It’s the time of year when people are announcing their PhD acceptances. If you are psyched to be doing a PhD, yay you! I have some advice for things you can do to make it easier. If you are already into your program or even graduated and haven’t done these yet, it’s never too late to do them. But I wish I’d done all of them before beginning my PhD, so if you can do them ahead of time, I think it will go better for you.

1. Choose a citation manager.

You’re going to be reading a LOT of scholarship: articles, book chapters, conference proceedings. You’ll read some assigned by your professors and some you find for your own work. If you start out capturing all of them, it’ll be easier to find them later when you reference them in your own work.

You have two options here: something that will grab references for you and build citations and reference lists, or doing it manually.

Software that will do it for you

There are a lot of options for the former. I personally use Paperpile. It integrates with Google Docs, which is where I do most of my writing. It has mobile apps and includes a reader that will save your highlights and annotations. It costs about $30 a year.

I’ve also tried Refworks, Zotero, and Mendeley. I recommend looking at the features for each option and choosing the one that looks like it will match best with your anticipated workflow. Paperpile is good for me because I like to read on a tablet and it requires no extra steps to set that up. Think about your plans for reading and your plans for writing.

Know that this is a pretty low stakes choice, as most of these have an export option that will let you move all of your references to a different manager easily.

Doing it manually

You can do this manually if you like, though it can get unwieldy if you start to build up a large collection of resources. (I currently have over 3500 in my Paperpile library.) To do it this way, I recommend setting up a spreadsheet according to Dr. Raul Pacheco-Vega’s Conceptual Synthesis Excel Dump method. (If you’re a Notion user, I’ve got a pay-what-you-can template for doing this.)

To create the references to include in your bibliography, you can either build them manually or find them in Google Scholar and click “Cite” to get a list of formatted citations.

If you go this route, you should be meticulous about keeping track of which references you use. I would recommend building your reference list as you write rather than waiting until you’re done writing.

2. Choose a way of storing readings.

With Paperpile, Zotero, and Mendeley, this is handled for you. If you use Notion, you can use their web clipper to gather readings. You can also just download readings into a folder you manage yourself. If you do this, I recommend backing them up to the cloud using Dropbox or Google Drive and backing up to an external hard drive for extra security.

3. Figure out how you prefer to read.

Knowing this preference will save you time later and help you build a reading-writing-citation environment. You might like to print things on paper, read them on your computer screen, or read them on a tablet or phone. Try all of the options available to you to figure out what you like best.

4. Look for information on your university library’s website about help with research.

Is there a specific librarian assigned to your department? Learn about them. Maybe even get to know them. You are not bothering the librarian. The librarian’s job is to help scholars with research. You are a scholar. The librarian will work with you.

Does the library provide instruction in how to use databases? Sign up for a session. Do they offer topic guides? See if there’s one close to your research interest and get familiar with the resources included in it.

5. Learn to read and take notes.

This is the most important one. Don’t be like me and spend hours of your PhD reading every paper in excruciating detail. If you are in the social, natural, or applied sciences, check out Dr. Raul Pacheco-Vega’s Abstract-Introduction-Conclusion method as a starting point, then dig deeper into readings that feel especially important for your own work.

Track everything you read, keep notes on it, and later you won’t have to work as hard to hunt it down. Again, I recommend setting up a spreadsheet according to Dr. Raul Pacheco-Vega’s Conceptual Synthesis Excel Dump method. (If you’re a Notion user, I’ve got a pay-what-you-can template for doing this.) Dr. Pacheco-Vega also has a lot of wisdom to share on note-taking techniques, so look at those and see what might work for you.

6. Develop an elevator pitch for your research interests.

You’re going to have to introduce yourself and your research interests to people, a lot. Try to get down a quick explanation of your research interests. This will change over time.

For example, in my application, I said I was interested in researching how connected learning could fit in school libraries. Then, I said I was interested in interest-driven learning in libraries. Now, I am interested in how connected learning as manifested through fan activity contributes to information literacy and practices. (Would I need to define some of those terms? You betcha. In that case, I could say I’m interested in how fans engaging in activities like cosplay and fanfiction learn through those activities, as well as how they find, evaluate, use, create, and share information.)

7. Get a hobby or two.

A hobby gives you something to do that’s not school, and that’s important. Ideally, it’s something you will have begun learning before school starts so that you’re not, say, simultaneously trying to understand Marxist geography and the sociology of space while also learning to knit. If you can get more than one hobby, even better. I like having a solitary one and one that will lead you to interact with non-school people. In my MSLS days, my principal hobbies were baking cupcakes and being in the Durham Savoyards. During the PhD, they were tinkering on the IndieWeb and doing improv comedy.

There are a lot of other things you might do to make your experience go smoothly, but if you’ve got these seven down, you’re going in with a strong foundation.

Koh, K., Ge, X., Lee, L., Lewis, K. R., Simmons, S., & Nelson, L. (2020). Fostering Information Literacy Through Autonomy and Guidance in the Inquiry and Maker Learning Environments. In J. H. Kalir & D. Filipiak (Eds.), Proceedings of the 2019 Connected Learning Summit (pp. 94–101). ETC Press.

This is a quick note that I’m really excited about this conference paper I found that builds a bridge between connected learning (my broad research interest) and information literacy (my specific disciplinary interest). I’m going to explore it more and dig into the connection later, but I’m psyched to find a new paper on this.

I originally posted this on Facebook on March 17, 2016.

I’m only 9% Irish, but I sure love Saint Patrick’s Day. I think most of my affection for it comes from St. Patrick’s Day 1991, when my sister, our mom, and I arrived at our Tallahassee church for the last round of the church’s progressive dinner, and my dad, who had been living in Durham for more than a year, surprised us by showing up. Will and I have a picture from that Saint Patrick’s Day hanging on the wall of our parlor.

As promised, here’s a walkthrough of my thought process for playing Wordle. This is the game for 03/14/2022.

I begin most games with the word ATONE. This uses 5 of the 6 most frequent letters used in English (etaoin).

After this, I know that the word will have T and E in it. I have eliminated one possible position for each of those letters.

My next goal is to do two things:

1. Systematically eliminate other location possibilities for T and E.
2. Include as many of the remaining letters from the 12 most frequently uses letters as possible (i shrdlu).

So I try TIERS, which moves T to the beginning and brings in I, R, and S.

This locks E in the middle position, tells me that I chose the wrong position for T, and lets me know that S will be in there somewhere, but not in its current position.

I actually get a bit less strategic now. I only have two more possibilities for where T could go, so I figure I’ll try it at the end, as that seems more likely than the next-to-last place. That leaves me with 3 possibilities for S, so I start with the first of those. Now I’ve got to fill in two letters. So far I’ve got S_E_T. I try not to repeat letters this early on, which eliminates a lot of possibilities. I look at what’s remaining from letter frequency (HDLU). I consider and reject words with repeats like SHEET and SLEET. I think through other possibilities and settle on SLEPT.

Now I’ve got 4 out of 5 letters and know their positions, since L is in the word by not where I put it first. I’m looking to fill in the blank for S_ELT.

This is when I just start looking at the keyboard and plugging letters in. Swelt? Shelt? Skelt? Sbelt? Those aren’t words. What about SMELT?

At first I think that can’t be right, it’s just a joke word as in “He who smelt it dealt it.” But then I remember no, you can smelt iron, because smelt means “to melt or fuse (a substance, such as ore) often with an accompanying chemical change usually to separate the metal” (Merriam-Webster. (Also it’s a legitimate past participle of “smell” so " He who smelt it dealt it" is perfectly good English .)

So I try it.

Boom.

I hope this is helpful as you build your own Wordle workflow. Take care!

I don’t share my daily Wordle result, but I do play it most days. I get it in 5 or fewer tries 94% of the time, 3 or fewer 32% of the time. I wanted to share what I do in case it spares anyone else some frustration.

The first key is to memorize this combination of nonsense words that will help you remember English letter frequency: etaoin shrdlu.

I try to start with a word that uses five of those letters.

Next there are two tricks I rely on most of the time:

1. Familiarity with common letter combinations/placements
2. Systematic movement of yellow letters

The first one involves things like knowing that H is often part of a two-letter combo like SH, TH, or CH, and that these combos usually occur at the beginning or end of words. Likewise thinking about how there are vowels in most words, different things that often come before E at the end of a word (like ATE, ACE, ALE), or how two letters often appear together (like UI).

As for the second: once I get a yellow letter, I try words that use that letter in different positions so I can eliminate places where it doesn’t belong.

The last thing I do before random guessing is look at the unused letters on the keyboard and try to build words combining them with the pieces I already know.

I hope this has been helpful. I’ll try to post a sort of “play-aloud” with screenshots and my thought processes soon.

My sense of routine and timing and goal-setting has been completely exploded over the past month or so. The routines I put in place to help me cope in the face of my mom’s illness weren’t really doable last week because M was home from school Wednesday through Friday for a teacher workday and conferences. Just today am I beginning to claw some of that structure back.

Today I did morning pages. I did a tarot reading for Pisces season. (The overall gist was one of recognizing abundance, not worrying where it would come from, and letting go of the need to try to create a perfect balance.) I had a smoothie. I filled one of my three medicine cases. (Two more to go!)

I cleared several small items off my to-do list. Soon, I will get down to work-work, continuing to analyze the documentation that’s going to help us develop a typology of the challenges library staff face when implementing connected learning.

I’ve had headaches almost continuously for a few weeks, partly due to hormone shifts, but maybe also partly due to stress. I had two cycles where I thought my body had sorted out my PCOS a little bit but here we are on Day 44, no new cycle in sight (a normal menstrual cycle is 40 or fewer days long from the beginning of one period to the beginning of the next). This is fine, or rather, not catastrophic. But disappointing.

I spoke with my doctor the other day. My Hemoglobin A1C is high - that’s the number that says how my blood sugar has been over the course of the past few months, as opposed to the glucose measurement that really only tells you about the past 24 hours or so. (That one was high-normal.) My LDL cholesterol was high, too - but total and triglycerides were good, so let’s celebrate that!

My doctor recommended two new supplements and I asked about a third. One of the ones she recommended was corn silk for kidney function. When I eat things with whole corn, corn flour, or corn meal in them, I get joint pain. I’m going to try the corn silk and see how it goes, but am prepared to stop it quickly if it causes pain and ask her for other possibilities.

She also recommended berberine for cholesterol and blood sugar, and agreed with me that it would be good to try GABA to improve the quality of my sleep. And she said it was smart of me to up my l-tyrosine when I noticed clinical signs of declining thyroid function (increased fatigue and decreased body temperature).

I write about these things because my life is a constant set of calculations relating to how to handle different conditions and the fact that my health will never be “fixed.” Chronic illness is not a problem to be solved; it is a condition to be managed.

I bought this Art Oracles card deck at the North Carolina Museum of Art when we were there to see the Mucha exhibit in December and I keep the Frida Kahlo card pinned on my corkboard because it says, “Convalescence lasts a lifetime” and that is something I need to keep in mind.

I don’t expect I’ll ever get a tattoo, but inspired by both my own experiences with chronic illness and having recently read Ninth House, if I ever did, I think it would be the tarot Wheel of Fortune, and probably the Wayhome Tarot version.

(That picture is from the Everyday Magic website.)

The thing is, wherever you are on the Wheel, three things are true:

1. At some point, things will be better than they are now.
2. At some point, things will be worse than they are now.
3. You will be back here again.

It would be good for me to keep these truths in mind at all times.

I’ve been reading the Future Ready with the Library posts at the YALSA blog and it’s got me thinking about the skills I was building in middle school and how they have persisted and how I’ve leveraged them throughout my career.

In middle school, I spent my out-of-school time practicing theater, reading books, and coding in BASIC. I volunteered one summer at the library. (My memory of this is that somebody at school decided I needed more to occupy me and sent me to the counselor and when she asked my interests, “reading” was the only one she could figure out how to match with a volunteer opportunity.)

In my career, I’ve been an educator and public speaker (both use my theater training), a librarian, and a web editor (HTML is pretty easy if you’ve got a handle on BASIC). I use knowledge and skills from all of these domains as a researcher, too.

It’s fun and cool to think about the connections between that me and this me.

I realized as I was helping my family in the face of my mom’s return to the hospital that there will never be a time when I’m not a caregiver and that given my family’s medical woes, I am much more likely to need to drop everything to caregive than many other people. It would be wise to design my life to accommodate this fact, rather than hoping for some imagined time with minimal caregiving responsibilities. Even if I get my own conditions well-managed, even as M. grows and becomes more independent, I will still benefit from the flexibility I need as a parent of a young child and a chronically ill worker.

This is a radical shift in my thinking about the future. I’ll write more about it as I tease out what it means for my planning practices and daily life.

I own a lot of writing craft books. There’s the obvious, like Stephen King’s On Writing and Anne Lamott’s Bird by Bird, but I also have more obscure ones like Richard Toscan’s Playwriting Seminars 2.0. I have books about how to write romance, like Gwen Hayes’s book Romancing the Beat and books about how to write science fiction and fantasy, like Ursula K. Le Guin: Conversations on Writing. I have books about writing for different audiences, like children, and in different formats, like screenwriting. I have purchased many more of these books than I have read. In a sense, I have a whole little antilibrary devoted to writing craft.

As I was doing my morning pages this morning, I thought about my affection for freewriting and realized that it first started in seventh grade, when our teacher assigned us the textbook Write Source 2000. This was 1993, so adding 2000 to the end of things made them seem very futuristic. The cover of the book, which can still be purchased used, was very shiny. It’s got a pencil-shaped space craft on the cover and kids looking up at it through a telescope. The third edition is available via the Open Library. I had the first edition, but I suspect they’re very similar. The cover design is the same.

A lot of my initial affection for this book was because of its quality as a material object. The shininess of the cover. The fact that it was a trade paperback, unlike most of our textbooks. The page layouts inside were attractive. And the authorial voice was conspiratiorial:

We’re in this together. You and I. We’re members of an important club - maybe the most important club ever.

The book focuses on learning across settings, writing as a tool for learning, and metacognition (though it just calls it “learning to learn”). I did not realize that this had been my jam for almost 30 years, but I suppose I shouldn’t be surprised.

I’m pretty sure I still have my copy somewhere. If not, I definitely carried it around with me at least through college. I thought about buying it again but now that I know I can read it on Open Library, I feel okay holding off.

This book was the first book I read that talked about how to write, and I loved it for that. I’m pretty sure I was the only kid excited by this textbook. (It also had new-book-smell, which for my money is equal in joy to old-book-smell. Really, if it’s a book in pretty good condition, I probably like how it smells.)

I can’t find the source right now because I’ve read so much of her stuff, but sometime Kelly J. Baker wrote about the idea of writing as a career never occurring to her. It didn’t occur to me, either, though I did it constantly: in my diary, in journals, at school. In fifth grade I wrote a series of stories using the vocabulary list words, and it was all extremely thinly veiled autofiction where the characters names were just my classmates’ names backward. They ate it up.

I started and left unfinished tens of science fiction stories about my own anxieties as a middle schooler, and in high school I wrote a silly children’s book (I think it was called The Hog Prince), Sailor Moon and Star Wars fanfic, and short plays (the plays were in Latin). In college, I wrote more fanfic, all of the school writing assignments, and blog posts.

As a teacher I wrote lesson plans and assessments. As a librarian I participated alongside my students in NaNoWriMo. Working in higher ed K-12 outreach, I wrote blog posts and newsletters.

Writing is, it turns out, a potential career, but it’s also just part of life.

During the next couple of years as I work as a Postdoctoral Scholar, I’m thinking about what I’d like to work on next. I’m pretty sure it will involve reading and writing, because those activities are almost autonomic for me. I don’t know beyond that.

But maybe it’ll involve actually reading more of those craft books.

As we work on the Transforming Teen Services for Equity, Diversity, and Inclusion project, one thing I have to be reminded frequently is that creating Connected Learning programming does not require providing for all three spheres: interests, relationships, and opportunities. Frameworks like Connected Learning begin as more descriptive than prescriptive: they say, “This is what’s been happening,” not “This is the only way to make it happen.” People like myself latch onto the aspirational qualities of this description and feel that if they can’t create a Connected Learning experience that encompasses the whole model, we shouldn’t even bother trying.

WE ARE WRONG.

Interests are the sine qua non of Connected Learning, so if librarians or educators start there by genuinely figuring out what youth are interested in and building their programming around that, they’ve gotten started in that direction. When CL happens spontaneously, the relationships and opportunities often come about through the course of the activity. When I started doing community theater as a teenager, I built relationships with peers and adult mentors and I had opportunities to learn things about theater production, to serve on non-profit boards, to act as a stage manager and a publicist. These aspects were not built into the environment explicitly for my benefit; they were natural byproducts of me participating in my interest.

So if you’re a librarian or educator considering implementing Connected Learning, please don’t be overwhelmed by the multiple spheres and various possibilities. If you’re building from youth interests, you can bring in the other components over time.

The creators of Project READY had the same problem: we shared frameworks that it’s easy to feel you must implement perfectly or not at all. We discussed Dr. James A. Banks’s framework for multicultural education, which has four levels of integration, ranging from the contributions approach (what we sometimes call the “heroes and holidays” approach to culture) all the way to the social action approach, in which students actually work to solve social issues. It can be easy to see models where youth contact government officials and make social change and think, “Well, I don’t have what I need to do that, so this model has nothing for me.” But there are two other levels in the model, the additive approach incorporating new multicultural content without changing curricular structure and the transformation approach which involves reshaping curriculum to center multiculturalism rather than adding it on. If your current approach is at the contributions level, moving to the additive approach is preferable to giving up on the whole framework.

As with improving the nutritional quality of your diet, adding more movement into your day, or any habit change, moving in the right direction is preferable to not moving at all. For example, if you learn you have some youth at your library interested in cosplay, maybe you start by hosting some simple no-sew project events. Then over time you can find out if there is a cosplay charity organization in your area and find out if any of those cosplayers would be interested in sharing their expertise, and the youth might build relationships with them as well as each other. And those cosplayers might then introduce the youth to opportunities like participating in contests or engaging in charitable cosplay themselves. You didn’t start with all three parts, but you moved in the direction of Connected Learning at each stage.