I mentioned in my month notes for September that I’ve been playing epistolary RPGs with my friend K.

K lives three states away from me and is a trailing spouse; his husband got a tenure-track professor job and as one does, K moved with him to the area where the university is. Unfortunately, the gaming scene there was… not what K was looking for. So in the hopes of combatting some of K’s trailing spouse isolation, we started a D&D game that we play over Zoom with a couple of our other friends who are local to me and thus also far from K.

But getting 4 busy people together at the same time is hard and that group will often go 9 months or more without playing.

I buy charity bundles on itch.io sometimes and I noticed that some of the games there are for only two people and are easy to play asynchronously, so I asked K if he wanted to try some of those and he did, so here we are.

The obvious benefits of this kind of game are that you can play it whenever one of you has time and the other can then catch up at their convenience. There are a lot of different ways of doing it, but we play in a shared Google Doc we create for each game.

So far the games we’ve played have used a deck of cards, either standard playing cards or Tarot, to randomly select prompts for you to address in writing as you play.

I anticipated the gaming benefits of this style of play, but what’s been a delightful surprise is the effect it’s had on my writing and my writerly identity.

I thrive as a writer of fiction when I know there is an audience of at least one. In fifth grade, we had to write stories using vocabulary words and I wrote a series featuring characters based on my classmates. They eagerly awaited each new installment. In ninth grade, I wrote a story called The Hog Prince and shared it with friends.

I prefer writing fanfiction to writing original fiction partly because I know where to publish it and know that someone will read it.

An epistolary RPG means that the other player(s) are going to read what you wrote, so that audience I crave is built in, with no delays for publication.

Like fanfiction, when you’re writing in these games you kind of get to play with someone else’s toys. And when the players know each other well, you can give each other gifts in the text. You can make something appear that you don’t have a plan for but that you know another player will do something great with. Which is even nicer, I think, than just picking up and playing with toys that weren’t built for you.

A third piece of these games that makes them really work well for me is that they inherently require you to be creative within constraints. Kate Bingaman Burt gave a great TEDx talk about the value of these kind of constraints. I’m the kind of person who gets paralyzed by the number of choices available when doing something creative. I could write anything, so I don’t know how to begin, so I write nothing. The prompts in these games and the contributions of other players mean that I don’t have to choose a starting point, and that’s huge. And if I get stuck, well, soon I’ll have a new prompt to work with.

If you’ve been struggling to do creative writing, maybe find a way to make it a game. There are solo RPGs you can play this way, too, and maybe I’ll try one of those soon.

It’s been a full month since the official first day at my new job, and we’ve had the kids at school for three weeks. And, as you might expect, in that time I’ve learned some things.

There’s a 40-minute recess period before lunch and I have the library open during that time. Kids are welcome to come in, check out books, sit and read, or draw. In the first two weeks, I felt slammed during that time. There will often be a LOT of kids in the library. Maybe eventually I’ll actually count but all I know is it feels like maybe as many as 30 at a time. And inevitably 8 - 10 of these kids will require my help at once: to find a book, to check out a book, to suggest a book that we purchase. I am so glad they’re there, so happy that so many kids (there are about 130 at the school and I would guess at least a third of them come through at some point in lunch recess) are excited about reading. Of course I want to help them all! But it was overwhelming and exhausting.

So I started thinking about how we can make it so that the help I’m giving has the most impact.

The most obvious place to start was to teach even the youngest kids (1st graders) how to check out books themselves. Many of them have learned, and there are usually at least a few other kids who already know how that are happy to help. This frees me up a lot more to help with finding and choosing books.

We were having super long lines at checkout, and kids were getting back to lunch late, so I ended up dedicating two computers to checkout. In the early days, hardly anyone was using the catalog. Now we’re getting long lines at the catalog computer, so I may need to reconsider this set up. It is possible for me to have them set up for kids to do both, but that will require slightly more training.

Next, I realized that kids didn’t know how to use the catalog to find the physical location of the library, because the initial screen that pops up gives a call number but because our library is genrefied, the kids need to know both the call number and the location. So once I learned how to find that information in the catalog, I developed a brief lesson to share what I learned. That seems to be working well; kids are now able to find locate most things in the catalog on their own.

My goal is to make these sort of administrative tasks as independent of me as possible. Because the real joy in my job happens when a kid says, as one did this week, “I really like books like Guts, Drama, Ghosts, and El Deafo. Do you know any others like that?” Things are so busy at lunch recess I had to say, “Give me a day to work on it.” But the next day I had a big stack of other books for her to try. This is called readers’ advisory, and it’s one of my favorite parts of library work.

Another of my favorite parts is supporting instruction, which I did for the first time this week. Our younger students will be learning about North America this week including animals, people, and maps/land features. The teachers working on the animals lessons asked me to pull some resources together for them. So I spent a couple hours on that, getting a big stack of books together and building them a collection of ebooks on the ebook service we use, as well as recommending iNaturalist for photos of the animals out in the world.

I could only do that, though, because the teachers happened to catch me on a day when I didn’t have any students in for circulation.

The key thing to note is that I work 50% time. And the way that 50% is scheduled, about 2 of the 5 hours I work on a given day are dedicated to front-facing, direct student support. Another hour or two are dedicated to administrative tasks like getting books checked back in.

This only leaves an hour or two a day for the deep work of readers’ advisory, instructional support and collaboration, and collection management. (I haven’t even really gotten started with collection management yet; I’ve been thinking about it, but not doing it.)

I do have high school TAs who can help with shelving and checking in, but when they’re available and when I need to have books ready to go back out to kids or free up space (they’re allowed a maximum of 10 books checked out at a time) aren’t always the same.

So. I’m trying to create systems to help me make more time for the deep work.