Equity in Every Shelf - Why I'm Doing This

I recently moderated a panel discussion with my esteemed colleagues across Canada.   Most were academic librarians and one was a corporate librarian.  We talked about all things equity, diversity, and inclusion (EDI) and anti-racism.   One of the questions posed to us was how our journey began. 

My journey into diversity, equity, and inclusion (DEI) work was driven by a strong belief in the importance of representation and the need to amplify diverse voices within our institutions. I didn’t necessarily see that in my institution and my workplace – so I wanted to find like-minded individuals who also faced the same struggles as I did as a racialized librarian in a PWI "I got involved with ViMLoC because it offered a space where visible minority librarians could connect, support one another, and advocate for systemic change. I was drawn to ViMLoC’s mission to create a community that raises awareness of the unique challenges we face and celebrates our successes and contributions to the profession. Being part of this community has been incredibly meaningful—I’ve learned so much from others' journeys and insights. It’s been inspiring to see how we can push for a library field that values DEI as a fundamental pillar, not just a goal. 

 As a librarian of colour, one of the primary challenges I’ve faced is the feeling of being 'othered' within the profession. Whether in professional spaces, meetings, or even within my own library, there have been moments where my presence or perspectives were met with implicit bias or, sometimes, outright skepticism. There’s also the challenge of 'invisible labour'—being asked to speak for diversity on panels, committees, or initiatives, often without recognition or support. This expectation to serve as a spokesperson for diversity can be both exhausting and isolating. Navigating systemic barriers has been another significant challenge, such as the lack of mentorship opportunities and advancement pathways for visible minorities. These barriers can create a sense of stagnation and make it difficult to find role models who reflect my own experiences or background. 

To overcome these barriers, I’ve focused on building a strong support network, both within and outside of my institution. Being part of ViMLoC, for example, has given me a community of peers who understand these challenges and can provide advice, encouragement, and a sense of belonging. I’ve also become more intentional about advocating for myself and my career growth by seeking out mentors and allies who understand the importance of DEI and can support me in navigating institutional systems. I’ve worked to transform some of these challenges into opportunities for change by raising awareness and speaking openly about these issues in professional spaces.

Implementing Trauma-Informed Practices in Academic Libraries

I've been working on a project with my colleagues at UBC Library -- Edlyn Lim and Celia Hagey on a project proposal called, Implementing Trauma-Informed Practices in Academic Libraries: Empowering Staff to Foster Resilient and Inclusive Learning Environments, as part of a Strategic Equity & Anti-Racism Enhancement Fund (StEAR) grant application.   In our research into writing this grant, the webinar above is an excellent starting point.  

Trauma-informed librarianship in academic libraries is an emerging approach that recognizes the impact of trauma on students, staff, and faculty and aims to create supportive, empathetic environments that foster learning, engagement, and well-being. The Mesa Community College has a very good LibGuide on trauma-informed approach to services in libraries.  It's really worth a look, and a good model for libraries.   A blog entry won't be able to appropriately dive into the nuances of trauma-informed librarianship, but here are the key points of our project proposal:  

Understanding Trauma's Prevalence in Academia: College and university students often experience various stressors, including academic pressure, financial burdens, social challenges, and sometimes personal trauma, such as abuse, discrimination, or the loss of loved ones. Additionally, many students and staff may carry the weight of past traumas. Trauma-informed librarianship acknowledges these experiences and works to mitigate triggers that could exacerbate stress, anxiety, or PTSD symptoms within library spaces.

Creating Safe and Supportive Spaces: Academic libraries are often viewed as safe havens, where students can study, reflect, and engage in personal and academic growth. By implementing trauma-informed practices—such as clearly marked exits, accessible spaces, and staff trained in empathetic communication—libraries can foster environments that feel safe and supportive. This approach encourages all users, especially those with past trauma, to fully utilize library resources without feeling overwhelmed or marginalized.

Building Trust and Community: Trauma-informed practices in libraries emphasize respect, choice, and collaboration. For library staff, this means adopting a non-judgmental approach, being mindful of language and body language, and offering support with patience and care. Building these relationships creates a community of trust and understanding, helping users feel valued and respected in the library. This can lead to increased library use, participation in academic support programs, and greater overall engagement.

Improving Access and Inclusion: Trauma-informed librarianship aligns closely with inclusivity and accessibility efforts. Students from marginalized backgrounds—such as those who have experienced racism, discrimination, or other systemic injustices—are more likely to carry trauma. Academic libraries can improve access for these students by understanding and accommodating their unique needs, which might include providing quiet study areas, mental health resources, or flexible borrowing policies for students with significant life challenges.

Supporting Mental Health and Academic Success: Research shows that trauma can negatively affect concentration, memory, and learning—all of which are crucial for academic success. By adopting trauma-informed practices, libraries can indirectly support students’ mental health, which in turn supports their academic achievement. Staff who are sensitive to the signs of trauma can better assist students who may struggle with certain academic or social pressures, offering alternative ways to engage with resources and fostering a healthier, more supportive educational environment.

Of course, it goes without saying that incorporating a trauma-informed approach into academic libraries requires investment in training, policy adjustments, and a commitment to understanding and addressing the complex needs of the academic community.  This will be our main challenge -- to be able to work with the administration in rolling out these initiatives.  But this is much worth it in the long-run because the payoff is that this approach not only supports individual well-being but also strengthens the overall resilience and inclusiveness of the educational environment of the academic library.