Six month check-in: Who am I at 40?

It was my half birthday almost 2 weeks ago, so it seems like a good time to check in on whether I’m being the person I want to be at 40. Here are the intentions I set:

  1. I think I want to be a little less ambitious about 40, to set fewer goals.
  2. I want to be a loving and mostly gentle mother.
  3. I want to take care of my own body, including making clothes built to fit it.
  4. I want to keep trying new things and growing as a self-employed person.

So how am I doing?

For #1, pretty well. There are a lot of maybes right now. Maybe I’ll submit a paper for that conference. Maybe I’ll go to that webinar. Maybe maybe maybe. This fits in with the need to be super flexible as a caregiver and a person with chronic illness.

For #2, awesome if I do say so myself. My kid definitely knows I love him - and making sure my loved ones feel loved is my highest ambition, if that imagine-your-own-funeral exercise is any indication. I’m also doing pretty well with being mostly gentle. I step away if I’m too frustrated to be kind, saying out loud, “I’m frustrated.” A+, me.

  1. I am slowly taking care of my body, though not making any clothes yet. I’ve made having a cup of warm lemon water in the morning a habit and have gotten into a routine of eating nutritious breakfasts that don’t have a ton of sugar in them and meet my target dietary restrictions (eliminate gluten and corn, limit dairy and nightshades).

  2. This is another one where progress is happening, but it’s slow. My consulting work for Quirkos is the main way I’ve been doing this. This is on the back burner a bit while I’m doing the postdoc.

Pretty pleased with myself, actually. I’m doing okay.


When is a gap not a gap? Doing research that hasn't already been done

An undergrad sent me a message thanking me for my post A Start-to-Finish Literature Review Workflow and asked the question:

Is there an exhaustive way of making sure that the literature gap you have identified is genuinely a gap?

The short answer is, no. There isn’t. But there are ways to get close.

In my experience, the best way to begin is with a specific research topic in mind, but before you have fully developed a question. You get familiar with the literature using the tips from step 4 in my workflow: Identify potential literature.

  • Consult with a trusted colleague.
  • Search databases.
  • Search Google Scholar.
  • Follow citations backwards.
  • Follow citations forwards.

After you look at the abstracts for these and eliminate the ones that are outside the scope of your topic, pay close attention when you’re doing your Abstract-Introduction-Conclusion extraction reading to suggestions for future research. In my experience, this is the most fruitful way to find gaps. Both my Master’s paper and dissertation research questions were suggested in the future research section of other scholars’ work.

As H. L. Goodall says in Writing the New Ethnography,

To locate a gap in any scholarly literature requires that you read a lot. (emphasis original)

Goodall offers some more specific advice as well:

  • Start with the most recent literature.
  • Notice which things are referenced repeatedly - the references all the most recent work has in common.
  • Make a chart of names, relationships to institutions, and arguments.
  • Look for patterns of citations, themes, and topics.

I don’t think I can give better advice than that. I’ll close out with more from Goodall:

You are reading for the storyline. You may not be sure what you are using it for, at least not yet. But that is all right. Be patient. Ideas, and uses for them, often take time.

You are also reading to find out what is collectively written about an idea, what individual voices have to say about that collective idea, and for an opening that you can address.

There’s no shortcut, I’m afraid. You have to jump into the literature before you know what the gap is. When everything you’ve read is referencing everything else, it’s safe to trust you’ve got a good sense of the topic and know where the gaps are.


I love my job and some yammering about writing

How are you doing, Internet? I’m obviously Not Okay, with my mom having leukemia and all, but I’m trying to do things besides worry about her anyway. I’m doing pretty well at that.

Have we talked about how much I love working for the Connected Learning Lab? Maybe we have. I’ll say a little more about it anyway. I styled myself for this type of position throughout my PhD program, in spite of having no expectation that such a position would be available. I always live a better life when I just do whatever is interesting or exciting to me and let professional opportunities arise as they may. (Woo-woo types would say this is because my Human Design type is Projector and I would not argue with them.)

My job is to read about what’s making it hard for teen librarians to support connected learning in their libraries, interview them about it, analyze a bunch of data from my reading and interviews, and work with a team to develop tools to help teen librarians with this. It is dreamy as can be. Teen librarians (and librarians who serve teens and others as well) tend to be pretty awesome, based on my encounters with them. On their best days, they want to make space for what lights teens up. (On their worst days, I would guess they probably just want to go home. Being a school or public librarian is really hard as well as being rewarding.)

I do feel a need to figure out what’s next, which is why I’m doing Jen Polk’s PhD Career Clarity program. I wouldn’t have been able to pay for this as a student, but my consulting/content development work with Quirkos paid enough that I could actually afford it. Yay!

My previous explorations with ImaginePhD have indicated that writing, publishing, and editing is a good career family given my skills and interests, and I don’t disagree. I still find myself attracted to the idea of being a freelancer, so I’m doing some thinking and planning and learning about what that would look like. The ideal situation for me would either be enough consulting to cover the bills paired with writing as a creative outlet, or some sort of dream job instead of the consulting. I don’t think I want to depend on freelance writing for my income, but I do think I want to get words out of me and in front of human people.

Blogging even on days when I don’t have A Topic in mind is a gesture toward that. So is doing Morning Pages, and the Artist’s Way more broadly. (I’m still doing that at my very glacial pace.)

I’m reading through Joanna Penn’s Author 2.0 Blueprint and the posts and books she mentions in it. I’ll probably pick Bird by Bird up soon. I thought I’d read it before, but it’s not on my list of books I’ve read. I know I have a paperback copy somewhere but I think it’s lost in a pile of stuff in the attic, so I’m going to buy the ebook for my Kobo, too.

I definitely idealize writing as an art form. I don’t know a way around that, and I’m not sure I want to. I don’t have this idea of a person who spends all their time sitting in a garret writing, because as I learned when I was doing improv, you have to go experience life if you want to make art about it. (You could make art about sitting in a garret, I suppose.) When I watched Hamilton, the thing that stood out for me that for some reason had eluded me in listening was writing as a throughline in the whole story. The lyrics “I wrote my way out” and “Why do you write like you’re running out of time?” had made an impression, of course, but something about seeing it brought it out as bigger than a leitmotif. What’s bigger than a leitmotif? I don’t know. Something really big.

There was some other art that I was thinking about that has contributed to this idealization, but I don’t know what it is. Definitely the story of Donna Tartt spending so much time on her writing at Bennington College was part of it.

Anyway. I am unapologetically romantic about writing as art and craft, but very realistic about the ways in which it can be a career.

How are things going for you?


On indefinite hiatus from most social media

I’m taking an indefinite hiatus from checking or cross-posting to Facebook, Twitter, Instagram, and most other social media services, with the exception of Micro.blog. I’m doing this right now because I don’t like when stuff pops up in front of me without me choosing to see it, and that’s most of what social media is. In particular, when my mute filters aren’t working because they apply to timelines but not other parts of an interface and ads are proliferating so it’s hard to find content from the people I actually followed, I just end up grouchy and I don’t need extra reasons to be grouchy.

If you want to get in touch with me, you can email me at hello@kimberlyhirsh.com or text my Google Voice number at +1 ‪(919) 794-7602‬. If you want to know what’s up with me, you can subscribe to my newsletter or RSS feed. If you want to respond to something I post, you can reply by email, join the conversation on Micro.blog, or send a webmention from your own site.

I’m not deactivating or deleting accounts, just logging off.


Testing my commitment to embracing radical uncertainty

This week is really asking me to live my commitment to embracing radical uncertainty. I’ve had a hypothyroidism flare due to the cold weather, which has impacted my sleep habits and energy levels. We had a big winter storm and while it hasn’t been a huge problem, it shifted some childcare plans away from what we usually have. The kid is home today for a school holiday, which is expected but different than normal, and due to the winter storm he’ll have a two-hour delay tomorrow. (Guess who won’t? His dad. Which means I’m in charge of all the dealing with the delay, I think.)

This has been a test, too, of my ability to do my job while living the life I live. Last week, I was able to get a lot done, even in the face of brain fog. I have hopes that I’ll be able to do likewise this week, and it’s nice that my next real deadline isn’t until next week or the week after anyway.

It’s hard to be a person who craves system and consistency and also live with the built-in uncertainty of chronic illness and parenting, and of course a pandemic adds another layer. I think it would serve me well to build some resilient, flexible systems. Sort of like menus as Dr. Katy Peplin and Dr. Katie Linder have written about, maybe. I’m going to keep thinking about this. I’ll let you know where I land.


My reading life 📚

Since the Micro.blog community is starting a reading group in the near future, I thought it would be a good time to talk about my reading habits and tastes.

My favorite books I’ve read in recent years are Tamsyn Muir’s GIDEON THE NINTH, Silvia Moreno-Garcia’s MEXICAN GOTHIC, and Tracy Deonn’s LEGENDBORN. My favorite book of all time is Piers Anthony’s ON A PALE HORSE. (I’m aware my fave is problematic. I love his books anyway.) I first read it in seventh grade. It was the first urban fantasy book I had ever read and I loved that it combined an interesting world, cool philosophical and metaphysical ideas, and characters I loved.

I read widely and enjoy many popular genres. My default fiction genre of choice is fantasy. I also really enjoy soft science fiction, cozy mystery, and Regency romance. I rarely like realistic or literary fiction, but sometimes an author or book in those categories will catch my interest. I read a lot of nonfiction, too, usually focused on my latest obsession or professional needs.

Right now I’m reading Leigh Bardugo’s THE LANGUAGE OF THORNS, Caitlin Doughty’s SMOKE GETS IN YOUR EYES AND OTHER LESSONS FROM THE CREMATORY, and Kelly J. Baker’s SEXISM ED.

I read physical books, ebooks, audiobooks, and sequential art (comics/graphic novels).

I tend to read books marketed as young adult or adult books that crossover well to a teen audience. This is partly because of my professional history as a high school teacher and middle school librarian and partly because I love a good bildungsroman. I love the possibility and promise of the teen years. Also, I think reading should be fun.

I’m really impressed by authors who can create an evocative sense of place, like Erin Morgenstern or Alicia Jasinka.

I love to chat books and recommend reads, so please feel free to get in touch if you’d like to talk about books!


How I’m Getting Through a Brain Fog Day

In October, I learned that for the first time since my diagnosis in 2011, I had actually gotten my thyroid hormone levels to what I consider optimal. Exciting, right? Then I went over three months without brain fog, and it was incredible.

Sunday, my throat started to hurt a bit - a classic hypothyroidism symptom (I know it’s also a COVID symptom, but this sore throat comes and goes in a matter of hours; I’ve taken care all week to be masked and outdoors whenever I’m away from home as I couldn’t book a test before my isolation period would be up anyway) - and I took my temperature to see if I had a fever and my temperature was the lowest it had been since October - I had been hovering around 98.2 which is actually warm for me, approaching a normal person’s body temperature - and I was getting 97.7 (classic mediocre thyroid for me) and even 97.5 (bad sign, y’all). I was feeling a little more fatigued than before and then I realized that the weather has turned pretty cold for here, and remembered that cold weather can impact thyroid function.

Then this morning, I woke up with brain fog.

I have a dream job right now, and one of the things that makes it a dream job is that it involves reading and synthesizing a lot of information.

But these are really hard tasks with brain fog.

So I decided rather than to try to push through the brain fog, I would work with it, largely due to a timely newsletter from Katy Peplin about “dressing” for the brain weather you have.

Here are the things I did today to try and work with this brain fog:

Gave the day a soft reset. After breakfast and a cup of coffee, I went to bed and closed my eyes and listened to an episode of 30 Rock. This gave me a bit of clarity.

Blogged through it. So then I got up and to get my head in the game for work, I wrote the last blog post of my Connected Learning series. But then I was worn out.

Had a snack and read some fiction. Specifically, The Language of Thorns.

Went back to bed, again. I set an alarm to make sure I wouldn’t be down for more than 40 minutes (20 minutes to fall asleep + 20 minutes to actually sleep). This time, I got up and actually felt like I could do stuff.

Had lunch. I always am energized after a meal.

Figured out what work I could actually accomplish in this haze. At first, I thought I didn’t have anything I could get done without intense mental effort. Then I realized that in some notes I made yesterday, I had said, “We might want to make a checklist…” Making a checklist and populating it is definitely something I could do, so that’s what I focused on.

What’s next? Well, because I didn’t want to be indoors around strangers when I had a sore throat, I rescheduled some appointments I had this week for 2 weeks from now, which means I won’t be able to talk to my doctor about this feeling for a couple weeks. But I also don’t want to live through the next two weeks in a fog. So I’m going to up the amount of l-tyrosine I’m taking. I wouldn’t do this except that it is the thing I did most recently that got my thyroid hormone levels to that optimal place and it’s easy to go back down. This is an amino acid that a person with hypothyroidism should definitely talk to their doctor about using. If I start to get palpitations, I’ll go back down. But my hope is this will clear the fog.


Future Directions for Connected Learning in Libraries

This is the fourth post in a series contextualizing my position as a researcher of connected learning.

Here are all the posts published so far:

  1. What Is Connected Learning?
  2. How Connected Learning Happens in Libraries
  3. Connected Learning in Libraries: Changes and Challenges

There are a number of opportunities for connected learning to grow in libraries. Here I’ll discuss some of them, beginning with the one most relevant to my current work.

Research-Practice Partnerships Research-Practice Partnerships allow library professionals to develop connected learning environments and programs in collaboration with researchers of learning and information sciences. The project I’m working on, Transforming and Scaling Teen Services for Equity, Diversity, and Inclusion (TS4EDI) is one such partnership. Myself and other researchers at the Connected Learning Lab, including PI Vera Michalchik and Research Manager Amanda Wortman, are working with state librarians in Rhode Island and Washington first to identify barriers and challenges to libraries creating CL environments and programs and then to develop resources to help library professionals overcome those barriers and challenges. The state librarians will recruit local public librarians in their state to be part of this partnership, and those public librarians will recruit youth to participate, as well. Other examples include the ConnectedLib project and the Capturing Connected Learning in Libraries project.

Brokering Youth Opportunities in Libraries Connected learning research over the past 10 years has highlighted the importance of caring adults or peers as brokers or sponsors for youth as they build their networks surrounding an interest. These brokers/sponsors can connect youth with other people and resources to help them expand their network and identify opportunities for learning and achievement related to their interest. Current research literature doesn’t explicitly offer guidance on brokering as a distinct activity, investigate the extent to which librarians currently act as brokers, or illuminate how youth may serve as peer brokers in the library setting. Research-practice partnerships and library professional-led professional development could address these questions.

Bringing Connected Learning to School and Academic Libraries So far, connected learning has been documented mostly in informal settings. A few studies have looked at connected learning in formal settings, but those tend to be individual classrooms rather than school or academic libraries. One area that offers potential for CL in these settings is the connection between interests and information literacy. This was the focus of my dissertation, in which I examined the information literacy practices of cosplayers. Cosplayers engage in connected learning as they learn about their interest, build relationships with each other, and find opportunities to contribute to the cosplay community or even become professional cosplayers. Throughout these elements of connected learning, cosplayers engage in information literacy, identifying resources, evaluating them, and even creating new resources. Because school and academic libraries are the primary center for information literacy education in their institutions and because they are not tied to a specific academic discipline, they have the potential to create opportunities for connected learning as learners build their information literacy practices.

That’s all for this series of blog posts, but I expect to write a lot more about connected learning through the course of my work at the Connected Learning Lab, so if you find this interesting, stay tuned!


Connected Learning in Libraries: Changes and Challenges

This is the third post in a series contextualizing my position as a researcher of connected learning. Here are all the posts published so far:

  1. What Is Connected Learning?
  2. How Connected Learning Happens in Libraries
  3. Connected Learning in Libraries: Changes and Challenges

While libraries are poised to be environments conducive to connected learning, they may need to undergo further shifts to expand their support for connected learning. This involves a number of considerations:

Resources. Library professionals must consider not only physical and digital resources, but human resources as well - using “resource” to describe a person the same way we might use it to describe a book or a website. Library professionals can serve as a point of connection between learners, mentors, and other people in the environment beyond the specific context of the connected learning activities.

Technology and space. Current library policies may need to be updated to enable learners to engage in shared practices, socializing, collaborating, and publishing their work online.

Evaluation. Libraries have traditionally focused on quantitative measures of impact, such as how many people attended a particular program. These measures may not be sufficient to capture the impact of connected learning. Measures of connected learning need to capture the way learners move with their learning across settings beyond spaces controlled by the library; identifying specific desired outcomes can facilitate capturing evidence of and communicating the impact of a program. Qualitative data such as interviews or open-ended survey questions may capture this impact better than or alongside quantitative measures.

Role of library professionals. Library professionals must learn to consider themselves as sponsors and brokers of youth learning rather than mentors or authority figures. This means helping youth find other people and communities to support their learning and focusing on enhancing learning rather than enforcing behavior-based policies.

Program design. To create programming that fosters connected learning, library professionals may need to co-design with youth rather than deciding programming in advance and offering it to youth without their early input.

Competencies. The creators of the ConnectedLib project identified the following necessary competencies for library professionals to support youth’s connected learning:

  1. …they must be ready and willing to transition from expert to facilitator…
  2. …[they] need to apply interdisciplinary approaches to establish equal partnership and learning opportunities that facilitate discovery and use of digital media…
  3. …they should be able to develop dynamic partnerships and collaborations that reach beyond the library into their communities…
  4. …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)

Professional development. Library professionals often will not have been trained in these competencies during their education, so they may need to continue their own learning via in-house professional development, programs provided by professional organizations, open online learning resources, and formal educational experiences. The ConnectedLib toolkit is one example of an open online learning resource directed at meeting this need, while the University of Maryland’s Youth Experience In-Service Training is an example of a formal educational experience designed to build these competencies.

I identified these potential shifts to library practices in response to a number of challenges libraries face in developing and implementing connected learning programming, including:

Attracting teens to skill-building programming. For some advanced interest-based experiences, youth need a foundational set of knowledge. For example, to create a sophisticated video game, a teen would first need a foundational understanding of game design and computer programming. It is a challenge to attract novice learners to this kind of programming.

Working with technology. Library professionals may lack the digital tools they need due to library policy, may know how to design or facilitate technology-focused or -infused programming, or may not feel comfortable acting as effective digital media mentors.

Unfamiliarity with the Connected Learning model. Library professionals may struggle with integrating all the different spheres and elements of the model. They may not have the knowledge, skills, or training they need to successfully implement the model.

Culture clashes. Teen culture may sometimes clash with library culture, requiring library professionals to negotiate these conflicting cultures to create programming that has a strong impact in teens’ lives.

The next and, I think, final post in this series will address future directions for connected learning in libraries.


How Connected Learning Happens in Libraries

This is the second post in a series contextualizing my position as a researcher of connected learning. Here are all the posts published so far:

  1. What Is Connected Learning?
  2. How Connected Learning Happens in Libraries

The first element of connected learning is interest. Libraries explicitly support the exploration of personal interests in both their collections and their programming. The second element is relationships. Libraries are intergenerational spaces that can be (but aren’t always) inclusive of people from nondominant groups. Libraries can serve as a bridge that connects formal and informal learning. Libraries are increasingly spaces where youth can have shared experiences creating new knowledge. They are third places, neither school nor home, where youth can gather, connect around their shared interests, and meet adult mentors and sponsors who can help them leverage a variety of resources in pursuing those interests.

A note about third places in the time of COVID-19: For many of us (the luckiest among us, I would argue), there is only one place: home, which is also work, which is sometimes also school, which is also where we do whatever social activity we do. This is certainly true for me. That said, online library programming can act as a virtual third space, a place to go for something that isn’t all about home or work responsibilities. I’ll be interested to see how scholarship around this shift evolves. A quick search for “‘third places’ COVID” on Google Scholar demonstrates that scholars are already thinking about this, including in the specific context of public libraries. I am exercising extreme restraint to not jump down a rabbit hole of exploring that research right now.

There are some examples of connected learning happening in both public and school library spaces. If you’d like to explore them, here are some links:

The next post in this series will discuss some of the challenges of creating connected learning experiences in libraries and some shifts libraries may need to undergo to provide more connected learning experiences.


My time is vampire time: The critical disability studies concept of "crip time" 📚♿

I’ve seen and heard a lot of people in the Micro.blog community discuss the book Four Thousand Weeks: Time Management for Mortals. The hold list on this at my library is inordinately long; if I put a hold on it now I might get to read it in 3 - 5 months. So I decided to read the sample of it, to help me decide I’d like to buy it.

As I was reading the introduction, I kept thinking about how my 4000 weeks have a different shape than many other people’s 4000 weeks, different than healthy people’s 4000 weeks. I kept thinking of the concept of “crip time,” which I’d heard but didn’t really understand beyond the concept that time seems to move differently when you’re disabled. This thinking was distracting me from actually reading the book, so I turned to the web to help me get a firmer understanding of “crip time.”

It led me to Ellen Samuels’s essay, Six Ways of Looking at Crip Time, which was exactly what I needed. Samuels quotes Alison Kafer, who says

rather than bend disabled bodies and minds to meet the clock, crip time bends the clock to meet disabled bodies and minds.

I have been trying to bend my body and mind to meet the clock in preparation for starting my postdoc, but I think everyone will be happier if instead I bend the clock to me. My body sometimes needs to be awake at night and asleep during the day. Instead of lying awake in pain trying to fall back asleep while listening to an episode of Star Trek because this is the time when people sleep, I can give myself permission to rearrange my time so the parts of my work that can be done asynchronously (basically everything but meetings, I think) can be done in brief chunks of time in the middle of the night.

This is a positive effect of coming to recognize crip time. (This felt like the right time to stop using quotation marks. I don’t know why.) But Samuels points out the negative elements, which will impact more people than ever before in the wake of COVID. Samuels does this so well that I’m reluctant to attempt to summarize. If you’re interested, I highly recommend reading the essay. For now, I’ll pull out just the bit that inspired this post’s title:

…crip time is vampire time. It’s the time of late nights and unconscious days, of life schedules lived out of sync with the waking, quotidian world. It means that sometimes the body confines us like a coffin, the boundary between life and death blurred with no end in sight. Like Buffy’s Angel and True Blood’s Bill, we live out of time, watching others' lives continue like clockwork while we lurk in the shadows. And like them, we can look deceptively, painfully young even while we age, weary to our bones.


What is Connected Learning?

I start working remotely for the Connected Learning Lab tomorrow and while a lot of people are excited for me, most of them don’t actually understand what I’m going to be doing. So I’m writing a blog series that I hope will explain that somewhat, and this is the first post. If you’ve read my comps chapter on Connected Learning or seen my Connected Learning and the IndieWeb talk, some of this will be familiar.

Connected learning can be conceived of in three ways: as a type of learning experience that occurs spontaneously, as an empirically-derived framework for describing that type of experience, and as a research and design agenda aimed at expanding access to that type of learning experience. My brother-in-law, P., is actually a phenomenal example of a Connected Learner.

In high school and college, P. was interested in playing guitar. He started hanging out at a local guitar shop, connecting with a community there of peers and mentors. Through the connections he made, he was offered the opportunity to be lead guitarist for a tribute band, and that job took him all over the world. He has since embarked on a different but related career, working in media law. This area of law might not have been of interest to him if he hadn’t had experience working in the music industry.

That’s an example of a spontaneously occurring connected learning experience. From experiences like this, scholars have created a model to describe connected learning. This model includes three elements of connected learning: interests, relationships, and opportunities. P. was interested in music, built relationships at the guitar shop, and it led him to opportunities to perform as part of a working band and become a lawyer.

A Venn diagram demonstrating three elements: interests, relationships, and opportunities. The center of this diagram is labeled Connected Learning.

Image Source: The Connected Learning Alliance

This type of experience is easier to access with more financial and temporal support; the research and design agenda surrounding connected learning is an equity agenda that aims to broaden the availability of this kind of experience, making it possible for nondominant youth who might require additional support to access connected learning. One way to do that is to bring this kind of experience into public spaces serving nondominant youth - public spaces like libraries.

The work I’m doing with the Connected Learning Lab is part of a grant funded by the Institute of Museum and Library Services examining key needs for teen services in libraries:

(1) the challenges library staff face in designing and implementing CL programming for underserved teens and the means for overcoming these challenges, (2) ways library staff can use evaluative approaches to understand youth needs in CL programming, and (3) the means of demonstrating the value of CL programs and building stakeholder support for increasing their scope and scale, particularly to serve equity goals.

The products of this research will include

training modules, guidebooks, mentoring supports, case studies, videos, practice briefs, topical papers, and blogs.

These are some of my favorite kinds of things to create, so I’m extra excited.

My next post in this series will talk about how Connected Learning is already happening in libraries, with some examples from actual libraries.


Quick Thoughts on TRULY DEVIOUS 📚

I don’t want to write a full review of Truly Devious but I want to share a couple things.

First: it goes back and forth between details of a cold case from 1936 and the present. I love the way it weaves these two related stories together.

Second: it ends on a cliffhanger, which left me wanting to scream “ARE YOU KIDDING ME?” and also simultaneously flail with delight, so well done Maureen Johnson, I guess.

Recommended if you like mysteries, especially dark academia.


The Extreme Unknown: 2021 Year-in-Review & Thoughts for 2022

Here are a couple of earlier year-in-review posts:

This one’s going to be a little different. I will write up my catalogue of great stuff that happened but I want to give some space to the hard stuff first.

My family has definitely been playing the pandemic on easy mode, as it were, but I have hit a wall of not hopelessness exactly, but grim resignation. Resignation specifically to the fact that things will keep shifting, that it will probably get worse before it gets better, that making plans based on timing of perceived lowered risk (for example, When-My-Kid-Is-Vaccinated) is more likely to lead to disappointment than not. Resignation to the extreme unknown.

Anticipating a year of shifts, the only goal I set was for the first quarter off 2021: to complete and defend my dissertation. I did it! Goal achieved! Setting such a straightforward goal means I can feel good about how I spent my time this year.

I only set a word for the first quarter, which was PLAY and I have no idea how I did with that.

I did some great stuff in addition to defending my dissertation this year:

  • I made extensive use of the public library. My kid actually bumped up against the checkout limit.
  • I got vaccinated and boosted.
  • I got my thyroid managed and hit my target lab results for the first time in the 10 years since my Hashimoto’s diagnosis.
  • I consulted for Quirkos and developed content for their blog.
  • I organized a FanLIS panel for the Fan Studies Network North America conference.
  • I got and swam in a mermaid tail.
  • I had a pool party for my 40th birthday.
  • I presented at MIRA, Micro Camp, ALISE, and World View.
  • I took M to swim lessons.
  • I embraced my Trekkie nature.
  • I applied for, was offered, and accepted my dream postdoc.

I couldn’t have done these things without immense help:

  • from my advisor & committee.
  • from W’s mom, who provided me with time for both work and rest.
  • from W, who provided for my basic material needs, kept the house clean, continued to be an awesome dad, and made me feel good about myself.

If there was a theme for this year, it was Star Trek. The Next Generation was a balm in the weeks after my grandmother’s death. Lower Decks, Discovery, and Prodigy revitalized my love of Trek. Discovery, in particular, helped me remain hopeful and trust in my values as a guide for living.

(My core values, by the way, are curiosity, creativity, and care.)

I’m doing a New Year New Moon retreat with Katy Peplin on January 2nd, so I will probably dig into my dreams and plans for 2022 then.

For now, I’ll say my word of the year for 2022 is MEND. My goal is to keep going.


My Reading Year 2021 📚

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This was a slow reading year for me. I read a lot more fiction than last year, a little less nonfiction, many fewer comics, and no poetry.

I only read 28 full-length books for myself (as opposed to for my kid). I range widely each year, usually coming in the 30 - 50 book range, so this is a little less than even a normal slow year would be.

But of course, year 2 of a pandemic, especially when finishing a PhD, is not a normal year.

All of the fiction I read this year was good, because I don’t keep reading things that aren’t. But my favorite was Gideon the Ninth . It took me a little while to get into, but once I was into it, it blew me away. It also helped me realize, along with the Star Trek: Discovery episode “Su’Kal,” that space gothic is a subgenre I love.

I’m still into Dark Academia, which explains the presence of The Historian , If We Were Villains , Bunny , and Ace of Spades on my [finished books](https://kimberlyhirsh.com/finished-reading/) list. My other fiction reading decisions were driven primarily by media tie-ins. I read the Shadow and Bone trilogy and Six of Crows duology in anticipation of *Shadow and Bone* on Netflix, then decided to stick with Leigh Bardugo and read her Wonder Woman book . I also read The Last Wish , the first book in the Witcher series. It will probably be a while before I get around to that show but I enjoyed the book. None of my nonfiction reading blew me away, but it was all good. I definitely read some fanfiction, but I couldn't tell you what. And I read a lot of articles, most of which you can find in my [Links](https://kimberlyhirsh.com/categories/links/) category. I hope to read for pleasure a lot more next year. What did you read in 2021? If you had a hard time reading, what did you do instead?


Upon the death of bell hooks 🎙️


My first Artist Date!

I don’t think I’m going to write up my annotations for the first chapter/week of The Artist’s Way, “Recovering a Sense of Safety,” for perosnal reasons but I thought I would share the outcome of my first artist date! I searched Google for “junk shop,” found this eBay seller, and created a Pinterest board where I stuck a bunch of items they’re selling that I thought were interesting.

It’s got some big grandma energy, doesn’t it? That’s 50% what junkshops are about and 50% where my head is at. The sweaters are more 10-year-old Kimberly energy. (It was 1991-1992, okay?)

What does this board make you think of?


The luxury of time and space to grieve (CW: Suicide)

CW: Suicide

Sherrie was my friend.

Sherrie and I never met in person. We talked on the phone once ever for a few seconds. But we interacted a lot via text - on a posting board, over LiveJournal, via email, via snail mail. I crocheted Sherrie a hat that I never got around to sending her. When I was in my first year of teaching, Sherrie sent me letters and stickers and a magnet. The stickers were glittery kittens and autumnal leaves. Sherrie loved glitter.

I was in my second year of full-time teaching when Sherrie died by suicide. I didn’t find out about it until five days after it happened. When I found out, I was devastated. My heart was broken. I knew Sherrie lived with bipolar type II. I knew she had gotten a lot of help and it had never been enough.

Sherrie wrote beautifully. Sherrie would dress up in fun ways. Sherrie was a glamazon. Sherrie made some of her friends angry. Sherrie was a lot.

Sherrie was a mom. (I can’t say more than that because this is the part that makes me cry the most.)

Two days after I found out about Sherrie, I had a meeting with an assistant principal to discuss a classroom observation she had conducted in my class a few days earlier. It was the Ides of March. As a Latin teacher, I carried on a tradition my teacher had of having “toga day” on March 15; students got extra credit for coming to school draped in a toga, and as a teacher, I participated too.

So there I was, sitting in this AP’s office, KNOWING I was about to hear about a terrible observation because the day she had observed was Not Good. The class she had observed was my most challenging class ever. While I’m pleased to report that the students who challenged me the most in that class turned into lovely adults who I sometimes ran into because one of them was in undergrad at the same university where I was working and then getting my PhD, at the time, they had their own stuff going on at home and I was Not Equipped to support them through it. The school had failed to implement a key piece of their IEPs and it left them and me high and dry and none of us had what we needed to turn that into a positive experience.

So the AP observed me teaching that class, a class I never did a good job in and where most of my students learned a lot more about Roman civilization and culture via documentary video than they ever learned about language, because it was the only way I could manage for us to all get along and we were all, together, in survival mode.

Like I said - I knew this was going to be a bad review. I hoped the AP would have some suggestions for how to handle it.

My eyes were red and puffy because I had been crying for days. She had stood me up for this same appointment earlier without warning, and we had rescheduled. The only time she had available was during my 25 minute lunch period.

I sat at her desk and opened by telling her that I had lost a friend to suicide and only learned about it a couple days earlier and was still raw from grieving, so if I was especially emotional, that was why.

I don’t remember response, but I remember it was somewhere between awkward and cold. I got the sense that grieving my friend’s suicide was a Me Problem, something I should have left at the door when I entered the building at 6:55 am that morning.

There were a lot of things about my life that were Me Problems, because teachers aren’t supposed to do anything besides be teachers, apparently. Or at least they weren’t in 2007. I don’t suppose it’s much better now.

The AP genuinely opened by just saying, “That was bad.”

I said, “I know.” I told her I was looking forward to this meeting and her feedback on how I could be better.

She told me she didn’t know.

She told me to go ask Barbara. Barbara was the head of the initially licensed teachers program. Barbara would not be available for days.

Somehow this exchange took up my whole 25 minute lunch period. I arranged for a colleague to cover my class for just a few minutes so I could tend to human needs like going to the bathroom and, you know, EATING.

But when I got to the classroom, there was the principal, waiting to conduct my third and final observation for the year.

THAT’S RIGHT: the amount of time I had to improve between “feedback” and my next observation was THE WALK BETWEEN THE AP’S OFFICE AND THE CLASSROOM. On my own. With no suggestions or advice from the AP who had just told me I had done a bad job.

That day I was giving a test, which should have made the coverage easy for my colleague, but instead, it meant I had to get these students settled and make it through the 45 minutes of observation before a colleague could bail me out so I could eat.

Grieving, with low blood sugar, having been at work since 6:55 and it now being 1 pm with me not having eaten much between those two times, probably woefully underslept due to a relapse of anxiety and depression brought on by Sherrie’s death, and immensely frustrated because of this ridiculous observation setup, I broke.

I had been too permissive during my last observation, so I swung the pendulum and I swung it hard.

My students were engaging in antics that I usually “managed” through warmth, joking, and being resigned, but this day, I snapped at them:

“THIS CLASS IS NOT A JOKE. I AM NOT A JOKE. THIS TEST IS NOT A JOKE. SIT DOWN AND GET READY TO TAKE THE TEST.”

This was very un-me, not my usual teaching style, and my students for once obeyed.

Guess what? That wasn’t a good observation either.

I was in an operetta that week. It was tech week. The night after this observation was our final dress, if I recall correctly. The director had explicitly told us in a notes email to leave our personal stuff outside the theater door. We were here to make magic and do art and focus.

Normally I love leaving my stuff at the theater door.

That day I Could Not.

I showed up wearing Rainbow Brite pajamas. I sobbed on my way into the dressing room. My mom was working on the show and I got a hug from her.

I made it through the rehearsal. After rehearsal we were discussing makeup and what some people whose makeup wasn’t strong enough could do to fix it. Somebody suggested replacing drugstore makeup with MAC.

Sherrie loved MAC.

I was done.

I made it home. I made it through the weekend of shows. We might have been doing two weekends that year. I think we probably were. I don’t remember.

I didn’t have the time or space to grieve Sherrie: not at work, not in my happy space of the theater, not in my social environment or hobbies. LiveJournal was the only grieving space I had. (Don’t ask why I didn’t try to take sick leave from work. I was teacher. Taking sick leave as a teacher is at best a hassle and at worst literally impossible because there are no subs.)


That was almost fifteen years ago.

Eleven months ago today, my grandmother died. I knew my grandmother much better than I knew Sherrie. She was my last living grandparent. I grieved her more intensely than the others, because she was the one I was closest to. Because her house was the closest thing I had to a childhood home.

And most of all, because I had a visit scheduled with her for April 2020, of which the pandemic robbed me.

Blessedly, I had plenty of time and space to grieve my grandmother.

For three weeks after she died, I did nothing besides parent, eat, sleep, crochet, and watch Star Trek: The Next Generation. It was what I needed. It was what I could handle. And I’m so grateful for that space.

In spite of it, I’m still grieving. It feels a bit like when a wound heals slowly. Or reopens and weeps a bit. Only in the past few weeks have I actually started crying about her death. I have dreams where she is sick and dying but not dead, and my dead grandfather is tasked with caring for her, and I keep protesting that someone who is already dead is not the best caretaker if we’re trying to keep someone alive because how can a dead person possibly do a good job?


I don’t have a conclusion to this. It was brought on by Kelly J. Baker’s piece for Women in Higher Education, No Space to Grieve.

Photo by Vidsplay on StockSnap


🖖🏻📺 Depression doesn't need a reason. (Star Trek Discovery 4x02 spoilers)

This post contains minor spoilers for Star Trek Discovery Season 4 Episode 2, “Anomaly."

Near the end of the latest episode of Discovery, Lt. Tilly tells Dr. Culbert that something feels off about herself, and that she’d like to talk to him about it in a professional context sometime.

This feels to me like a clear indication that Tilly is dealing with depression, anxiety, or both, and I’m very interested in following where this goes, especially as I read Tilly as my own sort of Discovery-avatar.

Over at Keith R. A. DeCandido’s recap for Tor.com, a commenter says,

The best thread for later is Tilly. Does she miss her mother? Is it about all the stress and loss and responsibility they’ve had? Mental health is an all too often ignored issue, so I hope they do it justice.

I, too, hope they do it justice, but what I don’t need is for there to be something Tilly’s depression is “about.” There certainly are things that can trigger depression, but the depression itself isn’t always a response to trauma. Sometimes it just happens because your body isn’t producing the chemicals it needs to.

I would love to see Tilly work through identifying how she’s feeling, struggling to decide between treatment options (or whether to go beyond talk therapy at all), and dealing with the consequences of whatever treatment she chooses. I’d also just love to see what mental health care looks like in the 32nd century.

But I don’t need there to be a reason she’s depressed.

Because depression doesn’t require a reason to appear.


Join me for a super low-key Artist’s Way Creative Cluster.

A composition notebook and a copy of the book The Artist's Way by Julia Cameron

I mentioned in September that I was going through the Artist’s Way. I got about three weeks in when I realized I was only doing morning pages and reading, but not doing artist dates or any of the exercises. My motivational tendency is obliger, so I thought maybe if I were doing it in community, I’d do better.

But then I thought about organizing a whole community and I got weary immediately. I looked over Julia Cameron’s Guide for Starting Creative Clusters and registered a big old NOPE.

So I’m planning to do it MY way.

My life mantra is WHAT I CAN, WHEN I CAN.

I’m inviting you to participate. Here’s how it’s going to work.

  1. I’m going to do morning pages as often as I can, but I’ll be keeping them to myself. I might occasionally blog about what I’m learning from doing them.
  2. I’m going to do Artist Dates as often as I can. I’ll blog about them, with what I did, and my response to it.
  3. I will end both morning pages and Artist Dates posts with a question about how they’re going for you, what you did, and what you’re getting out of them. You will be able to reply in one of a few ways:
  4. I’ll essentially do the same process for exercises, writing about my response to them and maybe even my answers, then asking if you did the exercise and how it worked out for you. You can reply in the same ways mentioned above.

I’m not in a place where I feel good about confining myself to a 12-week schedule, and I know if I try to turn it into 12 months or something I’ll lose steam around the 8 month mark, so instead, I’m just going to do it WHEN I CAN. Here’s what that will look like:

  1. I will make a short post when I start a chapter/week.
  2. I will make a short post when I finish a chapter/week.
  3. And all the exercises and stuff above, I’ll make a note of what chapter/week it’s from.

Here are the rules to participate:

  1. Do what you can, when you can.
  2. Avoid trying to fix people’s problems or offer advice; “listen” to understand. I encourage you to respond, but try not to have it be advice-focused.

That’s it. I really hope you’ll join me.


“Peak Performance,” Impostor Syndrome, and PhD Life, brought to you by Star Trek: The Next Generation 📺🖖🏻

Lieutenant Commander Data, from Star Trek: The Next Generation, plays Stratagema, a futuristic strategy game.

I’ve been in the middle of a Star Trek: The Next Generation rewatch for months, maybe even more than a year. Maybe since before the pandemic started, I don’t remember. I often will fall asleep to a TNG episode. I do this with the same episode over and over until I actually watch it all the way through while I’m awake.

Back in May, just over a month out from my dissertation defense and with no plan for the future, the episode I slept through over and over again was “Peak Performance.” It’s one of my favorite episodes, for many reasons, and one reason is a B story focusing on Data. (Surprise!)

The A story is that a strategist named Kolrami has come aboard the Enterprise to evaluate the crew’s performance in a combat exercise. Kolrami is a jerk and has real problems with Commander Riker, suggesting that Riker’s jovial attitude is not compatible with strong leadership.

Kolrami is also super arrogant. He comes from a species called the Zakdorn, well known for producing the galaxy’s best strategists. He prides himself on his strategy and uses it for games as well as combat exercises; he is a grandmaster of a game called Stratagema. Riker challenges Kolrami to a game of Stratagema and loses after only a few moves. Thinking that with his fancy positronic brain Data might actually be able to beat Kolrami, Dr. Pulaski eggs Data on to play and eventually misleads Kolrami into believing Data has challenged him. Data agrees to the challenge, in spite of not initiating it.

Kolrami and Data play Stratagema and it lasts longer than the game with Riker did, but Data still loses. Then this exchange happens:

Pulaski: How can you lose? You’re supposed to be infallible.

Data: Obviously, I am not.

It seems like a simple and innocuous response, but Data goes on to remove himself from bridge duty, believing that his loss at stratagema indicates a defect in himself:

I have proven to be vulnerable. At the present time, my deduction should be treated with skepticism.

I am concerned about giving the captain unsound advice.

This has indicated that I am damaged in some fashion. I must find the malfunction.

I heard the exchange above and these lines from Data and felt a deep resonance in my heart. Isn’t this how so many people feel, all the time? Isn’t this especially how scholars feel? Especially if you are an overachiever, you may make it all the way to a PhD program and only know what it is to excel in everything, and then meet a challenge that you can’t surmount.

You might be pursuing a tenure-track job, have done all the things you’re supposed to do, and still not get hired. Maybe you have tons of publications, brilliant teaching evaluations, a robust record of service, and did important dissertation research. And it doesn’t matter.

Data explains to Picard why he has removed himself from the bridge and what prompted him to do so. Picard replies:

…it is possible to commit no mistakes and still lose. That is not a weakness. That is life.

Um, excuse me Captain, just a moment, I got something in each eye and it has caused them to water profusely and also has made sobs wrack my body, hold on…

In the end, Data challenges Kolrami to a rematch. We see them play, Kolrami moving more quickly and becoming more agitated by the moment, as Data plays slowly and maintains a calm expression. Kolrami suspends the game, yells “This is not a rematch. You have made a mockery of me!” and storms out of the room.

As Data’s colleagues come to congratulate Data on his victory, he points out that he didn’t win, though no game of Strategema has ever gone to as high a score as this one has. Data explains that Kolrami was playing for a win and assumed that was Data’s goal as well, but Data had in fact chosen his own goal: a draw. He let many opportunities that would have supported a win pass him by in order to maintain a balance that would let him challenge Kolrami indefinitely.

Is this a perspective that can be useful for anyone dealing with impostor syndrome, and especially PhDs moving away from the tenure track? I think so. The “victory condition” for a PhD is assumed to be a tenure track job, but I went in with the intention of learning about qualitative methods. Now, I write about qualitative research and am pursuing other writing and consulting opportunities. It’s not success by the usual metric, but it’s a path with which I am happy. And it’s a path where no one tells me to wait for tenure before I have a kid (whoops did it during the PhD!), do public scholarship, or have opinions. And thank goodness, because that’s a long wait for a train don’t come.


Great news, bad attitude

Hi web friends.

I’m having a weird day, with some great news but also me not feeling like doing anything, where I can swing from ecstatic about great news to extremely irritable with my kid. I’m not always the most gracious or graceful parent.

The great news is medical stuff: after only a week of modifying my diet to be more PCOS-friendly, my blood sugar has moved from high to high-normal. My liver indicators were looking rough a month ago, presumably because I was taking a LOT of Tylenol for headaches, but after a month of supplementing with milk thistle, it’s back to normal. My doctor prescribed a new migraine medication for me and if I take it REALLY at the first sign, it actually works.

This is all wonderful! Really exciting stuff!

But I also spent all day kind of blah, not really feeling like doing much. So I focused on really basic self-care: a little yoga, dental hygiene, outside time. I hope I’ll feel less Bartlebyish tomorrow.

The parenting stuff is no big deal, just being annoyed when my kid does stuff like hate every food he used to love or use my head as a footrest when I’m trying to fill his essential oil diffuser. Nornal kid stuff and of course he’s still my favorite person.

I’ve been reading the Moz Beginner’s Guide to SEO and geeking out about it. I had in my head that SEO was gross and pushy, but it’s actually about getting resources to the right people, which makes it a good skill for librarians.

Now I’m quite tired, so I’ll watch a bit of Star Trek Discovery and nod off.


🔖Quotes from Lorraine Boissoneault's "Drafting a Personal Essay Is Like Stumbling Through a Dance"

I really needed to read “Drafting a Personal Essay Is Like Stumbling Through a Dance” today. Here are some bits that hit me hard:

It’s not enough to see a successful dance or personal essay—you can study all you want, but it’s only in the act of doing that you learn what’s right and what isn’t.

The bad news about first drafts is that they are necessary. The good news is that they’re only a starting point.

There are many ways to get better at writing—take classes, join critique groups, read voraciously—but nothing gets you around the fact that you must also write and revise.

…take comfort in the fact that your words are still on the page. You’ve done the hard part and unleashed your awkward vulnerability.


🔖"Nobody cares if you're a writer except you." Kate Baer on being a writer who mothers. 📝

I highly recommend Sara Fredman’s Write Like A Mother newsletter, in which Sara interviews writers who are also mothers. Some bits from the recent issue with Kate Baer resonated especially with me, so I thought I’d share them here.

Mothers were so punished in this pandemic.

This. I’m playing the pandemic on easy mode - working part-time from home - and I still feel this. The social costs and lack of a village are what’s hurting me most. For the first time since the start of the pandemic, I hung out for a long time with other parents while our kids were at the park and it was huge. Pre-pandemic, M & I spent every weekday morning at a co-working space with a Montessori school on-site. My co-workers were almost exclusively fellow parents of young children, mostly moms and non-binary primary caregivers, and at the time I didn’t really appreciate how special it was.

…nobody cares if you’re a writer. Nobody, nobody cares if you’re a writer, except you. If you want to be a writer, then you have to take control of the situation. You have to think of yourself as a writer, you have to treat yourself as a writer. You have to treat this like this is a job… I have to be the one who cares so much about being a writer. And so I think part of that is just filtering out that noise and just taking yourself super seriously, taking the work super seriously.

I have only recently claimed the title of writer for myself, despite having written all my life and having my first paid byline 10 years ago, and I feel this so hard. I’m still working on taking myself and the work seriously.


#FSNNA21 livetweet log:

Dr. Lesley Willard:

Introducing topic. How do scholars in fan & media studies articulate their discipline? How do these disciplines interact? When don't they?

Shares current book project: discussing labor & affordances on Steam. Last Nov Steam launched Steam Playtest, a way for indie developers to test games early. How does this impact the labor market for games?

Steam Playtest has been called "Beta testing for beta testing." Steam also has Early Access, which lets indie developers charge for in-development games.

All of this involves relying on Steam users to perform labor, to do QA work for free or pay for the opportunity to participate in the development process.

These features displace pro playtesters & QA reps.

This reliance on fan affective labor isn't unique to games, but Steam playtest/Early Access provides a rich area for case study.

Nick Bestor:

How do we define the type of interaction at play in licensed tabletop (esp card) games? Are the people best understood as fans or players?

Describing experience of going to tournament for the Game of Thrones Living Card Game.

Now talking about writing tournament report to post to Fantasy Flight (game publisher) forums.

Licensed games matter and in many ways. Bestor describes needing another outlet for GoT fandom beyond books & shows.

Story worlds vs/as game worlds.

Do Bestor's experiences make him a fan? A player?

ShiraChess:

Who/what counts as a gamer? A game?

How does a fan identity get drawn out differently in fan-created product places like Etsy for example, Stardew Valley blanket yes, but it's hard to find fiber crafts for FPSs like Call of Duty.

When we consider game fandom, we should "remember the cozy fandoms and that digital leisure is not one-size-fits-all."

Latina Vidolova:

Discussing "Netflix Anime Festival" & how Netflix often creates "anime" that doesn't even have an anime studio/creative team.

Netflix is redefining what "anime fan" means by describing anyone who has watched any "anime" on Netflix as a fan, when Vidolova sees this as a tension between defining fan & user.

Gamers come into play considering "Netflix Geeked," a subbrand that includes sci fi, fantasy, superheroes, & more (with video games & anime as part of that "more")

Generalizing what anime means - animated adaptation of video game property = "anime"

Netflix branding defines fan according to engaging with these at all rather than a coherent community.

Netflix & Crunchyroll have both created animated Youtubers do promote anime & video games.

e-girls on TikTok create a mise-en-scene of playing video games; identity of player or fan is secondary to creating aesthetic image.

Fan studies "is attuned to affective attachment to particular story worlds and relationships" while the TikTok egirls are more about putting together pieces and fragments.

Game studies looks at these kinds of "fan fragments" and how they come together in a different way than fan studies does. e.g. how do people choose an avatar?

Amanda Cote:

Discussing crunch time in the game industry and the relationship players have with it. Industry pros sometimes try to rally fans around crunch practices.

Method - analyzing player reactions to articles about crunch practices; study is ongoing, but so far more fans seem to support crunch practices.

Gamer identity is forefronted both among supporters & critics.

Consumer identity and fan identity are also present. Value judgments justified by identity all around: if you're a fan, wouldn't you object to crunch time bc you care about the people making the game?

Gamer/consumer/fan identites have been examined more in fan studies than in game studies.