Long Posts
Project READY is live!
Still blogging infrequently and mostly absent from social media, but this is a huge piece of work. I hope to write up some reflections on what I learned through this process before too long.
Dear Colleagues-
Today, we are excited to announce that the Project READY (Reimagining Equity and Access for Diverse Youth) online racial equity curriculum is live and accessible at ready.web.unc.edu. Learn more at Booth 2650 at ALA Annual in Washington, DC.
A historic milestone was quietly reached in the American public school system during the 2014-2015 school year: for the first time in history,youth of color made up the majority of students attending U.S. public schools. Creating inclusive and equitable school and public library programs for Black youth, Indigenous youth, and Youth of Color (BIYOC) requires knowledge about topics such as race and racism, implicit bias and microaggressions, cultural competence and culturally sustaining pedagogy, and equity and social justice. Research shows, however, that few library and information science (LIS) master’s programs include these topics in their curriculum.A recent survey focused specifically on early career youth services librarians found that only 26.8% of respondents said that social justice was included in a substantive way in their master’s curriculum; 37.2% said that cultural competency was substantively included, and 41.8% said that equity and inclusion was substantively included. Related to these findings, a majority (54.08%) of respondents said that their master’s programs did not prepare them well for working with youth of color and other marginalized youth.
In 2016, The School of Information and Library Science at the University of North Carolina at Chapel Hill, the School of Library and Information Sciences at North Carolina Central University, and the Wake County (NC) Public School System (WCPSS) were awarded a three-year Continuing Education Project grant from the Institute of Museum and Library Services (IMLS) to develop Project READY to address this existing gap in professional development opportunities for youth services library staff. The curriculum aims to:
- introduce youth services library staff to research in areas such as race and racism, critical theory, and culturally responsive or sustaining pedagogy.
- establish a shared understanding of foundational concepts and issues related to race, racism, and racial equity.
- encourage self-reflection related to race and racial identity for both BIPOC (Black, Indigenous, and People of Color) and white library staff in public and school libraries.
- amplify the work of practitioners and scholars who are providing inclusive and culturally responsive services for youth of color and Indigenous youth.
- provide concrete strategies for creating and/or improving library programs and services for Black youth, Indigenous youth, and children and teens of color.
The curriculum consists of 27 modules, designed to be worked through by individuals or small groups. Modules are organized into three sequential sections. The first section (Foundations) focuses on basic concepts and issues that are fundamental to understanding race and racism and their impact on library services. The second section (Transforming Practice) explores how these foundational concepts relate to and can be applied in library environments. Finally, the third section (Continuing the Journey) explores how library professionals can sustain racial equity work and grow personally and professionally in this area after completing the curriculum.
The curriculum represents the work of 40 researchers, practitioners, administrators, and policymakers, and youth from a variety of racial and cultural backgrounds. It is grounded in the work of scholars of color and Indigenous scholars who have thought and written about issues related to institutional and individual racism, equity, inclusion, and social justice.
We hope this curriculum will benefit and inform the work of the many organizations and individuals that are working to improve the quality of life and educational opportunities for BIYOC.
We will be promoting the curriculum on the exhibit hall at ALA’s annual conference in Washington, DC - Booth 2650. We invite you to stop by and preview Project READY!
Sincerely,
Sandra Hughes-Hassell, PhD Professor She/Her/Hers
Casey H. Rawson, PhD Teaching Assistant Professor She/Her/Hers
Kimberly Hirsh, MAT, MSLS PhD Student She/Her/Hers
My work is to take care of myself.
I’m still on hiatus from social media activity and comments on my blog posts are still closing after only 1 day. But there are some things that I want to capture in this space immediately, rather than waiting until I “come back,” and there are some things that I think could benefit other people by being public, so I’m going ahead and posting. This is one of those things.
I went to the doctor yesterday. I needed refills on my prescriptions. And I’d also noticed recently that a number of chronic illness symptoms had crept up on me slowly over the past… year and a half? Six months, at least. So I went in expecting to discuss those symptoms with her.
When she asked how I was, I gave her the list of symptoms:
- Puffy face
- Missing outer third of eyebrow
- Low body temperature
- Intense fatigue (can't put away laundry or cook)
- Brain fog (Only about 2 good hours a day)
- Joint and muscle pain
- Anxiety
- Depression
- Coarse hair
- Hair loss
- Carpal tunnel
- Worsening vision
- Headaches
- Dry skin
- Brittle nails
- Acne
- Hirsutism
- Tinnitus
- Insomnia
- Dizziness
- Frequent urination
- Excessive thirst
- Sore throat
- Waking with a racing heart
“Your thyroid numbers are good,” she told me. I looked at them. She was right. They weren’t just normal; they were in what I know to be the optimal range for me. They were excellent.
I’d noticed that a lot of these symptoms were also consistent with diabetes. “Your blood sugar is at the high end of normal, but it’s lower than it was six months ago. It’s moving in the right direction.” So I’m still prediabetic. But not yet diabetic.
This is where most doctors would tell me I was fine, or I need to eat more protein, or it’s because I’m the mom of a young kid.
“But you’re having these symptoms, so you’re not okay,” she said. I love my doctor. “Have you noticed any pattern?”
I told her no. They have snuck up on me, sort of one at a time over months and months, and so I haven’t been tracking them.
“Well, they could be a food sensitivity. Or another autoimmune disease.” There’s a high level of comorbidity with autoimmune diseases, such that having one makes you a lot more likely to later acquire another. “But I don’t even know what to test without more information. So come back in two to four weeks with some data and we’ll decide what to test.”
I really wanted to be able to just increase the dose of one of my current medications to fix this, but apparently, that’s not an option. Straightforward dietary changes that have helped in the past, like cutting out gluten and corn, which I’d been doing for the past two months, didn’t seem to be helping. So here we are. I’m spending the next month collecting data on everything I can think of, looking for relationships. I’m tracking which symptoms I have on what days, what I eat, how I sleep, and anything else that comes to mind; the app I’m using, Flaredown, lets you add tags freely so I can track things like travel and even whether my kid naps.
…
Esmé Weijun Wang, who writes a blog for ambitious people dealing with limitations, writes:
My work, although it may not look like work to most, is to take care of myself. I must care for my health with as much attention as I once paid to the documents I was hired to edit, or to the long hours spent at the office on Saturdays. Aggressive pursuit of one's ambition is a skillset that, I hope, has not left me. In the meantime, I am aggressively pursuing a dream of recovery.Similarly, I'm going to collect data on my own health with the attention I would use to collect data for a study, to analyze my own journal with the same tools I would use to conduct content analysis.
…
I don’t have a pat conclusion to this. I’m disappointed it’s not a straightforward fix. I’m optimistic that we’ll be able to work something out to help me. I’m relieved that I don’t need to make any drastic changes to my diet before I’m done traveling at the end of the month.
And I’m tired. I’m very tired.
I thought to myself yesterday, “I can’t believe that I’ve got another fifty or sixty years in this meat cage, dealing with these flare ups.” But I do. I will. And I’ll get through it, with the support of my family and friends and science.
❤️️❤️️❤️️❤️️
On hiatus
A little over a year ago, I told a friend:
Started blogging in my bullet journal, realized this is just journaling...
And that’s where I’ll be blogging for the next little bit.
As mentioned in my earlier post, I’m going on hiatus for a bit. I’m anticipating returning in July, but it might be sooner, might be later. Comments are off on all posts more than 1 day old; webmentions will be received but probably not displayed.
See you later!
TTFN
I’m taking a digital hiatus of sorts starting Friday, 5/10/2019. I haven’t decided how locked down kimberlyhirsh.com will be. At the very least, comments will be turned off for all pages and posts. It’s possible I’ll design a landing page about my hiatus and then set all other pages and posts to private. It’s also possible I’ll put the whole thing behind password protection.
Anyway, if you need to reach me, you probably already know how, but if not, let’s get that set up in the next couple days.
My writing process: Structure is central.
A quick note about my own writing and the way I’m working these days. I plan to do a more extensive post on this soon.
Way back in 2001 or 2002, I interviewed Joss Whedon. The questions were submitted to me by Bronzers. My lovely Bronzer friend andyourlittledogtoo asked, “How long did it take to go from the conception of ‘Restless’ until the finished product? And can you explain your writing process?” “Restless” is the finale of the fourth season of Buffy the Vampire Slayer and it’s one of my favorite episodes. You can read more about it just about anywhere on the internet, and you should… But ANYWAY, Joss’s answer has stuck with me for 17, 18 years now:
My writing process is about two things: Structure and emotion. I'm incredibly strict about working out a tight structure, every piece fitting, so there are not too many surprises in a first draft. But it all stems from emotion. What emotion are we in love with here? What do we need to feel? What do they (the characters) need to feel (a dif ques). We build from that. with RESTLESS, i had to throw structure out the window. It was a poem. Though I knew what it meant and what the dramatic flow was, I literally just had to sit there (or lie there - I got my appendix out during that script) and wait for the next thing. It was very liberating for me. When i was BEGGED for an oultline for act 4, i made one -- and then ccouldn't write a word, because it was wrong. Had to wait for the flow.I think a lot of people write first and structure second. I don't know how common this is in academic writing. I've always been a structure-first kind of gal, though that structure can take various forms. I used to be all-in on outlines, but my professor Barbara Wildemuth really hit mind-maps hard, and now I tend to bounce between synthetic notes, mind-maps, outlines, and memos. And the point when I transition from one to the other, and when I know I'm ready to begin drafting, has everything to do with structure.
Until I know the structure of a piece, I just write in little chunks. As I write, I re-arrange. I toy with new structures. Color-coding with pens is involved. I want to document this piece of my process better in the future, so as I begin my next lit review chapter, I’ll try to.
It feels good to remember that one of the writers who has influenced me the most works mostly from structure first. (How much of “Restless” was induced by the painkillers Joss was on for his appendectomy recovery? We may never know.) It feels good to know that there are as many ways of writing as there are writers.
Memo: Connected Learning, Libraries, and Change
The elements of connected learning (interests, relationships, opportunities, sponsorship of youth interests, shared practices, shared purpose, connections across settings, and a focus on equity) illuminate the ways in which connected learning already happens in libraries and the ways in which libraries need to change to expand their support of connected learning.
Libraries have traditionally supported personalized, self-directed, learner-centered, and interest-driven learning (Braun, Hartman, Hughes-Hassell, & Kumasi, 2014; Hoffman, Subramaniam, Kawas, Scaff, & Davis, 2016; Ito & Martin, Fall 2013). They also have facilitated relationships, sanctioning “intergenerational contact centered on youth interest discovery” (Braun et al., 2014, p. 9) and serving as “inclusive spaces that bring many different groups together” (Hoffman et al., 2016, p. 11). As libraries have transitioned from spaces that serve as warehouses for physical resources to spaces where teens can “build skills, develop understanding, create and share, and overcome adversity” (Braun et al., 2014, p. 4) through the proliferation of learning labs and makerspaces, they have embraced shared practices, especially production-centered practices for knowledge creation and sharing. Their position as a third space - neither school/work nor home - allows libraries to facilitate connections across settings, bridging activities from different spheres of learning (Ito & Martin, Fall 2013).
Libraries traditionally have had and continue to maintain “strong ties to non-dominant communities and families” (Braun et al., 2014, p. 9). Because members of nondominant populations perceive libraries “as lifelines to learning, technology, and information… libraries are well-positioned to not only connect formal and informal learning but also to do this for the populations that are most marginalized in terms of traditional academic programs and indicators” (Ito & Martin, Fall 2013, p. 30). These relationships with nondominant communities support libraries working toward the connected learning agenda of expanding access to connected learning experiences to people who may not have them without community and institutional support.
While libraries already support connected learning in many ways, they may need to undergo further shifts to expand their support for connected learning. Library staff must consider not only the physical and digital resources that support interest-driven learning, but also human resources (Braun et al., 2014), building relationships “among learners, between learners and experts or mentors, and between learners and people outside the learning context” (Hoffman et al., 2016, p. 17). In order to help learners to connect their interests and relationships with academic, career, and civic opportunities, library workers must reconsider their roles, learning to consider themselves sponsors and mentors rather than experts or authority figures (Braun et al., 2014; Hoffman et al., 2016, p. 17). Library policies for use of technology and space may need to change to enable learners to engage in shared practices, socializing, collaborating, and publishing their work online (Ito & Martin, Fall 2013). Libraries may also need to change how they evaluate the impact of their services and programs; traditional measures of impact, especially quantitative measures of participation, may not be sufficient to capture the impact of connected learning (Hoffman et al., 2016). Measures of connected learning need to capture the way learners move with their learning across settings; setting specific desired outcomes can facilitate capturing evidence of and communicating the impact of a program.
This shift to full support of connected learning “demands new competencies from youth-serving librarians that graduate programs in library and information science do not always provide, and may require a shift in thinking for some librarians and outside partners” (Hoffman et al., 2016, p. 19). Hoffman and colleagues identify the following “four categories of interrelated knowledge and skill sets… that librarians must have to promote connected learning among youth”:
...they must be ready and willing to transition from expert to facilitator… …[they] need to apply interdisciplinary approaches to establish equal partnership and learning opportunities that facilitate discovery and use of digital media… ...they should be able to develop dynamic partnerships and collaborations that reach beyond the library into their communities… ...they should be able to evaluate connected learning programs and utilize the evaluation results to strengthen learning in libraries… (Hoffman et al., 2016, p. 19)The need for training to build these competencies can be met by in-house professional development, programs provided by professional organizations, open online learning resources, and formal educational experiences. The ConnectedLib toolkit (“ConnectedLib,” n.d.) is one example of an open online learning resource directed at meeting this need, while the University of Maryland’s Youth Experience Graduate Certificate program (“YX @ UMD – Youth Experience Post-Masters Certificate Program at Maryland’s iSchool,” n.d.) is an example of a formal educational experience designed to build these competencies.
References
Braun, L. W., Hartman, M. L., Hughes-Hassell, S., & Kumasi, K. (2014). The future of library services for and with teens: A call to action. Chicago: Young Adult Library Services Association (YALSA). Retrieved from http://www.ala.org/yaforum/sites/ala.org.yaforum/files/content/YALSA_nationalforum_Final_web_0.pdf ConnectedLib. (n.d.). Retrieved April 24, 2019, from [connectedlib.github.io](https://connectedlib.github.io/) Hoffman, K. M., Subramaniam, M., Kawas, S., Scaff, L., & Davis, K. (2016). Connected libraries: Surveying the current landscape and charting a path to the future. College Park, MD; Seattle, WA: The ConnectedLib Project. Retrieved from [connectedlib.test.ischool.uw.edu/wp-conten...](http://connectedlib.test.ischool.uw.edu/wp-content/uploads/2016/02/ConnectedLibraries-SurveyingtheCurrentLandscape-and-ChartingthePathtotheFuture.pdf) Ito, M., & Martin, C. (Fall 2013). Connected Learning and the Future of Libraries. Young Adult Library Services, 12(1), 29–32. YX @ UMD – Youth Experience Post-Masters Certificate Program at Maryland’s iSchool. (n.d.). Retrieved April 24, 2019, from [yx.umd.edu](https://yx.umd.edu/)When words won't go in your brain
I suffer from migraines. I’ve gotten them since I was around 7 years old. There are any number of triggers: changes in barometric pressure, eating MSG, but the most frequent one is hormones. I’ve got one right now, and though I’m not certain, I think it’s probably hormone related.
When I was in my teens and early twenties, I couldn’t do anything with a migraine. I had to go right to bed, preferably in a dark and silent room, banishing everyone else. This was before triptans got big, so I just guzzled Coca Cola, took some Percogesic (which researching it I now see is just Tylenol + Benadryl), and hid for twelve hours or so. After twelve hours of solid sleep, I usually felt like new.
As a college student and young professional, I tried Imitrex and some other triptans. They always came with nasty side effects: actually increasing the migraine-related nausea if I didn’t take them fast enough, giving me a weird lockjaw-type feeling but in my whole body. So I still mostly drank some Coke, took some Excedrin Migraine or Tylenol Arthritis Strength, and went to bed.
As a young teacher with a limited amount of sick leave, I couldn’t just go to bed. I worked through these migraines many times, doing what I essentially called “subbing for myself” - tossing my original lesson plan for something I would have been comfortable giving to a sub, and asking my students to please work in silence, in a somewhat darkened classroom.
As a parent, I can’t just go to bed. But also, my migraines aren’t usually as bad now as they used to be. I usually can get through them okay with just being chill. I don’t usually need to just go to bed and be left alone.
Usually.
I have one today. We’re in Day 2. My sweet child keeps asking me “Mommy, is your headache gone?” and it breaks my heart every time I tell him it’s still here. The first time I told him that, he said, “But I kissed your head!” I had to explain that kisses can ameliorate pain, but only sometimes take it away entirely, and this was not one of those times.
(BUT HOW CUTE IS HE?)
Anyway. All this to say: when I feel this way, words won’t go in.
I’ve been trying to read, because that’s one of the two key activities in my day. (The other being writing.) I’ve been trying to review my own notes. I’ve been trying to refresh my memory of the Dublin Core. I tried to watch a video that explained Dublin Core, and the professor’s words wouldn’t go in my brain through auditory means any easier than the DCMI specification’s words would go in visually.
There’s a very light halo on my vision in the eye where the headache sits.
Words can come out, apparently, though analytic ones won’t.
It’s possible fiction could make it in. I don’t know.
Anyway, it’s frustrating.
I guess that’s all I wanted to say, really. It’s frustrating that migraines make me unable to work with words, when words are most of my work.
Memo: Defining Connected Learning
Connected Learning can be conceived of in three ways: as a type of learning experience that occurs spontaneously, as an empirically-derived model or framework for describing that type of experience, and as an agenda for research and design approach for creating learning experiences. The model/framework was first described by Mizuko Ito, Kris Gutierrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, and S. Craig Watkins in their report, Connected Learning: An Agenda for Research and Design (2013).
The Connected Learning framework incorporates three spheres of learning: interest-based learning, peer-based learning, and academic learning (Ito & Martin, Fall 2013). These spheres of learning are derived from the HOMAGO framework outlined in the report, Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (Itō et al., 2009). This report draws on three years of “ethnographic investigation of youth new media practice” (p. 2) examining how these practices fit into social and cultural worlds and how they are meaningful in youth’s everyday lives. Ito and colleagues found that youths’ new media practices tended to fall into one of three genres of participation: “hanging out,” a friendship-driven mode of participation, “geeking out,” an interest-driven mode of participation, and “messing around,” a mode of participation that tended to bridge the other two, in which either youth deepen their commitment to particular interests as they engaged in social practices, or in which youth engage in expanded social activity via participating in their current interests. Ito and colleagues found that young people transitioned easily between these three genres of participation.
The HOMAGO framework was derived from a study that was designed to describe current practices, especially in informal learning spaces (Ito et al., 2019). This study was not aimed at creating a design agenda for educational experiences or describing formal learning environments. Ito and colleagues (2009) found, however, that formal learning environments were often cut off from peer-driven or interest-driven learning environments. The Connected Learning environment seeks to incorporate academic, civic, and career opportunities with peer-driven and interest-driven learning, describing and expanding access to a mode of learning in which all three of these spheres overlap (Figure 1).
In its initial iteration, the Connected Learning framework encompassed six Connected Learning principles. The first three incorporated the spheres of learning: peer-supported, interest-powered, and academically-oriented. The other three principles described the kind of environments that tend to promote connected learning experiences: being production-centered, having a shared purpose, and being openly networked.
“Connected learning is a framework under constant development that offers principles and examples to be adapted and remixed rather than a template for programs and activities” (Ito & Martin, Fall 2013, p. 31). In the years since the model’s initial development, it has undergone some changes. A number of studies developed by the Connected Learning Research Network have provided new evidence that contributes to revision and refinement of the model (Arum, Larson, & Meyer, Forthcoming; Ben-Eliyahu, Rhodes, & Scales, 2014; Ching, Santo, Hoadley, & Peppler, 2015; Ito et al., 2019; Larson et al., 2013; Livingstone & Sefton-Green, 2016; Maul et al., 2017; Penuel, Van Horne, Santo, Ching, & Podkul, 2015; Van Horne, Allen, DiGiacomo, Chang-Order, & Van Steenis, 2016; Watkins et al., Forthcoming). The three spheres of learning have shifted slightly (see Figure 2): “peer-supported” has changed to “relationships,” to indicate not only peer-to-peer relationships but also relationships between young people and adult brokers or mentors, while “academically-oriented” has changed to “opportunities,” to include not just academic opportunities but also civic and career opportunities.
Figure 1. Original spheres of learning.
Figure 2. Revised spheres of learning.
The other three principles of Connected Learning have shifted, as well (“About Connected Learning,” 2017). “Sponsorship of youth interests” is a new principle that was previously woven throughout the others; studies have consistently demonstrated that young people require adult assistance to make connections between their own interests and academic, civic, and career opportunity (Ching et al., 2015; Ito et al., 2019; Van Horne et al., 2016). This principle asks adults to reconsider their role in youths’ learning, to be more than either a “sage on the stage” or “guide on the side,” engaging in actively assisting youth in expanding their networks. “Production-centered” has shifted to being described as “shared practices,” including not just media production as the early model suggested, but also “friendly competition, civic action, and joint research” (“About Connected Learning,” 2017). “Shared purpose” remains, while “openly networked” has changed to “Connections across settings” to incorporate not just openly networked online platforms, but also connections between online and local affinity networks and relationships between home, school, and community.
All of the principles of Connected Learning are directed toward creating learning environments with an equity agenda, in which nondominant youth gain access to learning experiences that have historically been more available to those with privilege and financial access. Without attention to the cultural and social environment, new technologies like those that facilitate connected learning “tend to amplify existing inequity…access to social, cultural, and economic capital, not access to technology, is what broadens opportunity” (Ito et al., 2019, p. 6) (emphasis original).Youth need programs and mentors with social capital to broker connections; if brokering is treated as a market-driven process, this exacerbates inequity.
“The responsibility of providing mentorship, brokering, and connection building to link youth interests to opportunity is a collective one and cannot be shouldered only by families, nor only by schools and other public educational institutions. It entails a broader cultural shift toward recognizing the new learning dynamics of a networked era, paying more attention to learning and equity in online communities and platforms, and providing more educational supports in both formal and informal learning environments.” (Ito et al., 2019, p. 169)
Connected learning has often been conceived of as occurring along pathways, but recent research suggests that it “is more appropriately conceived of as the growth of a network of connections than as a linear pathway or an internalization of skills and knowledge” (Ito et al., 2019, p. 21). Connected learning is best seen “not as a journey of individual development that is transferrable across different settings that a person moves through, but as building stronger, more resilient and diverse social, cultural, and institutional relationships through time” (Ito et al., 2019, p. 167).
References
About Connected Learning. (2017, December 6). Retrieved April 12, 2019, from [clalliance.org/about-con...](https://clalliance.org/about-connected-learning/) Arum, R., Larson, K., & Meyer, W. M. (Forthcoming). Connected Learning: A Study of Educational Technology and Progressive Pedagogy. New York: New York University Press. Ben-Eliyahu, A., Rhodes, J. E., & Scales, P. (2014). The Interest-Driven Pursuits of 15 Year Olds: “Sparks” and Their Association With Caring Relationships and Developmental Outcomes. Applied Developmental Science, 18(2), 76–89. Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in hive NYC through brokering future learning opportunities. New York, NY: Hive Research Lab. [hiveresearchlab.](https://hiveresearchlab.) files. wordpress. com/2015/05/hive-research-lab-2015-community-white-paper-brokering-future-learning-opportunities2. pdf (accessed November 15, 2015). Itō, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Stephenson, B. H., … Tripp, L. (2009). Hanging out, messing around, and geeking out : kids living and learning with new media. Cambridge, MA: MIT Press. Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Craig Watkins, S. (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub. Retrieved from [dmlhub.net/publicati...](https://dmlhub.net/publications/connected-learning-agenda-for-research-and-design/) Ito, M., & Martin, C. (Fall 2013). Connected Learning and the Future of Libraries. Young Adult Library Services, 12(1), 29–32. Ito, M., Martin, C., Pfister, R. C., Rafalow, M. H., Salen, K., & Wortman, A. (2019). Affinity Online: How Connection and Shared Interest Fuel Learning. New York: NYU Press. Larson, K., Ito, M., Brown, E., Hawkins, M., Pinkard, N., & Sebring, P. (2013). Safe Space and Shared Interests: YOUmedia Chicago as a Laboratory for Connected Learning. Irvine, CA: Digital Media and Learning Research Hub. Retrieved from [dmlhub.net/publicati...](https://dmlhub.net/publications/safe-space-and-shared-interests-youmedia-chicago-laboratory-connected-learning/) Livingstone, S., & Sefton-Green, J. (2016). The Class: Living and Learning in the Digital Age. NYU Press. Maul, A., Penuel, W. R., Dadey, N., Gallagher, L. P., Podkul, T., & Price, E. (2017). Developing a measure of interest-related pursuits: The survey of connected learning. clrn.dmlhub.net. Retrieved from [clrn.dmlhub.net/wp-conten...](https://clrn.dmlhub.net/wp-content/uploads/2014/12/CRLN-Measurement-Paper-120714-for-CLRN.docx) Penuel, W., Van Horne, K., Santo, R., Ching, D., & Podkul, T. (2015). Connected Learning: From Outcomes Workshops to Survey Items. Retrieved from [hiveresearchlab.](https://hiveresearchlab.)files.wordpress.com/2015/05/clrn-from-workshop-to-survey-items-report-may-2015.pdf Van Horne, K., Allen, C., DiGiacomo, D., Chang-Order, J., & Van Steenis, E. (2016). Brokering In and Sustained Interest-Related Pursuits: A Longitudinal Study of Connected Learning. dml2016.dmlhub.net. Retrieved from [dml2016.dmlhub.net/wp-conten...](https://dml2016.dmlhub.net/wp-content/uploads/2016/02/14_vanHorne_CLRNBrokeringPaper040416_submit.pdf) Watkins, C., Lombana-Bermudez, A., Cho, A., Vickery, J., Shaw, V., & Weinzimmer, L. (Forthcoming). The Digital Edge: How Black and Latino Youth Navigate Digital Inequality. New York: New York University Press.
Crazy Ex-Girlfriend: Top 3 Most Resonant Songs for Me, Personally
I mentioned in my post about writing comedy from the heart that the TV show Crazy Ex-Girlfriend is an important piece of art for me. And there are lots of lists of the top songs, I guess, though the only one I’ve paid attention to is my imaginary podcast bff Glen Weldon’s. (Weldon himself is not imaginary; the conceit that he and I are bffs is.)
But I wanted to do something more personal.
I came to Crazy Ex-Girlfriend a little late, not very - I think I started watching as soon as the first season was available via Netflix, maybe? I loved it immediately. The sheer perfection that is the song “West Covina” made my musical theater nerd heart sing, and I honestly saw a sort of alternate universe version of myself in overachieving lawyer Rebecca. (Because getting a PhD in Information and Library Science is the underachieving path in my mind, apparently?)
Anyway, this show has made me feel seen in a way few things have, so I thought I’d share the top 3 songs that resonated with me the most.
3. I'm the Villain in My Own Story
[embed]www.youtube.com/watch
For all those times when you realize the “good” things you were doing didn’t outweight how you were being a jerk.
2. Sexy French Depression
[embed]www.youtube.com/watch
The line “My bed smells like a tampon” is, like, scarily spot on. And this subtitle crawl:
My anxiety is so out of control that all I can think about is thinking about thinking about thinking about fixing everything I've ever done wrong and all of the ways I've already messed up my life beyond repair.
Perfection. If you ever look at my face and wonder what’s on my mind, it’s probably that.
And finally…
1. You Stupid Bitch
[embed]youtu.be/zgUKQCVie…[/embed]
This is a classic internal monologue of a person with anxiety and/or depression. This song makes me cry because it makes me not feel alone.
Crazy Ex-Girlfriend is amazing because, as Glen Weldon points out, the show “[respects] how fraught and complicated a prospect it is to turn the travails of mental illness into blistering one-liners and catchy ditties … and then [does] it anyway.” I’m actually finding myself without more words to talk about why it’s so important to me.
Writing comedy from the heart
It feels like there have been a thousand times Rachel Bloom has said something in an interview and I felt like shouting, “YES THIS!” but this is a new flavor of that:
I came from a very… rigid is the wrong word, but a very set technique of sketch comedy writing. When you study at UCB, if you do improv or sketch, you find the game of the scene, you heighten the game. It’s almost mathematical. And I think that for so long, some of the sketches I wrote, I wasn’t necessarily bringing my full self to them, because I was trying to fit into this like mathematical technique. I was surrounded by guys. So everything I wrote was probably subconsciously trying to, like, be acceptable to the male gaze. So when I started writing songs, because it was combining what I learned from sketch comedy with musical theater, my first love since I was 2 years old, it felt like I was bringing myself fully into my writing. I wasn’t trying to be anyone else, because I could bring in emotions, I could bring in those tropes that I’d been absorbing for my entire life, and then use my techniques to shape that.
Like Rachel, I have loved musicals from a young age. Like Rachel, I trained in improv and sketch writing at a school/theater that emphasized game: you begin a scene, find the first unusual thing, repeat it, heighten it, and break the pattern with your punchline. Not only did we learn that structure, but we also learned how to write particular flavors of sketch: fish out of water, comedic duo, commercial parody, satire, superpowers, torture game, literalization, and mapping.
I had a lot of fun and I got really good at recognizing game, if not initiating it, but there was a fundamental disconnect between how most other people in my comedy community did comedy and how I did comedy.
When I showed up at sketch class eager to show everyone Mike O’Brien and Tina Fey’s crazy car salesman, in my mind a brilliant example of a commercial parody combined with literalization, the class tore it to shreds.
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My strongest sketch was one in which several adolescent girls show up at a county fare to participate in a literal melon growing contest and express their insecurities about their produce. (It’s a mapping scene, mapping their growing bodies onto the growing produce, see?) It was a deeply personal sketch, drawing on my own experiences with never feeling like I had the right body shape as an adolescent, whether that shape was too small or too big.
Eventually, I ended up on a hip-hop improv team - thanks almost entirely to developing a Hamilton obsession. (Seriously, if you want me to like something, just write a musical using/about it.) Again, I was a little sideways from the group sensibility; my favorite raps drew on my impostor syndrome and my frustrations with family holiday gatherings. My favorite scenes were often quiet little things, with comedy arising from the awkwardness of two people trying to connect, or things that used my heavily pregnant body as a punchline itself (I was pregnant for my entire tenure on that team), or preferably, things that combined both, like one scene where I had ended up on a blind date and ended the scene responding to my scene partner’s “This’ll be a funny story to tell the kids” with the line “Ohhhh… You want kids?” while I was eight months pregnant.
(We do comedy in our bodies. They are one of the tools we have, and we don’t leave them behind, even when we take on characters with different physicalities than our own.)
While everyone was very nice, I often felt out of place. And reading this quote from Rachel Bloom pinpoints a lot of the problem, I think. I imagine that, while she wasn’t writing with her whole self, Bloom was very good at writing that kind of sketch. I can even imagine some parallels between her Crazy Ex-Girlfriend character Rebecca Bunch’s success as an attorney and Bloom’s as a writer, both getting good at/pursuing the thing everybody says you’re supposed to want (in Bloom’s case, right down to auditioning for Saturday Night Live).
And I love that in Crazy Ex-Girlfriend, Bloom has gotten to finally write more personal things and bring her full self to the table. It’s such an important piece of art for me, personally, and reading about this part of her experience has led me to rethink how I engage with comedy and what types of writing and performance I want to pursue in the future.
So Rachel, thank you.
Photograph by Greg Gayne/CW.
2019 First Quarter Follow Up: How am I doing?
It’s always helpful to check in with ourselves every once in a while, and I like to do it quarterly if I remember to. Let’s dig in and check out how I’m doing so far this year!
I selected PHASE as my word of the year, and I have to tell you, I completely forgot that I had done that. Life has been a whirlwind.
Here are the things I said I wanted to do/try this year:
- Embracing the PHASE energy.
- Really owning my Mer-Goth/#seawitchvibes aesthetic.
- Reading for pleasure more.
- Having a good time.
And here’s some notes on how those are going:
Embracing the PHASE energy: Woof. I have not done this! Oops! I mean, I’ve kind of done this. Let’s see… I’ve gotten pretty good about really taking advantage of my high energy moments and giving myself permission to rest during my low energy moments (I think this is what Lindsay Mack is talking about when she talks about expansion and contraction). But that remembering that these things will pass? That part I haven’t done a great job of. My kid is two, and that comes with some tough parenting moments. I haven’t been handling them as gracefully as I’d like; I mean that both in terms of being graceful with him, but also giving myself grace when I get frustrated. I’m working on this one. Making progress, though.
Owning my mer-goth/seawitchvibes aesthetic: This is hard when it’s cold out. My aesthetic right now is mostly “grad student/mom who hopes her clothes aren’t too stained.” My go-to outfit has been this dress over some black leggings, topped with a hoodie. Throw on whatever socks are clean and a pair of black New Balance sneakers, and I’m ready for sitting at the co-working space OR going to the mall or museum with my kid! Honestly, I’m bored with this look and really want to change it up. I don’t have a lot of money to do so, but I’m starting to need more looks for conference presentations and client meetings as I’m taking on some consulting work (yay!). Trying to find things in my budget that capture the whimsy that I want in my daily life and still looked polish is a JOB OF WORK, let me tell you.
Reading for pleasure more. I’m doing pretty well on this one. I’m a little behind my goal for the year but I know I can make that up quickly.
Having a good time. You know, at first thought I’m like, “I’m having a hard time!” But then I realize that I’ve been going to Silent Book Club and Retro Cinema, that I went to a Comicon, that I get to see my kid exploring new places, that I’m crocheting things and playing video games every once in a while, and I think yeah, on the whole, I’m doing a really good job with this one.
Other things worth noting: I have drafted two of my five comps chapters. I had an article accepted with revisions. I am taking on a consulting job. My kid is growing and growing. I’ll probably write another post in the next few days with more details about general life stuff, so keep an eye out.
How’s your year going?
Dissertating in the Open: Keeping a Public Research Notebook
I’m making a few notes to myself here to document my process for keeping a public research notebook. They might be of interest to you, too.
First, I’m talking here mostly about keeping up with the literature. There are (in my opinion obvious) ethical implications of actually sharing your data on your website. I’ll explore them as I write my proposal, but right now, all I’ve got is other people’s research that I’m reading and writing about, and then I’ll probably have some memos on my own process of preparing for comps and selecting my dissertation topic. Nothing wild.
So, what am I doing? Well, inspired by some writing by Kris Shaffer and Chris Aldrich, and by the fact that I gave a keynote last weekend on Connected Learning and the IndieWeb, I want to share my reading notes on some of the readings I’m doing for comps. It will help me keep track of my most important notes, and maybe it’ll be useful for other people researching similar topics. I tend to pick fairly under-researched areas, and I know it can be frustrating to have to dig up the literature on those, so this is one way I can maybe make it easier for colleagues.
Raul Pacheco-Vega is another inspiration, as he both shares reading notes and has heavily influenced my literature review workflow.
What’s the workflow?
- I find the source, as described through one of the various techniques in my literature review workflow, and pull it into Paperpile. If Paperpile can't find a PDF on its own, then I track a PDF down or, if it's only available physically, track down a physical copy.
- If it's a PDF, I read it on my Android tablet with Xodo, making highlights and annotations using my Musemee Notier stylus. If it's a physical text, I take notes on a dedicated COMPS spread in my Bullet Journal (I use a Moleskine large dotted black notebook and a Pilot G2 07).
- I create a new Google Doc.
- From Paperpile, I copy the citation and paste it into the Google Doc. I name the Google Doc Author Year Article Title. (These are all in a folder called "Synthetic Notes," nested in a folder named after the literature area.)
- I type up a quick synthetic note based on my highlights and annotations.
- I use Paperpile to find a link to the source of the original.
- Then, I use a bookmarklet with the WordPress Post Kinds plugin to create a new bookmark on my website. (I use the bookmark post kind instead of a read, because I'm only doing an Abstract-Introduction-Conclusion extraction, not a full read of the piece.)
- I paste the abstract into the Summary box in the Response Properties box.
- I paste the contents of my Google Doc into the WordPress editor and use the "Clear formatting" button to clean up messy GDocs code.
- I give the post a tag related to the literature area (e.g., connected-learning) and select the category "Research Notebook," then publish!
indieweb-post-kinds Post editor URL doesn't display editor
When I use Post Kind WordPress editor URLs with the ?kindurl= extension, I get an editor window that only has a title box and a response properties box but nothing else, and the response properties box only has the “response properties” title and no content. I first encountered this with Inoreader’s custom URL feature but found it also occurred when inputting the editor URL directly into my browser’s address bar. Here’s an example URL I might give Inoreader, where [URL] is Inoreader’s URL variable: https://example.com/wp-admin/post-new.php?kindurl=[URL]&kind=reply If I do it with just kind=reply without trying to use kindurl=, it’s a normal editor with reply selected as the post kind and a blank response properties box as you’d expect.
Dissertating in the Open: Your First Meeting with Your Committee
It’s been more than 3 months since I had my first committee meeting, but I still want to write a little about the process.
If you’ll recall, my advisor, Sandra Hughes-Hassell, and I put together an awesome committee. She handled the scheduling of our first meeting, which we did using Zoom as I have two out-of-town committee members.
Before the meeting, I shared two things with my committee: a dissertation prospectus and a preliminary bibliography.
The main agenda item for the meeting was reviewing that preliminary bibliography and settling on the areas for my comprehensive examination package. One of my committee members couldn’t make it; there were 5 of us on the call. I had my prospectus and bibliography in front of me and my bullet journal at hand for taking notes. (My method is really a hybrid of Ryder Carroll’s bullet journal method and Raul Pacheco-Vega’s Everything Notebook, with some modifications of my own thrown in, but that’s a different blog post for a different day.)
I can’t tell you how this will go for you, but it had a couple of really positive outcomes for me.
First, with respect to information literacy: There is a whole world out there of information literacy standards, guidelines, and models, and quite frankly, by the time you’ve been working in this field for 10 years the basics start to get a little stale. I had them all on my preliminary bibliography and Casey Rawson suggested that, since we all know those models and nobody really wants to read about them again, I could focus on newer models. She specifically mentioned embodied information practices (especially as conceived by Annemaree Lloyd), as my research focuses on the information practices of cosplayers and cosplay is an embodied fan practice.
I mentioned to the committee that I was going to start with a focus on information literacy in affinity spaces and work my way out from there, and Heather Moorefield-Lang suggested that I consider subcultures as well as affinity spaces, specifically suggesting the work of Vanessa Lynn Kitzie, who has done a lot of work on the information practices of LGBTQ+ individuals.
Taking these two suggestions together led me to a complete reframing of my conceptualization of information practice and information literacy, moving me from thinking of it as an individual, knowledge-based process to a sociocultural set of practices. More on that another time, but this was a huge and immensely valuable shift.
Second, with respect to methods: Casey pointed out that the “mixed methods” piece of my study (counting qualitative codes for frequency) wasn’t really enough to qualify it as a true mixed methods study, and so it might be better for me to just focus my methods chapter on qualitative methods. This was great because it always helps me to narrow my scope; I tend to want to be far more thorough than is necessary or appropriate when I write a literature review.
After the meeting ended, I felt great. I was really excited about my work and excited about my committee, and those feelings have carried me through the last three months of slowly chipping away at the first two chapters of my comps package.
Featured image is the Chamber of the Council of 13 of the Guild of Calamitous Intent, from Venture Bros, provided by reddit user Empyrealist.
Unexpectedly shattered
I’ve been working on editing the fourth episode of my Buffy the Vampire Slayer podcast, Things of Bronze, and in that episode I talk about how being a mom is like being the Slayer.
And then I’m reading Barbara Brownie and Danny Graydon’s The Superhero Costume: Identity and Disguise in Fact and Fiction and I run across Ana Álvarez-Errecalde’s beautiful work Symbiosis and it feels like my heart stops for a second. My breath catches.
And I go track down this interview with her, and save it for later, knowing it’s going in the February issue of Genetrix:
Symbiosis (The Four Seasons, 2013-2014) talks about relationships that nourish each other both physically and psychologically. It challenges the idea of a negated mother who also negates her body and her presence to her children, so they will all ultimately conform to our unattended, unloved, and unnourished society. It is not about being a “supermom.” It is about two complete beings that strengthen each other by the relationship they establish. That is where the mutual empowerment resides.
But also then I go back to Brownie & Graydon and flipping through I realize that Álvarez-Errecalde’s photograph is in a section called “Parent power,” with quotes like these:
As the death of family provoked the adoption of heroic identities in Batman and Spider-Man, new parents find themselves transformed by the birth of a child. (p. 130-131)
and
It is just as impossible to define any parent without acknowledging their parenthood, as it is to define Bruce Wayne without acknowledging Batman. (p. 131)
and
Parenthood, like crime-fighting, is labor-intensive, exhausting and emotionally draining... Superhero imagery allows parents to express the tremendous strength that is required in parenthood, along with the new sets of values that emerge with their new identity. (p. 131)
And this is all serendipitously making me feel immensely seen and I’m on the verge of tears.
Fangirl by Rainbow Rowell
I just finished reading Fangirl by Rainbow Rowell. And now I want to be best friends with her, because she gets me.
This book means so much to me. I didn’t have a good time in college. I was lonely. I had no interest in partying. I was clinically depressed. And fandom saved my life.
I did have an adorable tall boyfriend with a receding hairline. (Reader, I married him.) He talked through my magnum opus with me, a blatant Mary Sue in which I wrote my hopes and dreams for season 5 of Buffy the Vampire Slayer. (I deleted it from fanfiction.net in a fit of embarrassment in 2009, but I’m planning to resurrect it from my old personal domain in the Wayback Machine and post it to AO3 soon.)
I was more distant from my sister than I’d ever been in my life. My little brother was very sick and ended up hospitalized.
I got a job explicitly to pay my way to fannish events. I made so many fandom friends. I printed up pages and pages of fanfic.
I started a fan campaign. It gave me a sense of purpose when my grades were tanking and my mom was in the hospital.
I embarked on a teaching career in a town two hundred miles away from anyone I loved. I read fanfic and posted on forums and LiveJournal and it was my only human contact outside of work.
This book just feels very personal and I’m so grateful to Rainbow Rowell for writing it.
Book Review: Pop Classics Buffy the Vampire Slayer 📚
Most people who know me know that the TV show Buffy the Vampire Slayer is one of my favorite things. It has been the dominant pop culture text in my life for almost 20 years, so of course my husband bought our son the BtVS picture book for his second birthday.
We read it for the first time a few nights ago, and, y’all, this is done so lovingly, I almost cried. If you love BtVS and you like picture books, pick this one up.
The plot is simple. This is, let’s say, an AU where Buffy lived in Sunnydale when she was in elementary school. Don’t think about canon too hard. The writers of the show didn’t, so we probably shouldn’t, either. Sixteen year old Buffy introduces herself at the beginning, then sends us in a flashback to when she was eight years old and afraid of the dark, because OF COURSE there is a monster in her closet.
And you know how BtVS is all about literalizing tropes, so… She’s not wrong. She recruits Willow, Xander, and Giles to help her with the problem, and of course through the power of friendship it all works out.
But where the whole thing shines is the little touches in the illustration. Each time I read it, I find a new BtVS easter egg. I don’t want to spoil too much, so here are just a couple examples.
Below, I’ve noted a few special Sunnydale locations in the front endpapers in yellow.
Next, a few things worth noticing in Buffy’s room, this time in blue:
And this is just the beginning. Each page has tons of this stuff, and the book’s climax has the best references of all.
Right before the climax, though, we get this page:
And really, isn’t stepping into the darkness together what BtVS is all about?
Stop optimizing. Start nourishing.
A week ago, my friend shared the video for Lizzo’s song “Juice.”
I commented, “I want to feel as cute as she is.”
I started watching Dietland last week. I got to the scene where the main character, Plum, goes to her Waist Watchers meeting, and everything they talked about started to feel familiar:
Logging literally every bite you eat. Telling yourself you’re doing it to look good naked.
When Janice showed up with her amazing dipped hair and fabulous eye makeup and colorful clothes, I loved her immediately. And then when she responds to the idea that she is here to be her best self with “Excuse me?” and then launches in to her lovely monologue:
I love myself... I came here to get some help to lose weight because I have back problems, not because I hate my body... I am a unicorn. I am a goddess.
I was ready to cheer.
In the one-on-one at the end of the scene, the facilitator reminds Plum that, “Food is fuel. That is all.”
Later, there’s a scene where Plum absentmindedly licks a little bit of frosting off her finger, then realizes what she’s done and runs to the sink to try and spit it out.
There are a million tricks: put half your food away as soon as you get it at a restaurant. (I actually like that one.) Drink water and fill up on vegetables before you go to a party so there will be no room in your stomach for treats. And there are all of the fashion rules to make you look slimmer, too: black. Only vertical stripes. Prints on a very precise scale to match your body.
I realized watching Dietland how tired I was of this nonsense.
I have been trying to lose weight since I was 20 years old. And I know I started later than many other people. I have tried Slim-Fast. I have tried ChangeOne. I have tried the Fat Flush diet. I have done two elimination diets. I have walked on the treadmill. I have done the rowing machine. I have done bodyweight exercises. I have used hand weights. I have used gallon jugs as weights. I have done all the things you can do to make water taste better. I have brought my own special foods to parties.
And I’ve also tried intuitive eating and Health at Every Size.
The only correlation I have found between my actions and my body’s shape is that when I eat fewer inflammatory foods, I’m less-inflamed. So that informs how I think about food. Food is one of life’s great pleasures. It is a centerpiece for social functions. It is a source of comfort. And it is fuel. I want to give my body anti-inflammatory, mostly whole foods, because it gives me energy and is more flavorful. But not to punish it for being the wrong size or shape.
Lizzo said in this interview with the New York Times, “I had to really look myself in the mirror and say, this is it…This is the person I am going to be for the rest of my life and it is not going to change.”
I need to love this vessel I’m in. This chronically ill, hard-to-clothe piece of flesh that carries me around the world, that created the most amazing person I’ve ever known. I need to get okay with it truly at every. Size.
But my body shape isn’t the only way I’m not too much or not enough. I remarked on how I tried literally all the things that Anne Helen suggests won’t fix burnout.
I’ve tried a million things to fix my mood - not things that move directly toward giving me the neurotransmitters (a thing I wholeheartedly endorse getting via pharmaceuticals if your body isn’t making them), but things that indirectly help: sun lamps. Fish oil supplements. Scheduled friend times. Gratitude journaling. Affirmations.
I’ve tried gamifying my habits with Habitica and Fitocracy.
I have more than five different books about how to get my home organized and keep it clean. It isn’t organized. It’s only clean because my husband cleans it.
I have two different books about improving my wardrobe. I have four about fixing my finances.
I subscribe to two self-care newsletters and two self-care podcasts. But at this point, self-care feels like another to-do list item that overwhelms me, not something that actually involves caring for myself.
I read this New York Times piece on the genius of insomnia, and thought about all the different ways I’ve tried to fix my “bad sleep hygiene.” Red light bulbs. Blue light filters on my devices. Yellow glasses. White noise. Audiobooks. No caffeine after 4 pm. Using the bedroom for nothing but sleep.
And then I thought, “What if everything I am - everything I’ve tried to improve in this particular, optimizing, tool-utilizing way, is just fine?”
And then I thought, “Well, what if I try living as if it is, anyway?”
What if I give all facets of myself the nutrients they need, without judgment? What if I purchase things from companies that affirm the idea that I’m already great, rather than selling me the idea that I need to be corrected? What if, when I wake up at 4 am, I don’t chastise myself for being a bad sleeper, but instead use that time to relax while awake? What if the only self-improvement projects I take on are related to my curiosity, my desire to grow and learn?
And I decided I will live this way. I’m going to operate on the assumption that everything about me is exactly enough.
I’m going to stop optimizing.
I’m going to start nourishing.
On Millennial burnout
Some notes on Millennial burnout. This started as a Twitter thread because I needed a frictionless place to write my initial ideas, and apparently I was hoping they would get some attention. (They didn’t, really, and that’s fine now that I’ve slept on it.)
Anne Helen’s excellent piece on Millennial burnout sketches out a framework for us to think about why (white, middle class) Millennials are burned out. She admits that a framework is not a solution, and in her newsletter that acts as a sort of commentary track she talks about both why she didn’t use academic jargon (BLESS HER) and also didn’t offer a solution (which I’m sure is disappointing/frustrating for some people). Tiana Clark offers a valuable critique about the limits of this sort of generational thinking and its failure to capture the experiences of people of color. Helen published additional perspectives on what Millennial burnout looks like for different people: black women, first-generation immigrants, queer people, chronically ill people, people with disabilities, people at the intersections of more than one of these identities, and more.
I’ve collected some less in-depth pieces on the phenomenon in my Pocket, like Kristin Iversen’s Why Millennials Are Always Tired (found via Holisticism’s newsletter), which approaches Millennial exhaustion more from the perspective of the youngest Millennials, as opposed to Helen’s piece coming from the perspective of older Millennials. (Jesse Singal’s Don’t Call Me a Millennial – I’m an Old Millennial is my favorite piece that makes it clear how old Millennials and young Millennials differ and what the inflection points are for Millennialness.)
Helen says:
You don’t fix burnout by going on vacation. You don’t fix it through “life hacks,” like inbox zero, or by using a meditation app for five minutes in the morning, or doing Sunday meal prep for the entire family, or starting a bullet journal. You don’t fix it by reading a book on how to “unfu*k yourself.” You don’t fix it with vacation, or an adult coloring book, or “anxiety baking,” or the Pomodoro Technique, or overnight fucking oats.This is basically a caricature of my life. I have been an avid follower of Lifehacker, obsessed with Inbox Zero, installed and uninstalled Headspace and Calm, prepped meals for the week ahead, used a Bullet Journal for approaching five years, read and re-read Unf*ck Your Habitat, have the immense privilege of being able to take a beach vacation annually, have a huge stack of adult coloring books, anxiety baked my way through my Master of Science degree, powered through PhD writing using the Pomodoro Technique, and had overnight oats for breakfast every day for a week. (Other things that won't fix it: mason jar salads. An Instant Pot. Subscribing to every self-care newsletter and podcast. Witchery.)
And I agree with Helen that
...individual action isn’t enough. Personal choices alone won’t keep the planet from dying, or get Facebook to quit violating our privacy. To do that, you need paradigm-shifting change.But at the same time, I can't sit and wait on that paradigm shift. Helen doesn't have a plan of action, but I need one. So that's what I nattered about in that Twitter thread. And here it is, summed up:
We have to perceive ourselves, and by extension others, as creatures of inherent worth, not merely parties to transactions, in spite of existing within an economic system that views us exactly as such. Tiana Clark points out that being a literal commodity was an actual, physical reality for black people until 1865. I think our economic system still relies on people seeing themselves as engines or tools.
I think we have to reject that idea with our whole hearts.
When I was a freshman in college, I saw a clinical social worker in my school’s Counseling and Psychological Services department. I saw him once and never again, because he enraged me. But now, almost 20 years later, I’m realizing he was really right in one thing about his assessment of me. He’d asked me to tell him about myself. And after I did, he’d pointed out that everything I’d told him was about my achievements: the grades I’d gotten, the scholarships I’d won. I left angry. Of course those things were how I defined myself. Of course those things were what made me a person of value in the world.
My 18 year-old-self had completely bought into the idea that her value could be measured and had to do with the production of valued things. (In my case, scholarly output. That’s still the valued thing I try to produce.)
Almost-38-year-old me is ready to reject that idea. I have value because I am a person who exists. I don’t need to be productive all the time. I feel a sense of purpose when I work, but that work is not what makes me a person.
The current version of me is ready to move into this way of thinking.
But, as I admitted in my Twitter thread…
I’m not there yet.
–
For more on “fixing” Millennial burnout, read Jessanne Collins’s Having a Kid Was the Unexpected Cure for my Millennial Burnout. It resonates with my experience as a mother of a young child.
Noah Smith identifies another piece of the burnout puzzle when he says Burned-Out Millennials Need Careers, Not Just Jobs. (Ask any stereotypical Millennial about their #sidehustle.)
Many thanks to Austin Kleon for first running Anne Helen’s piece across my radar.
Featured image is my favorite panel from Joss Whedon’s run on the Astonishing X-Men, Vol 3 #22, drawn by John Cassaday. Colors by Laura Martin. Letters by Chris Eliopoulos.
2019 Word of the Year: PHASE
It’s January 9 and I’m finally ready to talk about my intentions for this year.
I selected PHASE as my word of the year because I wanted to capture my intention to be chill in the face of cyclical experiences. To accept that my energy will ebb and flow. To surf the big waves when they come, being as productive as I can, and then to rest at low tide, letting my body recover. To recognize that whatever hard parenting moment I’m having at any time is just that, a parenting moment, even if it’s a moment where my kid doesn’t sleep for longer than two hours at a stretch for four weeks, because eventually we’ll come back around to a 6, 7, 8 hour stretch.
One of my favorite lines from the Aeneid is Book I, line 199: “dabit deus his quoque finem” (forgive the lack of macrons, please) - which comes from an even better couplet:
O socii—neque enim ignari sumus ante malorum— O passi graviora, dabit deus his quoque finem.
As happens so often, translating this directly is a challenge. And I don’t have my Fagles at hand and I’m not content with the Williams or Dryden translations at the Perseus Project, so I’ll paraphrase. At this point, Aeneas and his friends/comrades, who have sailed away from Troy, narrowly escaping death at the hands of the Greeks in the Trojan war, are shipwrecked at Carthage. And he rallies them, telling them, essentially, “We’ve been through bad stuff before; we’ve endured harder challenges than this; god will give an end to these things, also.” It’s the Wheel of Fortune in the Tarot. It’s the Circle of Life.
[caption id=“attachment_6507” align=“aligncenter” width=“443”] Wheel of Fortune from the Moonchild Tarot.[/caption]
Each of us has survived up to this point, and whatever we’re dealing with now, things will change before too long. And that might mean they’re worse, or it might mean they’re better, but whatever they are, they’ll be different.
That’s the key interpretation the Tarot reader gave me of the Wheel of Fortune right before my birthday, and it is the energy that I, as a chronically ill woman, as a mother, need to embrace. It is one of my key lessons in life: you’re strong, you’ve gotten through everything so far, you’ll get through this too. Don’t get too comfortable, don’t get too complacent, don’t despair too much.
So PHASE is my word, which captures cycles like the moon, which captures stages of projects, which in its verb form can be defined as “to adjust so as to be in a synchronized condition.” Also, it’s what you call it when Kitty Pryde uses her power.
I’m not big on resolutions, but here are the things I’m feeling/trying this year:
- Embracing the PHASE energy.
- Really owning my Mer-Goth/#seawitchvibes aesthetic.
- Reading for pleasure more.
- Having a good time.
My 2019 resolution is to have a good time. https://t.co/dkeCjW6coX
— Kimberly Hirsh (@kimberlyhirsh) December 31, 2018
I think my phone’s keyboard is on to something.
Featured image is the 2019 Celestial Calendar by Rivtak. I put one on my Christmas list and got it. You can get your own here.
What Kimberly Wrote, 12/12/2018
I wrote 2 pages about new models of information literacy in affinity spaces today, or about 968 words.
I’m trying a new thing with my writing. Usually my process is Read > Take Notes > Concept Map > Outline > Write, the whole paper at once. But right now I’m trying a thing where it’s Read > Take Notes > Quick Outline > Write for just a small chunk of the paper and I’m really liking it.
I’ve probably read that this was a good way to write in a million places, but I can’t identify any of them right now.
There are lots of gaps, but I wouldn’t even know those gaps were there before I started writing, so there we are. If you’ve been struggling, maybe try this more cyclical writing process.
Toward a personal brand
I find myself admiring people who seem together. They are well-coiffed. Their clothes are carefully styled. They welcome you into their homes and effortlessly manage to make it feel like everything is totally fine and will continue to be so. They are pleasant. They are calm.
I recently gave myself permission to accept that I will never be one of these people.
Smooth and collected will never be part of my personal brand.
Then I gave myself permission to think about what is, naturally, part of my personal brand, and go all-in on that. Here’s what I came up with:
- scholarly
- whimsical
- geeky
- magical
- enthusiastic
- bada** who gets sh*t done
- big and epic but also sparkly
- warm
- loving
“I forgot to create a personal brand” card by Emily McDowell. You can buy it! There’s also a mug and a magnet.
Dissertating in the Open: Putting Together a Committee WITH TEMPLATES!
Y’all, I’m scholarlily-enamored of my committee. (Scholarlily is a new adverb. I give it to you.) Everyone on it is so cool and down-to-earth and does interesting work.
Want to know how to get an awesome committee like mine? Well, I can’t tell you, but I can tell you how to request that someone serve on your committee. After meeting to discuss my prospectus and where we thought my comps should go, my advisor and I planned for me to request that certain people serve on my committee, with her sort of taking over committee organization/management after they agreed to serve.
In my department, a dissertation committee consists of five people and at least one of them must be external to the department. We identified four people to be on my committee; the advisor is always the chair of my committee. We chose two professors from within the department, and two from outside the department. Here’s my prospectus in case you want to review it again. And here’s my committee:
Sandra Hughes-Hassell: My advisor. She’s on the committee of course because she’s my advisor, but also because of her interest in youth services.
Casey Rawson: A friend, colleague, and classmate from my MSLS days. She’s a professor of research methods, so she is my research methods expert. Youth services is also an area of research interest for her. In addition to her areas of research expertise, she has personal interests in fandom and crafting, both of which make my topic of interest to her.
Brian Sturm: A professor who taught me in my MSLS days. He studies immersion, and boy is cosplay about being immersed, right? Also helpful to have on the committee because of his expertise in youth services.
Heather Moorefield-Lang: My first external committee member. She’s got expertise in qualitative and has done a lot of research on makerspaces. Because I see making as a key element in cosplay, I wanted her on my committee. She also used to be a theater teacher and I am a lapsed theater person, so I expected there might be some good personality fit there. (I’m pretty sure I was right.) I didn’t know her, but I’d interacted with her some on Twitter and Sandra had met her at the Tennessee Association of School Librarians conference.
Crystle Martin: My second external committee member. If you’re basing your whole study on providing confirming evidence for/extending someone else’s study, it’s nice to have that person on your committee. She’s also a Connected Learning expert, and that’s a framework I definitely want to bring into my dissertation work, as it’s kind of my whole reason for getting a PhD. I also had expected a good personality fit here, as we share interests in fandom and gaming. (She once spoke on a panel called “What Buffy the Vampire Slayer Has to Teach Us about Games, Education, and Self-directed Learning,” soooo…) I had met her once about three and a half years ago, when she came to campus for a visit and I was working in the School of Education.
So Sandra and I settled on these four people to ask to serve, but then it was up to me to actually contact them. I looked around on the internet for examples of how to invite people to be on your dissertation committee and found a little advice but no clear templates. So, keeping in mind the advice from the blog post The Basics of Professional Communication, Part I, I set about constructing my own, which I will share with you in just a moment.
But first, a note: please remember that you are requesting a service, not conferring an honor. Serving on committees is part of professional service for faculty members. But also, if they accept, they are doing you a favor. So try to keep that in mind in your verbiage.
Now, three templates for asking someone to be on your committee! But be sure to read after the templates for one more note.
1. Someone you already know well (in my case, Brian and Casey)
Dear [Recipient Name]:I hope this semester is treating you well. [Include some more conversational detail if you like.]
I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]
[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]
If you have any questions, feel free to email me. Thank you for considering this request.
Sincerely, [Your name/email signature]
2. Someone you’ve met but don’t know well
Dear [Name]:My name is [your name], and I am a [your year] doctoral student at [your institution and department] working with [your advisor]. For my dissertation, I am planning to research [your topic/research question]. [A one-sentence reminder of when and how you met.]
I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]
[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]
If you have any questions, feel free to email me. Thank you for considering this request.
Sincerely, [Your name/email signature]
3. Someone you’ve never met
Dear [Name]:My name is [your name], and I am a [your year] doctoral student at [your institution and department] working with [your advisor]. For my dissertation, I am planning to research [your topic/research question].
I am in the process of putting together my dissertation committee, and your expertise in [recipient’s area] would be very helpful. Would you be willing to be on my dissertation committee? I’ve written a brief draft prospectus for my dissertation research that you can review here: [link to your prospectus]
[Information about who will follow up - you or your advisor; scheduling a first meeting; any additional information you might provide later such as a bibliography]
If you have any questions, feel free to email me. Thank you for considering this request.
Sincerely, [Your name/email signature]
Some notes:
When selecting what to call the recipient in the greeting, here are my general guidelines:
- If it's someone I know well, I use the name that I know they prefer. In my department, some professors prefer students use their first name, others prefer their title and last name, and others might prefer a title but last initial, so that their expertise is recognized but the relationship is still a little informal. Respect what this person wants to be called.
- If it's someone I have only met once or don't know at all, I use the title and last name. Once they're on the committee and you're actually having meetings, you may end up calling them by first name as I have in the blog post above. But always begin from the most formal position possible.
All of the people I requested to be on my committee accepted, and we had our first meeting last week, which is why next time on Dissertating in the Open, I’ll write about Your First Meeting with Your Committee!
Thanks to Jegged.com for the Final Fantasy VII Party Select Screen Image.
Dissertating in the Open: Designing a Comprehensive Literature Review
I think every doctoral program is different in what they expect from students for qualifying comprehensive examinations, but in my program, there are two components: a literature review of about 50-60 single-spaced pages that offers an overview of the student’s research interests and addresses theoretical, methodological, and topical literature related to the expected dissertation, and a brief prospectus for the dissertation.
I wrote the prospectus first. Honestly, I think everybody should. Then my advisor and I met and discussed what should be in the comprehensive literature review. We wanted to have five areas to propose to my committee, with the understanding that these might change after our first meeting with my committee. Based on the prospectus, we settled on the following five areas:
Information literacy. As my central research question is about information literacy practices, I need to have a thorough definition of information literacy as a concept and an understanding of the historical development of that concept.
Cosplay. Since the cosplay affinity space is the locus of my research, this was an obvious choice.
Theory. It’s expected that all comps packages in my department will have a theory section. I chose to focus on theories Martin (2012) used in her dissertation: earlier models of information literacy, Sonnenwald’s (2005) framework of human information behavior, James Paul Gee’s (2004) concept of affinity spaces, Levy’s (1997) concept of collective intelligence, and Jenkins’s (2009) concept of participatory culture. There are other theories that may come into play, but I haven’t identified them yet. Theories I’ve researched in the past include possible selves, situated learning and communities of practice, and cultural-historical activity theory (especially horizontal learning). None of these are necessarily going to show up in my comps, but each of them has the potential to be useful for my dissertation work, so depending on how thorough I end up being with the theories mentioned earlier, they may end up in there.
Methods and Data Analysis. This is another section that is expected by the department. My proposed methods are primarily qualitative, involving interviews and qualitative coding, so this section will focus on those. It does have one quantitative element, however: analytic description, “an analysis method to illustrate transforming qualitative data into numbers and coupling that with qualitative description” (Martin, 2012, p. 78), so I included mixed methods in here as well.
Connected Learning. Finally, although it isn’t mentioned explicitly in my prospectus, my advisor and I decided to include Connected Learning in my comps package. Connected learning in libraries is my central research interest, and cosplay definitely has all of the characteristics of connected learning, so this is a good fit for my fifth area.
I hope this has been helpful as you think about your own qualifying exams and which areas you should be reviewing to prepare for your dissertation.
Next on Dissertating in the Open: Contacting Potential Committee Members!
References
Martin, C. A. (2012). Information literacy in interest-driven learning communities: Navigating the sea of information of an online affinity space. The University of Wisconsin-Madison. Retrieved from search.proquest.com/docview/1…
Adulting achievements
After yesterday’s musings on adulting, I found myself looking for various resources that indicate what some components of adulting are. I found my way to the syllabus for Adulting: Coming of Age in 21st Century America at Georgia Tech, which assigned some videos from the YouTube channel How to Adult. As I started to skim the video titles, I realized that there are, in fact, many things I am quite adult enough to handle. I thought I’d make a list, just to help me remember how very grown up I am on the days when I eat cake for breakfast and my child is the only person who I can manage to dress appropriately for the occasion and weather.
I can:
- do my taxes
- do laundry
- furnish a kitchen
- cook
- write a resume
- succeed in a job interview
- open a bank account
- bake
- declutter & organize
- quit a job
- write a cover letter
- open a retirement account
- write thank you notes (though of course I don't as often as baby boomers and their parents would like)
- buy a house
- get a new car insurance policy
- start a new job
- make coffee (three different ways!)
- meal plan
- party plan
- host a party
- manage a pregnancy
- care for a child (including feeding, changing, bathing, clothing, entertaining)
- choose a doctor
- enroll in health insurance
- use a library
- send mail
- take out a loan
- repay a loan
- use public transportation
- use a slow cooker
- unclog a toilet (including using a toilet snake/auger!)
And this is just a small sampling, based on the How to Adult video channel! I can also:
- take my own measurements
- purchase clothes that fit and make me feel confident
- get a mortgage
- connect utilities
- pay bills
- buy a car
- make tea (in a bag or loose leaf!)
- assert myself in interactions with a doctor
- replace the items from a stolen wallet
- drive
- put gas in a car
- buy a plane ticket
- navigate an airport
- use a pressure cooker
- use a microwave
- use a toaster oven
- use an oven
- handwash dishes
- load and run a dishwasher
And of course there are many more things I can do!
Probably we each need to cut ourselves a break sometimes and recognize how awesome we are and all the stuff we can do.