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Apply now: Scholarship applications open for ACRL-Oregon/Washington Fall Conference

ACRL-OR has funds to award two scholarships to attend the ACRL Oregon and Washington Joint Fall Conference. This year, the Washington chapter is hosting the conference on October 24 & 25 at the Pack Forest Conference Center in Washington. Apply now!

How can the scholarships be used?

The scholarship covers the registration fee of $155 for the conference, which includes room (dorm option) and meals.

Who is eligible?

This scholarship is designed for those who live and/or work in Oregon. For those who live and/or work in Washington, please refer to the ACRL-WA site for conference scholarship information. Those meeting at least one of the criteria below are eligible to apply.  Each criteria met will be awarded points in the evaluation process (see below under how the application will be evaluated).

  1. First-time attendee of the joint conference.
  2. ACRL-OR member.
  3. MLIS student in an ALA-accredited program who lives in Oregon.
  4. Paraprofessional employee in an Oregon academic library.
  5. Part-time or temporary employee in an Oregon academic library.

Who is not eligible?

  • Those who do not live and/or work in Oregon.
  • Those who meet none of the criteria described above.
  • Those who have received a Fall Conference Scholarship in the past.

How will applications be evaluated?

A point system will be used to rank applicant eligibility (First time attendee: 2 points; ACRL-OR member: 2 points; MLIS student: 1 point; Paraprofessional: 1 point; part-time or temporary employee: 1 point).  In addition, application essays will be evaluated for:

  1. Financial need.
  2. Interest in the conference theme/program.
  3. Plans to apply knowledge gained at the conference.


The deadline for the 2019 Fall Conference Scholarship applications will be Friday, September 13.  Apply now!

Applicants will be notified shortly after the application period closes. Registration for the ACRL Oregon and Washington Joint Fall Conference is open until Friday, October 4th.

For more information, please contact:

Meredith Farkas

2018-19 ACRL-Oregon School/Academic Librarian Collaboration Scholarship Report

Last month we posted an update on the 2018-19 ACRL-Oregon School/Academic Librarian Collaboration Scholarship recipients’ collaboration to put together an information literacy instruction workshop.   Since then, Sherry Loennig and Sally Jo Mielke have put together a report with more details about the collaboration between Eastern Oregon University and the Powder River School District.  Please take a moment to read the full report.

Update on K-12/Academic librarian collaboration scholarship recipients

In February ACRL-OR awarded a Collaboration scholarship to Sally Mielke of Eastern Oregon University and Sherry Loennig of North Powder Charter School.  ACRL-OR checked in with them this month and they shared the following report on their progress (edited slightly for clarity and length).

Planning the Workshop

After receiving notification of the scholarship, we met to plan for implementation of the project.  We discussed plans for a half-day workshop, to include information literacy instruction.  In addition to looking at possible dates for the workshop we also worked to begin planning a pre-workshop meeting to talk with teachers about priorities for information literacy instruction.

Sherry identified three teachers who would participate in the workshop, the High School Language Arts/PE/Health/Social Studies teacher, Middle/High School Science teacher, and Middle/High School Language Arts/Computer teacher. Sherry also set up a meeting with school administration to discuss the project.  Winter weather and bad road conditions derailed-several in person meetings but on March 27th, we met with the North Powder teachers to discuss the content and plan a date for the workshop.

Based on the teachers’ meeting, the information literacy instruction priorities were identified to include:

  • developing a research question
  • search strategies using online resources
  • types of online resources
  • evaluation of online resources

The teachers also expressed interest in developing online course/subject research guides to be hosted on a “to-be-created” library web page off the school website. Sally agreed to create a template using Google Sites, that teachers could then customize for particular courses or subject areas, and Sherry will work with district IT to have a library web page created. Sherry and the North Powder teachers were tasked with identifying a date in April or May for the workshop.

Holding the Workshop

Due to school/teacher schedule conflicts, we were not able to hold the workshop in April/May, and rescheduled for June 25.  At the workshop we enjoyed a morning of working together discussing information literacy instruction for North Powder students and possibilities for continued outreach and collaboration.  Sherry plans to follow up with an evaluation from the teachers, and we will create a report to submit for the project as a whole.


Sally notified EOU Library Director and Administration of the scholarship award, and North Powder Administration included a report on the scholarship for the upcoming board meeting and a small article was included in the school newspaper.

Visit the ACLR-OR website for more information about the ACRL-OR Collaboration scholarship and stay tuned to the blog for the final project report.

Call for Proposals: ACRL WA-OR Joint Fall Conference

Whiteness and Racism in Academic Libraries: Dismantling Structures of Oppression

The Fall 2019 conference takes place amongst intensified organizing of white nationalists on college campuses, continued brutality against black and brown communities, policies that restrict immigration and border movement, and policing of body rights. In libraries we are making strategic claims towards equity, diversity and inclusion, yet our profession remains centered on cultures of white supremacy.

This conference is an effort to openly acknowledge the ways that whiteness and racism are supported in our libraries, and strategies for practicing anti-racism across the breadth of our work. The goal is to explicitly name the racist hegemony that underpins libraries and library work. Intersectional anti-racist practices must be central to our work in order to resist causing further harm. Investigations into how racism operates in tandem with white supremacy are essential to our work of making libraries sites of equity and social justice. This conference calls on each of us to take active engagement in understanding and learning about racism in libraries, making ourselves and our library systems those that resist oppression.

We invite proposals to join and extend these conversations. Sessions will consist of presentations, facilitated conversations, or trainings and workshops. While theory and praxis are central to this work, we seek sessions that help library workers to examine and name racialized power dynamics, and to practice building anti-oppressive communities and services. We recognize that anti-racism work is not perfect, and we expect proposals may include lessons learned for approaches that did not go as planned. Proposals that highlight these lessons learned should keep the focus on the ongoing work of dismantling racism and those most impacted by it.

Example topics for presentations and workshops may include, but are not limited to:

  • Addressing white fragility and its impacts in libraries
  • Policy audits and changes
  • Resisting white nationalist organizing
  • Leadership, recruitment and hiring practices that support library workers of color
  • Support, retention and graduation of students of color
  • Experiences of library workers and students of color
  • Activism and programming that centers students of color
  • Addressing and resisting cultures of white supremacy
  • Affinity and caucus organizing in libraries
  • Bystander intervention training
  • Lessons learned from interventions, policy changes, programming, etc.

How to Submit

Submit your proposals using our online form by August 9, 2019.



If you are just beginning to engage with racism and whiteness and need a starting point, we recommend beginning with Tema Okun’s white supremacy cultureJennifer Brown, Jennifer Ferretti, Sofia Leung, and Marisa Mendez-Brady’s 2018 article We Here: Speaking Our Truth; Robin DiAngelo’s book White Fragility: Why It’s Hard for White People To Talk About Racism; and Lorin Jackson and LaQuanda Onyemeh’s web-based forum WOC+Lib.


ACRL WA-OR Joint Conference is held on October 24-25, 2019 the the Pack Forest Conference Center in Eatonville, WA.

For questions or comments contact president@acrlwa.org


Mark Watson appointed as interim Dean of the University of Oregon Libraries

Headshot of Mark Watson

Mark Waston, Interim Dean of Libraries, University of Oregon

On June 10 the University of Oregon announced that Mark Watson, associate dean for research services, UO libraries, has been named interim dean of UO libraries. Watson has worked in various capacities in the UO libraries since 1986, including stints as interim head of UO science libraries and co-interim dean of libraries. He will begin this new role starting July 9. ACRL-OR caught up with the incoming interim dean to answer a few questions about his new role:

What can you tell us about why Adrienne Lim (current dean UO Libraries) is leaving and where she is going?

Adriene Lim has accepted a position as Dean of Libraries at the University of Maryland in College Park.  Dean Lim is a recognized leader in the national academic library community, and her record of achievement, leadership and scholarship has been recognized and rewarded by this offer to take the helm at one of the country’s largest research libraries.  As a respected leader at the University of Oregon, she will be sorely missed.

What do you most look forward to as interim dean?

As interim Dean, I will have the opportunity to work directly under the University’s Vice President and Provost for Academic Affairs.  Involvement at this level of governance and the opportunity to help shape the academic direction of the institution is an exciting prospect.  Within the library, I look forward to working with the same great team of colleagues but in new ways.  As the interim Dean, I will be able to deepen and extend my efforts to support them in providing excellent library service to the campus community.

What is the biggest challenge you see in the year to come for the UO libraries?

Like many of its peers, the University of Oregon is dealing with a downturn in enrollment, especially when it comes to international students, with the consequence that all sectors of the institution are facing funding constraints.  It will be challenging to maintain fiscal balance and still deliver the quality service that faculty and students have come to expect.  This challenge extends to both maintaining adequate levels of staffing and the library’s ability to build collections commensurate with teaching and research needs.

What can you tell us about the search process for a permanent dean?

The UO is facing the prospect of recruiting several new Deans during the coming year; however, the stated expectation is that a search for a permanent Dean of Libraries will commence sometime in the fall.

Anything else you’d like the Oregon academic library community to know?

As interim Dean, I will have the opportunity to attend more meetings and conferences where I hope to meet new colleagues and interact with people I already know.  I look forward to making new connections with my Oregon colleagues!

ACRL-OR extends our best wishes to Mark Watson and to the UO Libraries during this interim leadership and search for a new dean of UO Libraries.

OSU Undergraduate Research and Writing Studio wins ACRL Instruction Section Innovation Award

Undergrad Research and Writing Studio Awardees

The Oregon State University Libraries and Press (OSULP) has been awarded the ACRL Instruction Section Innovation Award for 2019 for their Undergraduate Research and Writing Studio. Opened in 2017, the Studio provides a place for undergraduate students to work on writing projects and receive assistance with writing and research from trained peers. The Studio is a collaboration between the Writing Center and the OSULP. The implementation and ongoing steering team includes Writing Center and OSULP staff, including: Dennis Bennett, Chris Ervin, and Vanessa Petroj from the Writing Center and Anne-Marie Deitering, Beth Filar Williams, Uta Hussong-Christian, Hannah Gascho Rempel and Jane Nichols from the library.

The award includes recognition in the C&RL News, a plaque, and $3000.

ACRL-OR was able to ask a few questions of the team. Their answers are provided below (ACRL also published a short interview).

Our heartiest congratulations to OSULP and to the implementation team on this prestigious award. Read on for some of their comments.

Who or what was the driving force behind creating the Studio?

Jane: There was a pressing need for more space for the writing center because they were outgrowing their space. At the same time there was a rising idea of reclaiming and re-invigorating the space where tutoring was happening in the library, the Collaborative Learning Center (CLC). The library had been aware of the trend of library – writing center partnerships and locating the campus writing center in the library. The Associate University Librarian for Learning Spaces, Anne-Marie Deitering, and the Writing Center Director, Dennis Bennett, began talking about partnering with an eye towards addressing respective service goals centered on student learning and success. As discussions progressed, the idea to move into the library gained traction and was approved by senior leadership by both the library and the writing center. Following this, a team was tasked with carrying out the project.

An important foundation to the relationship is the creation of a Memorandum of Understanding which outlines various aspects of the terms of agreement and includes substantive calls for the partners to collaborate on issues such as learning outcomes, service design, assessment, and training.

What was the collaboration process like between librarians, writing center staff, and media specialists?

Beth Filar Williams and Uta Hussong-Christian: The nine months we all worked together on the implementation team was truly a collaborative process. Over the duration of our well-organized and facilitated bi-weekly meetings, we used a service design process to develop a shared holistic student-focused framework for the project. In the process of working through space and service concepts and eventually plans, we learned a lot about each other as individuals and about what our respective units did. This helped us compromise in ways that worked for everyone. By the time the space opened, we had laid the groundwork for our partnership as we went through the ups and downs of the first year (and beyond) of Research & Writing Studio operations.

What did writing center folks learn about the library/librarians that was new to them and what did librarians learn about writing center folks that was new to them?

Jane Nichols: As librarians we were unfamiliar with the extensive training, much of it focused on theory and pedagogical concepts, that the student writing consultants received. We appreciated seeing the consultants be open to learning about the theoretical foundations to their work.

Chris Ervin: Something I already knew as an experienced academic is that there is more happening within other disciplines than those of us who are disciplinary outsiders understand. Working alongside librarians and in the physical space of the library has shown me some of the inner workings of the discipline of librarianship, in particular where those inner workings come into contact with the Studio. For example, we in writing centers and writing studies don’t tend to think of the work we do as “service,” but rather as teaching and mentoring. There’s even a debate within our discipline about whether to consider first-year writing as a “service course” (in service to the other disciplines) or as an introduction to the discipline of writing studies. Librarians, however, often use language like that—service points, service models, etc., but I understand better what that means now. The “information seeking process” that’s iterative is very much like our studio pedagogy approach, also iterative. Librarians must suffer a fundamental misunderstanding (from the public, students, faculty) of the work they do, just like writing center professionals. One place that misunderstanding comes into the Studio is in what students think of the role of our research consultants. Students, I believe, want to see the research consultant’s role as serving their information needs rather than teaching them skills that will help them meet their own information needs. As a writing center professional whose priority is facilitating student learning through teaching (classroom or one-to-one), I see the potential for research consultants to practice the studio pedagogy we associate with writing consultations—the process-focused, metacognitive kinds of conversations that would encourage research writers to investigate their own research processes and to advance their information literacy skills.

What do you see as the next steps for the Studio?

Beth: I would like to continue to grow the partnership and iterate as we learn more from assessment. I hope we can integrate Student Mulitmedia Services better maybe in an adjacent space? And I hope we get a better referral process to library liaisons and to other resources.

What are you all going to use the $3000 for?

Chris: The four members of the Studio Steering Committee have agreed that the funds will be used mostly or fully to support the Studio’s food pantry. Because Oregon State University’s students, like college students around the country, wrestle with food indsecurity, we created a pantry in the Studio for our student staff. The $3000 will be used to stock the pantry for at least a year, possibly more.

Hannah, this comes on the heels of you being selected as the ACRL IS Featured Teaching Librarian in 2018. Is it safe to say you’re now a library rock star?

Hannah: Hannah who? In other news, tickets are on sale now for my upcoming world-wide tour “Curiouser and Curiouser.”

Anything else you want the Oregon academic library community to know about this award or about the Studio?

Beth: We welcome visitors and conversation as we grow our knowledge, our services, and learn about best practices.

It’s not too late! ACRL-OR professional development scholarship

Applications for ACRL-OR’s professional development scholarship will be accepted through July 31. Don’t delay; get your application in now!

ACRL-OR is pleased to offer a scholarship up to $250 to cover expenses related to an eligible professional development activity. Applications will be reviewed within two weeks after the application deadline.

How can the scholarship be used?  

The ACRL-Oregon Professional Development Scholarship may be used toward conferences, workshops, courses, seminars, or other learning opportunities (including e-learning opportunities) appropriate to the applicant. The funding priority is registration and transportation costs incurred by the applicant.

For examples of how past recipients have used their awards, see these posts on the ACRL-Oregon blog:

  • Serenity Ibsen, Art Libraries Society of North America (ARLIS/NA) annual conference as a director representing the Association of Independent Colleges of Art
  • Kim Olson-Charles, Personal Librarian and First-Year Experience conference
  • Maureen Flanagan Battistella, American Association for State and Local History conference, presentation on digital collections of local history
  • Kate Rubick, ACRL national conference, panel presentation on library-faculty teaching collaboration using BEAM
  • Darci Adolf, e-course on copyright

Professional Development Scholarships will not be awarded for ACRL-OR/WA Fall Conference attendance as this annual event has its own scholarships.

Who is eligible?

  • All ACRL-Oregon members in good standing.
  • Preference will be given to applicants who have not previously received a Professional Development Scholarship from ACRL-Oregon.

Who is not eligible?

Non ACRL-Oregon members.

How will applications be evaluated?

Please visit our FAQ page, which contains our evaluation rubrics and answers to frequently asked questions.

How do I apply?

Apply for the scholarship using this online form.

For more information, contact the ACRL-OR Board President:

Meredith Farkas


Garrett Trott: ACRL-OR Professional Development Scholarship Reflection

I just finished up John Maxwell’s online course entitled “Developing the Leader Within You.” I really wanted to take this course for several reasons, one of them having to do with some of the changes that Corban University is going through. There has been discussion of the library moving to a new building.  I was hoping that this course might enable me to lead better through that process.  While the discussion really has not developed since I applied for the scholarship (that is, there really is no more or no less certainty that moving will actually take place), I can say that this online course really developed me in several facets.

If I had to point out two particular areas where I feel I learned the most they would be as follows:

  • Attitude really makes a huge difference in many facets of life, including leadership.  In this particular context of potentially moving to a new building, seeing it as an opportunity to expand and develop the services which the library offers and not simply focusing on the work it will take to get there (and it does have potential to be a lot of work) or what can go wrong, really helps the scenario tremendously.  The VPs who are in charge of this transition see my attitude and their eagerness to provide us with what we need is in large part reflective of the attitude I carry through this scenario.
  • Personal/professional development needs to be planned out with a goal of where I want to be.  I have always enjoyed many facets of both professional and personal development, but they have often been only for the sake of the development itself, not necessarily for the sake of developing as a leader.  If I can focus on developing skills that will aid me in this particular scenario, it can be a great asset.  For example, one area that I am working on developing is my skills in conflict resolution.  I do not do this simply so I can learn, but because of the likeliness that these skills can be utilized as we discuss moving the library.

Thanks to ACRL-OR for the professional development scholarship that allowed me to take this excellent online course.

Garrett Trott
Library director, Corban University

Reflections on Libraries – Pierina (Perri) Parise

Photo of Perri Parise

Perri Parise, Director, Emporia State University Library and Information Management, Portland Program

When people find out I am retiring after almost 50 years in the library profession, they often remark that I must have seen a lot of changes over the years. But as I reflect back, I have to admit that although on the surface libraries today indeed appear very different, I think that the foundation I was lucky enough to have received has supported me through the seeming changes.

The formats of the materials we provide have certainly evolved, although newer formats do not necessarily replace older formats. The challenge of access is an enormous issue as technologies change, but I think that access was also an issue when libraries were buildings fixed in place and not necessarily available to all segments of a community, or they housed materials that were not relevant or accessible to the needs of all in a community.

I entered the profession at a time when most libraries probably functioned in the traditional, stereotypical sense of libraries – quiet places, full of books, usually supporting a white middle-class American value system. However, I was very fortunate to have been part of a federally funded program in library school that was called, “Cross-cultural Training in Librarianship: The Librarian in a Pluralistic Society,” which focused on underserved populations.

Through that library school program and a stint in the Peace Corps in Fiji where their public library system was *the* center of the community and an integral part of everything that went on in that town, I began my career understanding what a dynamic library can mean to a community. I took those experiences with me as a core value, no matter where I worked or what type of position I held.

Now more than ever, we need to justify our existence everyday by the proactive work we do to make sure there is no doubt how important we are to those we serve.  What I appreciate so much today is the call for advocacy and social action within the profession.  But I do worry about how polarized our society has become, and I see this sometimes within the library field, also.  How can we advocate without alienating the “other side?”  How do encourage engagement and empathy?  How do we assert our ideals, but at the same time truly listen?

Call for Proposals: ACRL-Oregon Webinar Series

ACRL-Oregon has begun offering free webinars on topics relevant to academic library workers. These are usually hour-long online sessions (presentations and facilitated discussions) that are moderated and supported by ACRL-Oregon Board members and are presented via Zoom Web Conferencing.

We are currently seeking webinar presenters to share their knowledge, ideas, and experiences between September 2019 and May 2020. If you are interested in presenting as part of the webinar series, please fill out our call for proposals form. Please note that you do not need to be a member of ACRL-Oregon in order to present.

Sessions will be recorded and made available via YouTube and on our website.

You can view the archived webinars from our pilot on our website: https://acrloregon.org/acrl-or-webinars/

Thank you for considering sharing your knowledge and experiences with library workers in the Pacific Northwest!

Best wishes,

Meredith Farkas
ACRL-Oregon President