PurposeAcademic BIPOC librarians oftentime struggle to envision themselves and navigate in White-dominant spaces due to deficit thinking. To better understand how DEIA efforts can bolster structural change in academic libraries, the two BIPOC authors opted to lean on an asset-based exercise–imagining a positive work environment made possible through a library staffed entirely by BIPOC individuals.Design/methodology/approachThrough collaborative autoethnography, the two authors interviewed one another and centered their unstructured conversations around one question: “What does an academic library composed entirely of a BIPOC workforce look like?” Three emergent themes were agreed upon and finalized by the two authors.FindingsThe authors' imagined library is able to foster a supportive community and also function efficiently thanks to its shared purpose grounded in DEIA. Despite relying on an asset-based framework, the authors found themselves having to reckon with trials and tribulations currently faced by BIPOC librarians. Effectively envisioning the “ideal” library environment is not possible without also engaging with librarianship's legacy of racial injustices.Originality/valueRecognizing that confronting systems of oppression naturally invokes trauma, this paper encourages librarians to challenge deficit thinking and instead rely on asset-based models to candidly imagine an anti-racist academic library. The authors acknowledge that BIPOC voices and experiences add tremendous value to the library workplace. At the heart of this paper is the belief that reparations for past racial injustices should not only fix past wrongdoings, but also contribute to positive workplace cultures.

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As Instructional librarians, we are asked to help students locate "good" information, 5 navigate databases in information literacy sessions, and become strategic consumers 6 of information. Although these are pretty standard, normal, and expected tasks in 7 academic libraries, there are tendencies for us to dwell on assumptions about what 8 our students know or don't know. We intentionally or unintentionally see ourselves as 9 suppliers of knowledge to the unknowing. As noted by bell hooks (1994), a deficit 10 mindset can easily take the shape of a teacher believing they are helping a student 11 when we may, in fact, be expecting students to adhere to academic cultural norms that 12 are left un-interrogated and continue to perpetuate harm. Dismantling Deficit Thinking 13 in Academic Libraries makes the case that these assumptions and expectations can 14 all be traced to the idea of deficit thinking. Rather than merely dwelling at the fact 15 that deficit thinking exists within higher education and academic library spaces, this 16 book is more of a call to action: how do we meaningfully shift away from "blaming 17 the victim" and instead apply a strengths-based approach to our teaching? Not only

Objectives: As certified Carpentries instructors, the authors organized and co-taught the University of Montana’s first in-person Carpentries workshop focused on the R programming language during early 2020. Due to the COVID-19 pandemic, a repeated workshop was postponed to the fall of 2020 and was adapted for a fully online setting. The authors share their Carpentries journey from in-person to online instruction, hoping to inspire those interested in organizing Carpentries at their institution for the first time and those interested in improving their existing Carpentries presence. Methods: The authors reflected on their experience facilitating the same Carpentries workshop in-person and online. They used this unique opportunity to compare the effectiveness of a face-to-face environment versus a virtual modality for delivering an interactive workshop. Results: When teaching in the online setting, the authors learned to emphasize the basics, create many opportunities for feedback using formative assessments, reduce the amount of material presented, and include helpers who are familiar with technology and troubleshooting. Conclusions: Although the online environment came with challenges (i.e., Zoom logistics and challenges, the need to further condense curricula, etc.), the instructors were surprised at the many advantages of hosting an online workshop. With some adaptations, Carpentries workshops work well in online delivery.

Preparation for an imminent volcanic eruption relies on strategic communication between experts and the general public, ongoing scientific research and monitoring, and government assistance. Should one falter, lives are at stake at the most critical moment, whether it involves inescapable pyroclastic flows or perhaps plane engine shutdown from volcanic ash. Throughout history, legislative concerns surrounding volcano hazards have been built around the notion of proactiveness, yet financial and resource support oftentimes reflect a tendency towards reactiveness. The following document examines the legislative evolution of volcano hazards mitigation that has extended its reach well into 2020. In addition, an overview of the United States Geological Survey’s Volcano Hazards will be followed by an evaluation of government databases for finding historic and current volcanic data and information.