Hey there readers! Here at Hack Library School, we pride ourselves on providing engaging, thoughtful, and useful resources for Library and Information Science students. The best part of this experience is […]
Recently, LIS scholars have started exploring the potential connection between working in graduate school and burnout in librarianship. In the recently published article, “When Does Burnout Begin? The Relationship Between […]
As more MLIS programs integrate tech courses and requirements into their curriculum, many MLIS students who are not tech-savvy nor have a tech background struggle in these courses. At the University of Washington, there are numerous tech courses available for students and a requirement that every student takes at least one of these courses. I’ve heard stories and also personally experienced the struggles of these courses and even some of the mental breakdowns. Many students dread these courses and the long hours they often require.
If there is one thing that the average Master in Information and Library Science candidate is familiar with, it is the constant need for balance: school, work, internships, volunteering, and that is just a baseline that does not take into account added complications such as marriage, or kids.
Disclaimer: This post represents my own perspectives and experiences. My opinions are not intended to be the opinions of any other student, faculty, or staff. Quick Overview I may be […]
At 21 years old and about to graduate, I was afraid to move. Not only had I lived and attended university in the same area I grew up in, but I was worried I wouldn’t be able to support myself financially. So, I found myself again at the University of Washington (UW), this time in a library program that did not have an archives focus. Yet I wanted to become an archivist and the two or three archives-focused classes offered was off-putting. I was afraid I wouldn’t gain the skills that would make me a competitive applicant once I graduate.
A month ago, I attended a webcast seminar, ‘Transgender Inclusion in Libraries’, hosted by San Jose State University’s iSchool. This was the first webcast seminar, or webinar, I was attending under my own power since entering SJSU’s MLIS program, and this likely contributed to my wild underestimation of the number of audience members and, thus, overestimation of my ability to personally engage with the webinar speakers. Last semester saw the composition of my first academic paper written as an MLIS candidate, and with a sixteen-page paper on the queer information community in hand, I was eager to supplement the narrow spread of academic work that I had found that covers transgender issues in the library.