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| | * involvement in community gardens and food sustainability efforts | | * involvement in community gardens and food sustainability efforts |
| | * books sent to correctional facilities | | * books sent to correctional facilities |
| − | * How can you inspire the general public to care about and engage with the library?
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| − | * Recognizing limited bandwidth
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| − | * Hard to prioritize when there is a lot of work to do
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| − | * Some libraries/librarians are really great about using social media channels, not all are though
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| − | * Consistent messaging throughout communities and the field
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| − | * Lots of room to advocate for the future of libraries
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| − | * It’s important to expose what can happen when bans and challenges happen
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| − | * How can we support those people (job loss, threats, etc)
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| − | * How do we enact radical change? Groundwork
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| − | * Tapping into public outrage
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| | Community Outreach (Academic Libraries) | | Community Outreach (Academic Libraries) |
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| | * tabling at neighborhood meetings and community centers | | * tabling at neighborhood meetings and community centers |
| | * language ambassadors / translation for community | | * language ambassadors / translation for community |
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| − | Notes from Breakout Session: Supporting teacher librarians
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| − | (This was entirely Iowa librarians conversing and that's reflected in the notes/conversation)
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| − | * At ILA, sent cards to school librarians
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| − | * School librarians have hard time at library things bc not critical mass of them
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| − | * Other librarians not at PTA meetings etc
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| − | * In IA, positions being filled by anyone available (neither library nor teacher credential required)
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| − | * ILA lobbyists didn't take on unwinnable fights for school libraries this session, which probably doesn't help people feel supported (and doesn't have ILA on record in that effort either)
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| − | * Tons of kids don't know public library is there, so school library is it
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| − | * Public libraries can invite legislators into our space and teacher librarians can't do that
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| − | * Events inviting in politicians could extend to school board members
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| − | * Public libraries buying pulled books required updates on pulled books--may or may not be appropriate/necessary to buy 1:1 but if they're losing a bunch of books in a couple categories, we should be shoring up ours
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| − | * If we're visible to teacher librarians (at PTA mtgs, school board, etc), they know where to find us when they have time and need support
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| − | * School librarians are busy and have to keep heads down--concerned parents on our side can be a vehicle
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| − | * It's going to take lawsuits--did in MO
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| − | * Teacher librarians have presented qs on law to the state and not received adequate responses
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| − | * Has been convincing to teacher librarians, encouraging advocacy, probably not from an individual public library: when a lawsuit comes, do you want it coming to you, the district, or the Dept of Ed?
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| − | * Burlington: waiting for clear directives from state before complying; too vague
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| − | * As a school librarian, parents know you, admin know you. Also hard to miss work. Makes it difficult to show up in person to lobby/advocate
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| − | * Retired teacher librarians?
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| − | * Parent programming (alongside sthg for kids, and food) at public libraries to talk about stuff going on in school libraries & make space for convo & relationship building
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| − | * In IC area, schools are pulling back on partnerships with public libraries bc of liability concerns
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| − | * When schools take kids to public libraries without the same restrictions, teachers might end up with banned books in their classrooms etc. We should chat to them as part of planning events, be clear on what we can offer
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| − | * 60% of IA community colleges have HS dual enrollment; kids have totally different access between two environments
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| − | * Public libraries can get info to parents that school libraries might not want to or be permitted to share
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| − | * With politicians too: show your value first, create opportunities for them to brag
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| − | * West Liberty does "Celebrity Storytime" with mayor, public works person, parks person--they read story, then librarian interviews them
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| − | * Person X's Book List--Iowa City has done mayor, could do superintendent
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| − | * Students in practicum or credit situations can be useful for specific bits of skilled work as well as outreach (like well-connected community members are good for outreach)
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| − | * Food programming has been useful for cross-cultural programming at IC
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| − | * Climate Action has $
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| − | * Make an effort to be visible to school librarians repeatedly--small opportunities are ok if (ideally) frequent
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| − | * Who oversees school lib continuing ed in Iowa?
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| − | * Last year IA had second most anti-library bills in USA. IA is coming after public funding at that'll be public libraries next
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| − | * If community doesn't feel impact, how will they know? When we lose resources--especially due to decisions of local voters--it's ok not to patch the gap as much as we can. Sometimes it needs to be noticeable
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| − | * West Liberty used their monthly column in paper to explain school libraries, what they do, why they're important
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| | * A lot of staff are on the same page about union meetings but hesitate to take action | | * A lot of staff are on the same page about union meetings but hesitate to take action |
| | * Contention exists within union organizing | | * Contention exists within union organizing |
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| | Building power in the Midwest and Connecting to Library Values | | Building power in the Midwest and Connecting to Library Values |
| | * Building relationships with coworkers | | * Building relationships with coworkers |
| − | * Sharing the basics of unions among library workers
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| − | Notes from Breakout Session: Supporting staff
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| − | * How you support staff depends on where you are in the hierarchy
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| − | * Things change often
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| − | * Your leaders can support each other in different ways
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| − | * Containers - Spaces for staff to do your best work
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| − | * Boundaries - Between higher-ups and other staff and others
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| − | * It’s always an incremental process
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| | * Budget cuts | | * Budget cuts |
| | * Funding | | * Funding |
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| − | What trainings do you need? What do you wish you knew? What are you already doing?
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| − | * Best practices for when cops show up at your library
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| − | * Increasing need for training for FOIA requests - esp for admin, boards, associations
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| − | * Data retention/scrubbing when it comes to vendors - Springshare products, seem to keep data forever, some options to scrub the data but what should we be thinking about with regard to this
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| − | * Attempts to create security software to integrate stuff from teen services to allow security to keep track of “dangerous” teens - are there programs allowing interdepartmental tracking but keeping that info on our servers with an easy deletion method - iowa city has this internally
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| − | * Local police has access to our security cameras in and outside of the building - how to best address that in a way that doesn’t create problems
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| − | * Police asking for records, whether someone was in the library, how do we be a community partner while also protecting privacy - aclu resources
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| − | * Facial recognition cameras getting installed on ICPL - no public comment, how do we ask privacy questions about this, asking the board what was their decision making role in this
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| − | * Privacy resources for parents of trans kids and resources for trans people
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| − | marketing/vendors, are there alternatives that we can give them that help them make better privacy decisions
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| − | * Vendor privacy 101 - questions to ask
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| − | * Privacy convo to stakeholders - how to talk to legislators, sharing how our vendors want our public’s data
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| − | * Reporting guidelines, what recourse do we have for harassment and privacy violations
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| − | Notes from Intellectual Freedom session:
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| − | [https://docs.google.com/presentation/d/1Z7zEj4gfLXnDluQnx3E4o0Tadrx_B5MpNj8hXNAV4Tg/edit?usp=sharing Slides]
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| − | * Smaller libraries don’t want attention on them - makes them wishy washy
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| − | * Why does a book have to change your life to earn its space?
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| − | * Also the privacy aspect of book banning issues
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| − | * So many layers - layer fatigue
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| − | * Small library got the book “Melissa” challenged - brought before the people who run the city, the library was threatened with defunding/not renewing their lease. They had to choose between not having a building or with keeping the book in their collection. Lots of people turned out to the city council meeting to protest it but it was a shocking display of power, everyone in the area is now on edge.
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| − | * Threat against the library that turned out to be a crank call, as a result reevaluating security procedures (it was already kind of happening) but now there is talk about facial recognition tech being on the radar
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| − | * In Missouri they voted to defund libraries
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| − | * Missouri prisons banned books again, campaign to call DOC to protest this
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| − | * How this is coming into the academic space - in one academic library, anon chat question asking about Big 10 institutions and DEI/collections, demanding that taxpayers should have a say in these collections
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| − | * Academic world - shows up as harassment and doxxing usually, most egregious example is places like new college in florida - desantis-led hostile takeover of a progressive school
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| − | * IF talking points - Iowa Library Association intellectual freedom committee has had a citizen use their help form to report their 1st amendment rights being violated because his library won’t stock an NRA magazine about guns for kids - reached out multiple times to get the library to purchase right wing extremist mags. Library has multiple times said that these resources don’t meet community needs. The IF committee has struggled with responding to him beyond just sharing their mission etc.
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| − | * Teacher librarians are often chilled when it comes to responding to IF issues
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| − | * National hotlines are coming but not fast enough
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| − | * Iowa city public library - if the community circulates it, the community has spoken
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