read, they do NOT have the right to decide that a book should be unavailable for everyone.

However, there’s a subtler kind of censorship that I see a lot of, and I’m sure I’ll have moments where I wrestle with myself about this as well: the “is my kid ready for this yet?” question. Parents with eager, advanced readers, especially, see their kids racing through all the chapter books and middle grade novels and into the teen section. They’re concerned that their readers will encounter bad language, violence, sex, drugs (maybe even rock ‘n’ roll), etc.

So far, I’ve developed four responses to this: one, of course, is to talk with the parent (and the kid!) about the books they’ve liked, and suggest any others I can think of or find along those same lines, without going into more mature territory. Two is to suggest to the parent that they read the book too (either before the kid does, or at the same time, or after), so they’re prepared to talk about anything that concerns either of them. Three, if a kid is reading way above their age level (content-wise), they will likely either put the book down, or some things will just sail over their heads; they’ll take something away from the book, but they won’t understand it on every level, and that’s okay. Four, books are the safest places to encounter scary things. Plenty of fantasy and sci-fi scenarios won’t happen in real life (probably, hopefully), but realistic fiction that deals with death, divorce, poverty, bullying, mental health issues, violence, sexual assault, and any of the multitude of things that can and do go wrong in our world…those things happen. If they don’t happen to you, then knowing about them can build empathy for others; if they do happen to you, you know you’re not alone.

A final note: one other way that adults censor kids’ reading is by designating “girl books” and “boy books.” Here, I’m going to turn it over to author Shannon Hale:

Stories make us human. We form bonds by swapping personal stories with others, and reading fiction is a deeply immersive exercise in empathy.

So, what happens to a culture that encourages girls to read books about boys but shoos boys away from reading books about girls?

Read the rest of Hale’s article here: “What are we teaching boys when we discourage them from reading books about girls?” The Washington Post, October 10, 2018

Happy Freedom to Read Week, everyone!

MLA 2019: School libraries, Neutrality, Youth Services

May 23, 2019May 23, 2019 JennyLeave a comment

Read about the Keynote and breakout session with Deborah L. Plummer here.

11:45am “Advocacy for Access and Equity to Massachusetts School Libraries,” Greg Pronevitz, James Lonergan, Robin Cicchetti (Concord-Carlisle Regional High School)

In memory of Judi Paradis

Greg Pronevitz (formerly of MLS, currently a consultant) introduced this session off by acknowledging the great impact of Judi Paradis, a school librarian and advocate for school libraries. Judi was instrumental in the formation of the Legislative Special Commission on School Library Services in Massachusetts, which produced the report The Massachusetts School Library Study: Equity and Access for Students in the Commonwealth. “This study is a result of her efforts,” Pronevitz said.

The report concluded that there is a lack of equity in Massachusetts schools. In its long-range action plan to build equity, it suggests hiring someone at DESE (the Department of Elementary and Secondary Education) to manage school library services; at present, it isn’t even possible to get a complete count of the number of schools that have libraries (let alone librarians, book budgets, and appropriate technology). A possible partnership between DESE and MBLC could conduct a census of school libraries, librarians, and services. School libraries should also be included in ESSA (Every Student Succeeds Act) funding. The report also recommends that the state set regulatory minimum standards, to ensure at least some level of equity and access for students, whether they’re in rural, suburban, or urban districts.

Equity v Privilege James Lonergan from MBLC (Massachusetts Board of Library Commissioners) mentioned a number of other possible partnerships and stakeholders, including COSLA, the Massachusetts Teachers Association, EveryLibrary, and MLA. MBLC already supports school libraries through LSTA grants, the Commonwealth Catalog, and access to statewide databases; in fact, schools account for two-thirds of the use of state databases – would DESE consider contributing?

Robin Cicchetti, Head Librarian at Concord-Carlisle Regional High School and one of the authors of the Equity and Access study, spoke about the important takeaways from the school library impact studies:

A strong school library program (SLP) leads to higher overall test scores
Access to better libraries means higher reading scores
School librarians provide much more than access to books
High levels of poverty mean little access to books
Access to books appears to offset the impact of poverty
Economically disadvantaged children benefit at a higher rate

Unlike a classroom teacher, a school librarian can have a relationship with an elementary student for six years (in a K-5 school), getting to know their interests and preferences and helping them find the right books and other resources for them. Because many schools have lost their librarians due to budget cuts, nearly a whole generation of students (and teachers) does not know what a librarian can offer – “And you don’t know what you don’t have.”

More information about the Massachusetts School Library Research Project is located on this LibGuide hosted by Salem State.

EVERY Student Needs A School Library

1:45pm “Neutrality in the Library – A Continuing Conversation,” Laura Saunders and Rachel Williams

Simmons School of Library and Information Science (SLIS) associate professor Laura Saunders and assistant professor Rachel Williams each spoke for several minutes before opening up the conversation to the audience. “Neutrality” has been a hot topic in libraryland over the past year, especially around the Library Bill of Rights as discussed, amended, and un-amended at ALA last summer and last winter. (See Meredith Farkas’ take in American Libraries, “When Values Collide,” November 1, 2018.)

“Neutrality replicates existing oppression. Being true to our professional core values around access, diversity, and social responsibility requires finding ways to make historically marginalized members of our communities feel that they belong in our libraries and are reflected in our collections, staffing, and services.” -Meredith Farkas

Some questions that arose during the session (from the speakers and the audience) included: Are libraries ever really neutral? How do we define “neutral”? What does that mean in practice? What/who are we including/excluding? Our libraries reflect our communities; how do we make sure our libraries reflect everyone in our community? Do all library users feel safe? What voices do we support and amplify?

Are libraries neutral, can we be neutral, should we be neutral? (Remember, a position of neutrality doesn’t necessarily mean an outcome of neutrality.) As information professionals, do we want to promote/defend intellectual freedom when it comes at the cost of social responsibility? What are the impacts of intellectual freedom? Which voices will be limited, which will be amplified? If access to information is a human right, should the education to be able to evaluate information be a human right also (information literacy)?

It was pointed out that freedom of speech is a “negative right” (i.e., “Congress shall pass no law…”). Government cannot get in the way of freedom of speech, but it doesn’t have to promote it either.

The session closed with Saunders’ reference to Dante’s Inferno, in which neutrality was found to be “not just unethical, but damning.”

2:45pm “Youth Services Quick Start for Everyone,” Monica Brennan, Turner Free Library (Randolph, MA)

Brennan brought plenty of energy and enthusiasm to this session, which wasn’t quite what I expected but had an important core point: Identify your “tribe” (or team, or pack), what they need to know, and what you can learn from them. There are a couple “tribes”: one is library staff, especially those who may be working only a few hours a week in the children’s department and may feel especially overwhelmed and underprepared to answer specific questions about levels from kids, parents, teachers, and caregivers. Make sure everyone who works in the children’s department feels comfortable answering those questions, or knows where to find the information. (This might be preparing a binder full of pathfinders, posting the various levels and their grade equivalents and some representative books, or whatever else works for you and your staff.)

Another “tribe” includes those who come into the children’s department and may have knowledge to share with you: parents, teachers, caregivers, coaches, kids, siblings, peers, librarians. Find out what the schools are using, talk to teachers (especially if they have very specific requirements). People are usually happy to share what they know, what they like, and what they don’t like.

Brennan shared two readers’ advisory tips that I liked: one was simply asking the kid to give a thumbs-up/thumbs-down when you show them or tell them about a book. This saves them from talking if they’re shy, but quickly allows you to gauge their interest and move on. Another strategy involves tiny colored post-it notes, which she sticks on/near books in the stacks so kids can browse without a librarian hovering; if it’s busy, you might use different colors for different kids.

Wipe Clean Workbook Uppercase Alphabet “Everyone deserves to be trained in kid’s services, but not everyone is” – Brennan gave an overview of the areas of the library (fiction/nonfiction, picture books, early readers, chapter books) and the different levels (Lexile, Fountas & Pinnell, DRA). Kids need books at their “level” to learn certain skills and grow as a reader, but can “reach” for books they’re interested in and are motivated to read. She is a big fan of the NoveList K-8 database, which can be a useful tool for those who aren’t as familiar with children’s books.

Brennan is passionate about children’s services and early literacy in particular; to that end, she has developed backpack kits that kids can check out for pre-K, toddlers, and infants. It’s never too early to start reading together; “families that read together achieve together.”

Librarians can “model it”: be open, be cool, be confident, be fun. Encourage a growth mindset with a “Let’s find out together” approach. Remember that “There’s no more important library patron than our youth,” and “The windows and mirrors you have as a kid literally shape the rest of your life.”

Read about Wednesday’s MLA sessions here.

MLA 2019: The Greatest Job on Earth

May 20, 2019 Jenny1 Comment

The Massachusetts Library Association’s annual conference theme this year is “the greatest job on earth.” And I guess we can claim that, because a quick internet search shows there’s not a lot of consensus on the issue. Moving on!

The keynote speaker was Dr. Deborah L. Plummer, Vice Chancellor and Chief Diversity Officer at UMass Medical School and UMass Memorial and author; her presentation was called “Radical Respect in Troubling Times,” and it was followed by a “Communicating Across Differences Workshop.” Plummer spoke about how to turn “Us and Them into We” through conversation – and not just conversation with the people you already agree with. It’s easy to respect people who look / think / talk / behave / worship / vote like you; it takes work to get out of your echo chamber. But bumping up against difference is how we learn about others and about our own identities.

The paradox of diversity, said Plummer, is that (1) we are unique and like no one else (personality); (2) we’re each like some other people (similar backgrounds, views, genes, etc.); (3) we’re all like everyone else (i.e., human). And we don’t each have one identity; we have multiple and intersecting identities. We may emphasize or project one or another of these depending who we’re with. “Identity pulling” is okay if you’re the one choosing to do it, but it’s not okay for one person to do it for someone else.

Plummer gave the attendees strategies for successful “bumping”: (1) Focus on being respectful rather than being right; (2) Check your assumptions, and de-escalate if necessary by saying something like “I’m sorry, I made an assumption”; (3) Mirror the other person’s style by “grabbing their handle” – figure out if they are coming from the head, the heart, or the gut/soul; (4) “Take a helicopter ride” and observe from a distance if the other person doesn’t have the capacity to change their viewpoint or behavior.

Plummer also listed her three components of radical respect:

Admiration: “Wouldn’t it be great if we treated differences like a challenge instead of a threat?” (We have different physiological responses to these: we react to a challenge with adrenalin, and to a threat with cortisol.)
Civility: Listen for understanding, rather than for rebuttal
Dignity: Honor that needs and concerns exist. Where do they come from?

There was a break after the keynote, and then the next set of morning sessions. I chose to stay with Plummer for the “Communicating Across Differences Workshop,” which included some of the same material as her keynote with additional exercises and examples, starting with a few of the classic Psych 101 images to demonstrate our ability to make perceptual shifts. You can’t actually hold multiple realities or perspectives at once, but you can shift back and forth between them – and if you don’t see another reality on your own, sometimes you can once someone points it out to you. (Ah, see what she did there? Clever.)

In this session, Plummer spoke about the traditional approach to difference compared to the contemporary one, and used an analogy of an hourglass: If the sand in the top is the dominant culture (white, male, Christian, healthy and able-bodied, adult, heterosexual, upper-class, educated), those on top are afraid of simply flipping the hourglass; “we have a better chance for creating equity if we tip the hourglass on its side.”

Communicating successfully across differences is tricky; Plummer’s “Intention vs. Impact” slide shows how a sender’s intended message might impact a receiver. If the impact is positive, we have effective communication; if it’s negative, we need to acknowledge and clarify. Intent and impact are both important; one of Plummer’s examples was a Black Lives Matter display. Some people thought it was an anti-police message, which wasn’t exactly the sender’s intended meaning (it was more like, Black Lives Matter too).

intention vs impact flow chart slide

Following this slide was one with a number of conversational “bounce backs,” ways to recover and things to say when a conversation goes wrong, such as “Help me to understand…” and “My experience has been…” Everyone will make mistakes, and these can help move the conversation forward if done with a degree of cultural humility and commitment to learning.

Next was a “diversity petal” exercise: we identified the dominant or “up” identities for race, gender, age, mental/physical ability, sexual orientation, class, education, and religion and then our own identities within each category, then placed a check mark next to any category where our own identity matched the dominant one. Plummer pointed out that marginalized people know more about the dominant culture; part of privilege is not having to learn about how life is for others. “Black people know a lot more about white people than white people know about Black people. Women know a lot more about men than men know about women. People who have a disability know a lot more about the world that’s designed for people who are healthy and able.”

We came back to the “multiple realities” images to hammer home the point that just because you don’t see (or experience) something doesn’t mean that it isn’t there (or doesn’t exist). Plummer is a champion of cross-racial friendships (Some Of My Friends Are…), and pointed out how going through life with people who are different than you can highlight the ways in which you experience the world differently (or ways in which the world treats you differently).

All of this is ongoing; no one has “arrived,” but we can commit to continuing the conversation.

To Be Continued (more sessions from Monday, and sessions – and a presentation library website usability testing – on Wednesday)