My Philosophy of What a Library is: What a Library Can Be!

The Five Laws of Library Science were first introduced by S.R. Ranganthan published in 1931 and has served as a foundation for the profession of librarianship. The first law is “books are for use.” This means that the library should provide materials that meet the needs of its users. The second law is “every reader his or her book.” This means that every user should be able to find the materials they need and that library should be organized in a way that makes this possible. The third law is “every book its reader.” This means that every book in the library should be read by someone. The fourth law is “save time of the reader.” This means the library should provide services that save patrons time, such as providing electronically or delivering materials to users’ home. The fifth and final law is “the library is a growing organism.” This means that the library should always be improving and evolving to meet the needs of its users. The fifth law of library science “the library is a growing organism” is the focus of my portfolio. Literature Review on My Issue Ranganathan’s five law of library science were created to enhance the library’s position in the learning community (George, 2022). George argues in his article that “The five laws of librarianship need to be revised as technology use has progressed in society.” He suggests academic libraries pivot an information access model: (1) Information: Emphasize Content Over Modality; (2) User Engagement; (3) Quantitative Information Analysis; and (4) Common Learning (Online and Offline) George’s argument focuses on what academic librarians have been doing pre- COVID – 19
and the pandemic:

Creation of content, which can be delivered via different modalities is a growing tradition
among academic librarians and the colleges and universities they serve.

User engagement is the basis for our work as academic librarians. User engagement is the foundation
for and driving force behind the vision and plan of the academic librarian — the understanding of
these essential laws shape the vision of academic librarianship.

Information Analysis is increasingly part of academic librarians’ and library administrators’ practice.

Quantitative Information Analysis is part of what academic librarians do and they collaborate
with their administrators, faculty, and staff as well as collaboration with Institutional
Effectiveness (IE), Institutional Research (IR). Academic librarians increasingly use
Libguide analytics, Excel, and Qualtrics to organize and interpret data.

On the other hand, Llewellyn (2019) and Ramsey and Aagard (2018) arguments focus on the pivot by academic libraries and librarians during COVID-19 and today’s “post-COVID-19 and the pandemic.” Ramsey and Aagard observeacademic library and the role of the academic librarian are experiencing in a changing context in response to societal and educational changes, which is leading to reconceptualization of the library services they provide especially post-COVID 19 and the
pandemic. Ramsey and Aagard suggest that the library is well placed as a physical space to support student wellbeing, as it is often the center of the campus and provides extended hours and flexible spaces. Post COVID – 19, and the pandemic, some academic libraries are creating leisure reading collections and designation of spaces for contemplation, meditation, napping, and yoga through to dog petting sessions, there appears to be a wide range of types of social intervention
that is driving this transition (Ramsey and Aagard, 2018). Julia Feerrar (2020) also focuses on student wellness and wellbeing and suggests academic librarians should partner with social workers and therapists to solve the emotional and behavior of students especially as relates to digital literacy problems. Even the IMLS acknowledges and applauds librarians and library staff for remaining committed to their organizational missions and while expanding library
service to include wellness and well-being approaches to providing library service to library users post-COVID-19 and the pandemic (IMLS.gov). Here is a summary of what IMLS says:

“As people across the country sheltered in place and days stretched into weeks, then into
months, social isolation became a prevailing condition for individuals and students.
Across the country, schools, colleges and universities quickly segued into a fully
‘remote’ digital world. To remain relevant during the pandemic lockdown, and in some cases even
to survive, institutions had to find ways to inhabit virtual spaces.
Some libraries found themselves experimenting with new and previously
niche technologies. Despite some initial challenges in pivoting to virtual platforms
many libraries created extensive virtual offerings and had devised innovative ways
to engage people and build a sense of community online.
Several launched virtual exhibits to promote interactive virtual visits.
Some created virtual workshops and online projects to engage people.
Some connected with wellness and well-being therapists, for examples, art therapists
to create a series of short online videos focusing on ways to use art to relieve stress
and anxiety.
Some connected with behavioral therapists to help users of libraries gather and socialize
in this online environment.
Librarians noted that virtual programming allowed them to reach a broader audience,
with participants logging on not only from across disciplines and campuses.
Library deans and library directors acknowledged that they were peering into new frontiers
for the future and evolution of their institutions.”– IMLS.gov

“What does student wellness or student well-being have to do with Academic Libraries?”
Does isolation affect student engagement and academic outcomes?

“The growing prevalence and severity of mental health problems among students have become
issues of critical importance for institutions of higher education. As poor mental health
and overall ill-being negatively affect academic outcomes, colleges and universities have been
prioritizing campus-wide initiatives that aim to promote student well-being. Academic libraries
have been active participants in these efforts either by joining institutional wellness campaigns
or developing their own interventions” (Bladek, 2021) and academic libraries are looking into new frontiers to support student engagement as the country is coming out of the COVID-19 and pandemic years. Bladek studied the impact of isolation during the pandemic on student engagement. She found a marked increase in the prevalence and severity of mental health problems among college students over the last decade. Why? Some students perform well in the online environment. Some feel isolation, but some others do not. However, Bladek did not conclude isolation is the causation of
student lack of persistence, retention, or graduation from a college or university. Bladek simply suggests that while there appears to be a correlation between isolation and students who withdraw from a college or university; still correlation is different from causation. “ No longer limited to health services departments, the support of student wellbeing has been shown to have correlation with academic outcomes (Bladek, 2021). According to Bladek the well-being
initiatives to create library spaces for student well-being fit in with libraries’ commitment to enhance
learning and student educational experience overall.
During the COVID – 19 and the pandemic, some academic librarians collaborated with teaching faculty teaching students in the online environment. Some academic librarians were embedded in courses delivered through a platform such as D2L. They built content creatively and innovatively using technology tools available to them. Some created online journals via tools like Google Docs so that students can express their thoughts and professors can respond. Journaling can be a great way to communicate and encourage students to express themselves, share their ideas, and remain connected on a more personal level. However, anxiety, hopelessness, panic by students both the online environment and in the physical
classroom and library spaces can be masked or under-reported by students. Some educators, including academic librarians are aware of these concerns of students who may be feeling isolation, experiencing feelings of panic and overwhelm. Some pivoted to activities such as the following: Send emails, direct messages or even e-cards to privately acknowledge students. During Zoom classes, some used emojis (e.g., a thumbs-up or one conveying celebration) to quickly acknowledge student work and comments without interrupting the flow of class. Some used technology tools
to show value for student voices. Some solicited feedback through the use of surveys to check in about pace, workload, expectations, assistance needed, etc. Some encouraged students to ask for help in a variety of ways – for example, through direct messages, emails, or a question forum in the virtual classroom page. Some created breakout rooms to work one-to-one with students. Indeed, during the COVID – 19 and the pandemic years academic librarians and teaching faculty collaborated to engage students in their learning and to encourage students to feel they are not in isolation.
These strategies are commonly found in both the online environment and inside the classrooms and library spaces in the physical environment.
Pre COVID -19 and the pandemic, Justin Hunt, MD, MS (University of Arkansas for Medical Sciences) and Daniel Eisenberg, PhD (University of Michigan) in the college student and well-being literature raised concern about mental health problems and college students (Hunt & Eisenberg, 2010). Hunt and Eisenberg in Help-seeking for mental health on college campuses: Review of evidence and next steps for research and practice (2012) published by the Harvard Review of Psychology suggests both researchers and practitioners should ask how to increase the use of appropriate services among college students. In a survey conducted by the National Alliance on Mental Illness (2012), NAMI reports a strong
correlation between the number of students who drop out of college and depression. NAMI is the nation’s largest grassroots mental health organization dedicated to building better lives for the millions of people affected by mental illness in the United States. College students are at heightened risk for negative psychological outcomes due to COVID-19,
according to Danielle Giovenco et al. (2022). The method for the study was a cross-sectional survey to all students in the sample in June 2020 and was open for two weeks. Students self-reported if they were self-isolating none, some, most, or all of the time. Validated screening instruments were used to assess clinically significant symptoms of depression, loneliness, and increased perceived stress. The data was weighted to the complete student population. Giovenco examined the prevalence of psychological distress and its association with social isolation among public university students in the southern United States. Giovenco concluded the prevalence of adverse mental health indicators among the sample of university student in June 2020 was exceptionally high. University responses to the COVID-19 pandemic should prioritize student mental health and prepare a range of support services to mitigate mental health consequences as the pandemic continues to evolve.
In line with their institution’s emphasis on student well-being, many academic libraries have been participating in or creating their own wellness initiatives (ACRL, 2020). Sara Holder and Amber Lannon add to the student wellness, student well-being and the role of academic libraries discussion. Holder is a MS in library and information science, and an associate professor and Head of Research and Information at Urbana-Champaign Library. Lannon is an MLIS and a Librarian at Carleton University. According to Holder and Lannon, postsecondary institutions are high stress environments for many students. Students may be dealing with student loan debt. Undergraduates may be living on their own for the first time, coping with demanding academic requirements, and experimenting with drugs, alcohol, and new
social relationships and identities. Advanced degree students tend to have a high level of job insecurity and are also more likely than other students to be juggling family obligations on top of their studies, research, and teaching. Student Wellness and Academic Libraries gathers multiple perspectives on wellness and well-being programming and discussions of current activities, with case studies, commentary, and research on student wellness initiatives in academic libraries. Although academic libraries have always promoted student engagement and student success through providing information literacy instruction sessions, student research consultations, and reference and research support, Elizabeth Ramsey and Mary Aagard (2018) point out colleges and universities have come to realize that student wellness is a factor in student retention and success. While academic libraries have not generally been included in wellness initiatives they are strategically placed on college and university campuses to play an essential role. By parlaying their reputations as trusted information providers and community centers, academic libraries can partner with more traditional campus health providers to be active and effective participants in this essential form of outreach (Ramsey and Aagard, 2018).
Shelia Corrall and Liz Jolly point to the emerging interest in developing library services, programs, and spaces that would facilitate student wellness (Corrall and Jolly, 2019). Corrall is a former Professor of Library and Information Science at the University of Pittsburgh. Her research interests are in scholarly communication, collection development in the digital world, professional competence, and intellectual capital in library and information services. Liz Jolly FRSA, FCLIP, PFHEA is a British librarian who has held numerous positions including: the Director of Library and Information Services, then the Director of Student and Library Services at Tees side University. She is also a fellow of the Chartered Institute of Library and Information Professionals,” the Royal Society for the Encouragement of Arts, and a Principal Fellow of the Higher Education Academy. Corrall and Jolly observed academic libraries are experiencing “the social turn in library innovation,” or a shift away from collection-based to community-oriented service models. Hinchlliffe and Wong (2010) proposed a “Wellness Wheel” approach for planning library services. They suggest a moving beyond the information center, which transitioned to the learning commons model to what they propose, which is a wellness wheel model. The learning commons model encompasses the information center but takes as its focus the student, rather than the library environment and resources. The learning commons affords a more robust conception of student success, one that incorporates cognitive development and scholarly pursuits, but also other aspects of student growth and development
as well as embracing the philosophy of integrative learning. The “Wellness Wheel” is often used as a framework for developing programming in student affairs units in higher education; it addresses a range of student learning needs from academic to social to occupational to emotional. Hinchlliffe and Wong argued that by adopting and adapting this approach, libraries can respond to the full range of student needs. This approach also provides a foundation for shared understanding of purpose when forming partnerships for learning commons programming and services with other campus units or groups. They see the “Wellness Wheel” approach as part of integrative learning that is innovative and transformative while also respectful of more traditional information commons and library services and resources (Hinchiliffe andWong, 2010). Similarly, Bladek suggests that the academic libraries is a part of the “Wellness Wheel.”
However, Bladek did not use the term or phrase Wellness Wheel. Instead, Bladek discusses academic library support for the “whole person” (2021). She points out that attending to student well-being falls in line with libraries’ mandate to create conditions in which students can academically succeed. The academic library’s unique place in student lives, as well as its positioning on campus, are offered as key reasons why well-being initiatives belong in the library. As a provider of credible information and a safe communal space where students spend long hours, an academic library is a good fit for
promoting and fostering student wellness (Brewerton and Woolley, 2016a; Brewerton and Woolley, 2016b; Ramsey and Aagard, 2018). In turn, with their information seeking and reference skills, librarians are well placed to offer initial referrals and early alerts to campus partners directly engaged in student wellness (Brewerton and Woolley, 2016a; Brewerton and Woolley, 2016b). Walton (2018) points to the library’s critical role in student learning and suggests that well-being initiatives, when well planned and executed may be an important part of the effort to improve student outcomes. Sparks (2017) argues that by incorporating wellness and related complementary practices into their services, programming, and spaces, libraries may further enhance student educational experience. Ramsey and Aagard (2018) note that through their core functions academic libraries by default support student intellectual wellness, while the library’s central campus location, extended service hours, and physical space offer additional opportunities for promoting other dimensions of well-being among students. The Association of College and Research Libraries published The Value of: Academic Libraries A Comprehensive Research Review and Report (ACRL, 2010). “Librarians are increasingly will continue to be called upon to participate in this discourse on student wellness and well-being as they continue to demonstrate their value (Oakleaf, 2011). A dominant focus in the librarian’s vision is the creation of a welcoming and useful facility. The librarian strives to build a space that meets the needs of all patrons and multiple purposes. The facility is clean and well-maintained, and kept contemporary and attractive in appearance to encourage students and teachers alike to utilize it fully. It is also a flexible space that can be adapted readily to various purposes as different needs arise. The library space and resources are friendly to students with disabilities, and accommodations allow these students both privacy and independence. The librarian is highly conscious of her own strengths and weaknesses as an educator and administrator. She stays abreast of current developments in the fields of library science, technology and education through personal research and connections to professional organizations. She is active She is active in seeking out opportunities for her own professional enhancement to better serve the full range of members in college and university communities. Further, she constantly seek to identify and understand issues, problems, and trends in librarianship of successful programs, such as trends in academic libraries such as student wellness and wellbeing initiatives by other
academic libraries and adapts their components to improve her own practice and enhance student
engagement. The success of the library program rests squarely then on the professional shoulders of the academic
librarian. As she views libraries as a contemporary, thriving organism that cannot be allowed to stagnate, likewise she understands the wellness and well-being discourse and seeks to enhance library services by collaboration and partnering with others external and internal to the campus to listen as well as share information on new approaches and trends that may increase student engagement and enhance students’ educational experiences. The successful academic librarian is a competent, analytical and is a reflective individual who is never content with the status quo, but constantly seeks ways to
demonstrate academic libraries’ value to colleges and universities and their communities. If the library is “a growing organism”, then the dynamic academic librarian is the heart of the library.



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