RCL Blog

This post was authored by undergraduate student Sandra Magdaleno for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog.

During my freshman year at Dominican, I was convinced there was nothing to do on campus. I was from the South Side of Chicago stuck in a northwest suburb. I expected to be bored. 

The following summer, my boyfriend made me play pickleball with him. I hated it! It was hard and there was a lot of running back and forth. Maybe it’s because I didn't know how to play, or maybe it’s because he was way more competitive than I was, but I did not enjoy it. 

When my sophomore year started, I made it my goal to make more friends on campus, but quickly realized I am not a very social person. I accepted an invitation to play pickleball with some people I had never met, figuring it would be a good way to meet new people. Even though I didn't get any better at playing during the year, it was so much more fun than it was in the summer.  

I played with these new friends two to three times a week (rain or shine -- and turns out it's hard to play in the rain!) for the entire first semester until the outdoor courts closed in mid-November. Sometimes we asked other people to play, but we rarely got an answer. And if we did, it was a “no sorry” or “can't.” Needless to say, it got boring playing with the same three all the time, but with the outdoor season coming to an end, we still wanted to play as much as we could.  

As four 19-year-old college students, we didn't (and don't) have the money for some type of gym membership. So we thought: “how can we keep playing, and for free?” 

Dominican has a lot of clubs, but most seem to focus on majors or career paths and not something active. So why not try to start a pickleball club? We could get a place on campus to play indoors, maybe even get funding for the club to host events and get equipment. Best of all, we could get more people to play with.  

So we began to figure out how to start a club on campus. I always heard it’s not hard. All you need is three core members and an advisor. So we made a constitution, found an advisor, and recruited people who wanted to be part of the club. After submitting our paperwork to the Office of Student Involvement (OSI), it took about two weeks to get approved. Then it was official: DU had a pickleball club!  

Since creating the club, we have had four events in the Igini Sports Forum using equipment given to us by DU athletics. We have also put in a request to the Student Government Association (SGA) to receive funding for this year to get shirts for an end of the school year event we are planning. We have even had other clubs reach out to use to collaborate on events.  

Looking back, Dominican had plenty of clubs I could have joined my freshman year. However, I'm glad nothing grabbed my attention. Not only did it motivate me to make new friends, but we created something on campus other students could join in as well. It wasn't hard to form our own community on campus; it just took a little bit of determination (ok, and a bunch of emails to secure space, etc.). But it has been totally worth it.

Now I get to play pickleball year-round and meet more people on campus who have similar interests as my friends and me. I'll see you on the court!

This post was authored by undergraduate student Angelica Perez for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog.

Each new year, I find it important to set aside time to slow down so I can give energy and attention to the things that interest me most. This year my goal has been to start my own blog and write more consistently while also paying attention to the many ways other creatives perform the art of storytelling.

This has led to a desire to be more critically creative. To that end, I like to revisit stories I have already read through their visual adaptations. As a writer and artist, much is gained from observing the way human nature is portrayed in various forms of media. Last fall semester, I kicked off my senior year by reading Laura Esquivel’s 1989 novel Like Water for Chocolate, which was adapted to film a few years later.

Like Water for Chocolate follows the life of Tita de la Garza, a young woman from a matriarchally run home in Mexico around the early 1900’s. As Tita and her older sisters grow up to be socially considered women, each decides differently how they want to lead their lives. The story portrays how some people appear to have an ultimate destiny decided for them that they may find unfortunate. Such is Tita’s predicament. Early in the story her mother, Mama Elena, decides Tita is to stay home and take care of her until death, which she claims is Elena’s duty as the youngest daughter.

Despite her misfortune, Tita is the only one of her sisters to learn the recipes of Nancha, the maid who helps run the de la Garza household. Throughout the story, Tita’s cooking is a labor of love: she holds the power to deeply affect people emotionally through her food. In family gatherings where she is joyful, her food uplifts everyone's spirits as if she sliced a piece of her elated soul into each bite. Sadly, the practicality of her work forces Tita to cook while slowly losing the ability to live a fulfilling life that honors her desires and dreams. 

Tita is haunted by a love for her neighbor Pedro Muzquiz, whom she isn’t allowed to marry out of sole obligation to her mother. In a cruel twist of events (spoiler!), Mama Elena elects her eldest daughter, Rosaura, to marry Pedro, which he does in a desperate attempt to stay close to Tita. The clearest example of Tita’s powerfully longing and aching heart comes during Rosaura’s and Pedro’s wedding ceremony. The sorrow from Tita’s tears affects the wedding cake batter; as the guests eat, they are overwhelmed by a melancholic force and shed their own tears thinking about past loves before they become sick. In this way, food is a vehicle for painful memories and the experiences Tita has gone through.

In the book, more detail is given about each recipe’s ingredients and the nature of Tita’s long-suffering spirit. For its own part, the movie features an overall warm tone in its imagery: the lighting in any given scene is a glowing orange, and the frames give an airbrushed feel. The wardrobes with lacey dresses and hats are also amazing to behold. 

Both versions of the story center on the conflict which arises from the strict “traditional” values Mama Elena attempts to enforce. In what becomes a pivotal moment in the book, Tita no longer cares only for herself but for her niece Esperanza, Rosaura's daughter. Unlike Tita, Rosaura’s desire to keep the “family” together is to preserve a social self-righteousness that includes a hint of jealousy. Yet Tita, knowing what it is to have deferred dreams and desires, harbors much love for Esperanza and hopes her niece will have the opportunity to live a full life.

A theme running through both book and film adaptation is the possibility for improvement through incremental change. As the main analogy, cooking calls for small tweaks and improvements over time as a recipe is preserved. Conversely, Mama Elena quite literally lingers as a ghost because she cannot rest knowing that what she left behind was changing. In a lovely conclusion, Tita’s cookbook is passed on to Esperanza and her own daughter who are thereby given direct access to the trials, lessons, and legacy of Tita de la Garza.

Cover and thumbnail photos were taken from https://www.hbo.com/like-water-for-chocolate/season-1/6-northern-style-chorizo

This post was authored by undergraduate student Gina Reitsma for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog.

When I graduated college the first time around, pre-COVID, I vowed I’d never go back to school again. I had just spent four years getting a two-year associates degree at a community college. I was only a part-time student, but I still struggled with keeping my head above water. My mental health had taken a nosedive in 2016, somewhere between starting my first job at a local Walgreens and the “Pokémon go to the polls” incident. I had been tracking my mood on a new period tracking app and realized that I marked most days with a blue frowny emoji. I then decided it was time to try seeing a therapist. 

Even though I started my therapy journey while I was in school, I still struggled. If you’ve been to therapy before, you’ll know that the first year or even the first couple years are a bit rough. Your mind is still getting used to the new thought patterns and reframing that you’re trying to hammer into it. You’re undoing all the unhealthy coping mechanisms learned throughout your childhood. It’s hard work, it’s tiring, and sometimes, I’d rather just go back to sleep. I was still having panic attacks, still falling behind on my homework, and still dealing with many crippling phobias.

In 2019, my mental health was drowning me yet again and I considered dropping out of school. I was encouraged to stick with it because I only had one semester to go. I needed that god-forsaken piece of paper that supposedly proved I was worth something to employers. So I did it. As soon as I graduated with an Associates in General Education, I immediately felt relief. Throughout my academic career, I had this giant boulder of pressure on my shoulders. It was finally being lifted. 

My journey wasn’t over yet, though. I continued going to therapy every week while picking up part-time jobs. While attending college, I got a job at my local library in the circulation department. It started out as a shelving position, but I quickly moved up to a service desk position. I loved working at the library, but without a Master's degree in Library and Information Science, I could never be full-time. But I did not want to go back to school. I couldn’t have that boulder be dropped back on me again. Instead, I picked up other jobs that might fill the gap. I worked at a doggy day care and I walked dogs; I even tried retail again. I was miserable everywhere I went. 

After all the trial and error and dipping my toe in other career fields, I realized the library was where I wanted to be. I decided I couldn’t leave the library in favor of somewhere that would give me full-time hours and health insurance. I was not going to be the person that hated their job, that dreaded Mondays, that contemplated quitting every week like clockwork. 

At this point in my life, I had already made tremendous progress with my therapist. I started taking medication for my depression and was discovering that I also had ADHD. This progress opened up many more resources for me. I read books and watched videos about how to manage ADHD which seemed to help me. My mental stability began to even out. I was, dare I say…happy. I finally felt like I could take something else on, something challenging. I knew it was time to take the next step; I applied to Dominican University.

Therapy has taught me a lot in 8 years. Eight years ago, I couldn’t see myself surviving well into my adulthood. I wasn't able to picture myself turning 30. Now I can. I’m 27 now and I truly wouldn’t be here today without the help of CBT and a good old SSRI. Sometimes I feel too old to be getting a bachelor's degree, that I should have done this years ago. But that’s not true. I bring a different perspective to the discussions in my classes, the perspective of someone who has entered the so-called “real world” that our professors talk about. I have a real goal for my education now. I’m not the same 18-year-old that was being pressured to choose what I was going to do with the rest of my life. 

How’s that for reframing?

Editor's Note: Dominican's Wellness Center offers free counseling services. Please visit their website or email wellness@dom.edu to find out more about their services. 

Candace Fleming, award-winning author for Children's picture books and young adult nonfiction and fiction books, spoke at the 13th Annual Butler Lecture Series at Martin Recital Hall on Tuesday. Her lecture was followed by an audience Q&A, then a book signing alongside illustrator Eric Rohman who has illustrated many of Fleming's works.

In introductory remarks, Butler Center curator Jennifer Clemons described Fleming as a "friend to the University and Center,” having helped establish the Butler Center 15 years ago. Previous series speakers have included Kyle Lukoff (2024), Ebony Elizabeth Thomas and Renee Watson (2021), Andrea Davis Pinkney (2018), and Jane Yolen (2014).

Visceral Creativity 

A theme throughout Fleming's address was tactile experiences during the processes of research and writing. When writing drafts, Fleming said she uses cheap blue pens. That way, after a hard day of writing, with blue ink stains on her arm she can truthfully say, “I'm blue…I wrote today." 

Fleming also told a story from her youth, having just had her heart broken at a high school dance. Her mother's comfort came by means of a story from her own youth when she learned about the tragic disappearance of pilot Amelia Erhardt. Fleming remembers hearing how her mother “watched, waited, willed Amelia home” helped pull her from her own trifles and recognize the profound ways stories can be a window to empathize with feelings and experiences we don't participate in firsthand.

Like many creative souls, Fleming thrives on new experiences through travel to inspire her research. A trip to Egypt provided sensations of sand skittering beneath her feet and the dark, quiet of the tombs which informed The Curse of the Mummy: Uncovering Tutankhamun's Tomb.

Visiting Alexander Palace in St. Petersburgh, Russia allowed a critical shift in Fleming's perspective. Experiencing firsthand how close the palace gates were to the village and everyday life was a window into how the last czar family of Russia had created a psychological distance between themselves and those they were charged to lead. She then recognized that writing the award-winning The Family Romanov would need to include peasants, soldiers, and Revolutionaries to tell the story truthfully.

Finding the Story

“Searching and finding is not natural to me," said Fleming. When Dominican professor Cecilia Salvatore asked about her research process, Fleming admitted “It's so messy.”  Sometimes an unexpected spark opens the path for a project for the author. After taking six full pages of notes on Faberge eggs, Fleming joked, the author turned course to research the exciting tale of the Russian Revolution.

Fleming described the research for what was initially meant to be a true crime story to be like lifting a rock.  In The Rise and Fall of Charles Lindburgh, Fleming would write about the “underside” of a man's life who, while known to most as a national hero, was also part of a secret society of eugenicists and had secret families. “Research can take you to shocking places, and I wasn't ready for it,” she said.

Fleming prefers to do research with primary sources. “That's where the telling, intimate things are.” She begins a project by discovering which institution carries the most primary sources on her current topic of interest. Even if many documents are available digitally, Fleming prefers the hands-on experience of sifting through them. In researching for what would eventually be Amelia Lost: The Life and Disappearance of Amelia Earhart, Fleming parsed through hand-written letters of sympathy to George Putnam. This allowed her to read the endearingly personal notes Erhardt's widower put on the envelopes of these letters.

Fleming explained she has only begun to focus on nonfiction for young adult audiences in the last 5-8 years. She has a widely spanning oeuvre which includes many picture books as well as nonfiction and fiction books for older children. When an audience member asked whether writing nonfiction or fiction offers more rewards, Fleming said “I need them both.” She enjoys people's responses when she admits a fact-based story of danger and excitement like The Family Romanov is followed up by a picture book called Bulldozer's Big Day.

A Reliable Guide

Beyond being an author of high stature, Fleming is passionate about providing true stories to young readers. Her goal is to provide escapism so enticing her readers will gobble it up in one sitting like a cake. She recognizes that teens are daily awash with information, and she sees her role as guiding them through narratives and wild seas. 

At the same time, she trusts teens to wrestle with contradictions founds in her stories which embody the human condition. Such as depicted in Death in the Jungle, her forthcoming book about the 1978 “revolutionary suicide” of Jonestown. Despite some adults questioning whether such material is fit for teens, Fleming views the tale cautionary yet human, and one she trusts her teen readers to empathetically wrestle with

As a hopeful author of books for youth, these campus events are incredibly inspiring. Make sure to check out the SOIS Signature Events page for future awesome lectures on campus.

More Candace Fleming books found at Rebecca Crown Library:

This post was authored by undergraduate student Jazlyn Cordero for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog.

As we enter adulthood, life pushes and pulls us in different directions. We are challenged to establish who we are, what we identify as, or simply where we belong. That said, finding a community that truly embraces us can be difficult and frustrating. Putting ourselves out there can be unsettling, especially when there are always demands on our time. As a current sophomore at Dominican, I understand how daunting it can be to branch out and find one's place on campus. I am all too familiar with how obligations such as commuting, working, and even studying can interfere with prioritizing yourself. 

With everything going on in the world, as well as in our personal lives, it is easy to forget being part of a community can be essential for our social, academic, and professional lives. Here at Dominican, there are many activities, events, clubs, and programs that aim to enable students from all types of backgrounds to form unique communities. The effort it takes to find your niche may seem daunting, but it requires only a little movement on your part as a student and person. Your reasons for engagement don’t even have to be fully academic; they can incorporate your interests, hobbies, or even side hustles! Trust me, Dominican will most likely have something to fit your needs. Even if they don’t – yet – you have the power and flexibility to fulfill your need and even bring others alongside who may potentially share your interests.

I also want to express that there is no judgement in not knowing where to start when it comes to becoming a more active member of a community. At times we all face some sort of pressure, or perhaps guilt, in not being aware of all we have to offer in giving back to a community. Perhaps you can gain a little confidence by recognizing there is someone in the same boat as you are. Here is something else to keep in mind if you are feeling alone in your movement to engage with others: you can consider inviting someone you are comfortable with to help you find something suitable for you. Sometimes it takes time to find your voice and power – and that's okay – but that is no excuse to withhold yourself from expanding your horizons or from finding your safe place. 

By no means am I telling anyone that their road to self-discovery and involvement will be an easy one. I know it is not. Even after being at Dominican for nearly two years, I sometimes still feel I have yet to truly leave my mark. However, I have found people ready to encourage me every day, as well as rewarding ways to build community on campus and beyond these walls. 

So even if you find yourself roaming these halls feeling a little lonely, awkward, or shy, just know you are not alone. Whether you become part of a social group like a club or engage in civic opportunities, you will – eventually – find your place here.

This post was authored by undergraduate student Catherine Luquetta for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog.

🎵 Going to the chapel and we’re … gonna get married. 🎵

Actually, we’re going there to do homework!

As a commuting student here at Dominican, I am not always able to stay at home to get effective work done and have had to find other spaces to be productive. When I need a place to do classwork and enjoy the great things that comes with college late at night, Rosary Chapel and Noonan Reading Room have been the best spots to work. On the rough weeks leading up to finals, the place to find me while I study and do my notes is the Reading Room. I am grateful it is always so open and welcoming. 

Not only is the area pretty to admire, but it is quiet enough to not be distracted from people conversing. Although many people prefer to study at the library here at Dominican University, I prefer Noonan since it is open 24 hours and has an enjoyable ambiance. The atmosphere of Noonan Reading Room is so comforting. The coziness of the chairs makes me feel like I am at my grandparents' house. This unique space has the feeling of acceptance since anyone can go there to study, admire the architecture, or just sit there quietly. In the times I must look up from my computer while working, I find myself gazing at the stained-glass windows. When you are in Noonan or the Chapel during the daytime, there are perfect moments where you can catch sunbeams reflecting through the stained-glass windows onto the ground. Having a place to look at nice things when I am taking an eye break from my computer allows me to recoup my concentration. This also helps me when I am in need of inspiration to create new ideas.

In the library, depending on the location, the options are limited for scenic seating. When you look up from your computer screen, you are most likely going to see shelf after shelf of books. If you are lucky enough to get one of the corner spaces in the library, you can catch a view of the outside of campus. However, this is unreliable. Depending on the time you find that seat, it may be dark outside which limits the view. 

Last fall semester, right before finals rolled around, I had not found a place to sit where I could concentrate on my work without having to worry what time the library closed or if my seat was appealing to the eye. The library was a good place to work, but I had to worry if I was going to finish my work before they closed. Then I would have to pack up all my stuff up and move to another location, or for that matter, maybe head home. Getting a late-night cram session at the library means getting it done by 11pm Sunday through Thursday. At Noonan, I was able to stay until 3am completing the notes I needed for upcoming exams. There was no stressing about the time I had to move which would inevitably cause me to lose concentration. Having brought an assignment from a blank page on my computer to over a page of notes and ideas really helped me realize that I value certain spaces on campus. 

The only drawbacks I see are the lack of accessible outlets without an extension cord, table lamps that are decoration only, and an awkward table to chair ratio. Other than these things, Noonan Reading Room is perfect for enjoying a solo study session. It also works well for group studying with tables comfortably seating up to six people and additional space for chairs besides. 

Cover photo was taken from https://www.dom.edu/alumni/faith-spirituality/masses

This post was written by undergraduate student Raziel Salamanca for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog. In-post pictures were added by the editor.

There is something special about volunteering for a local community. Many times, we do not stop to think about how volunteering can leave an impact on our own communities and deepen our understanding of civic responsibility and compassion, as well as form significant social connections. It is nice to take step back from our day-to-day schedules and find ways we can contribute to our own communities with small or big actions.  

In late January, I had the opportunity to volunteer for DU Ministry's monthly Come to The Table. This was a new and wonderful experience that allowed me to not only build connections with students and members of the community but also assist the local community at the Quinn Center (Maywood, IL) that rely on these food distributions for their families.  

I was intrigued by the flyer of the service opportunity, and I scanned the QR code to log into EngageDU to view the details and RSVP. When I decided to volunteer for Come to the Table, I wasn’t sure what to expect. I had never done a service opportunity like this before. The description noted that we would have to pack food bags and distribute them at the Quinn Center. I realized afterwards that volunteering for this service was much more than that. It was a unique experience to connect me to the heart of the community. 

One week later, the day came for Come to the Table. The first time I walked into University Ministry, I was struck by the energy of the room as it was a calm and friendly environment. The center felt like a cozy little area. There were a couple of students in the center when I walked in. The students there greeted me and asked me if I was volunteering. After I told them I was, they welcomed me to sit at the couch or chairs near the tables until University Ministry staff finished their meeting.  

After a few minutes, two members of University Ministry, Rachel and Kayla, entered with boxes of food we were going to pack to distribute at the Quinn Center. We needed to clean off the table and placed a tablecloth over before packing 100 food bags to distribute. The eight of us had an hour to make 100 sandwiches and place fruit and treats into each of the paper bags. We decided to split up the work so that each person had a task to do. I could see that everyone was focused on their task as we passed the food bags down to for the next person.  

While we were packing, Rachel started an ice breaker to give us the opportunity to know each another. It was interesting to see students from different majors represented and to get to know each other a bit. Kayla told us more about what this service opportunity is and its origin. I found it incredible that this service started at DU for around 20 years. DU Ministry partners with the Quinn Center to aid local families that rely on these resources. After half of an hour, the table was filled with food bags ready to be placed and stacked into the cart and plastic bins.  

University Ministry provided us the transportation to head to the Quinn Center, located within the St. Eulalia parish, and back to the University. When we got there, a group of individuals were already placing their food bags on the tables. We placed our food bags in sets of four with the rest of the other food bags.  

The people at the Quinn Center were very welcoming and guided us through their process. They explained that some of us would go up to the people in their cars and asked them for a number of family members so we could make sure each person received a food bag. Two other students and I were in charge of sorting the bags into another plastic bag and adding  either a cereal box or a bag of bread. Other students went up to the cars to distribute the food bags. Seeing the gratitude of the people driving by with their food was indescribable. Next, I helped sort the food pantry of the Quinn Center with two other students. I enjoyed organizing the shelves, especially because it allowed me to form a bond with this community and students.  

The drive back from the Quinn Center made me realize that volunteering is such a rewarding experience that makes you grow as a person, get out of your comfort zone, and enact the civic responsibility we have to our own communities. I plan to assist the next Come to The Table service opportunity to become more involved and aid the local community of the Quinn Center. 

I know many of us have busy schedules and it can be difficult to volunteer. However, I believe if you can find time - even if it’s for one or a couple hours per month - you will find something wonderful in volunteering and forming amazing bonds with people. I encourage you to volunteer for the next Come to the Table service opportunity. This wonderful experience will amaze you at how assisting local communities can truly make a long-lasting impact. 

This post was written by undergraduate student Talissa Gonzalez for Professor Christine Wilson's ENG 335 assignment, Writing as Social Action. It is part of a “Student Speaks” series on the RCL blog. Pictures were added by the editor.

According to the student body, the Writing Fellows only exist for a couple weeks each semester – around midterms and finals. Other than that, the ASC (Academic Success Center) runs at its usual slow pace. It’s possible that many people don’t know we exist, and if they do, maybe they aren’t aware of all the services we provide. We are not spell-check, Grammarly, or citation machine. We are real human beings, sitting idly in the ASC until we are deemed useful. 

This is my second semester tutoring at Dominican, but I’ve been tutoring since high school and it’s not all that different. It's possible students want to avoid burdening someone else with their academic struggles, but the Fellows quite literally set time aside for students to do that. Although our skill and position allow for some authority over our tutee, our tutoring pedagogy invites us to approach our tutees as equals and to learn along with them. Fellows benefit from engaging with forms of writing that are foreign to them, just as students benefit from a listening ear and helpful hand. However, there’s been an apparent lack of such. 

Writing exists in nearly every major, regardless of the degree pursued. Yet the vast majority of our tutees are freshmen from CRWS courses. Why don’t we encounter Philosophy majors who need help brainstorming their approach to a certain phenomenon? Or Communication majors who need a test audience for a presentation? Additionally, why don’t we encounter upperclassmen such as seniors who are spiraling about what to include in their portfolio? A large part of this falls on our faculty’s hands. Most of our appointments are generated from courses that incentivize a visit with a Fellow, whether it’s required for a grade or offered for extra credit. We are grateful for the handful of professors we regularly get students from, but there are plenty of others who could encourage it as well. Professors are here to teach what they specialize in, but they are also here to teach students to utilize all the resources available to them on campus. 

Although it can be initially uncomfortable, I love to work with students who bring work that forces me to critically think alongside them. It does me no good to stay within my comfort zone in writing. Not that the appointments are primarily for my benefit, but having a greater diversity in our tutees by working with a larger portion of the student body would be beneficial for the newcomers as well as the tutors. Allowing the Fellows to engage with coursework unfamiliar to them puts them at a more equal pedestal with tutees and allows them to prepare for similar situations in future appointments. We will continue to remain stagnant in trajectory and narrow in audience if our faculty does not aid us in the mission for greater involvement. 

Beyond that, greater involvement isn’t exclusively beneficial to the students. While it may seem like I’m selfishly asking for more traffic in the ASC to feel like a better used resource, it’s more than that. Students we interact with are the same students submitting assignments, participating in class discussions, and most importantly (to some), rating instructor effectiveness – not just through the end-of-semester surveys, but by word of mouth. Professors, when students leave your class, can they honestly say that you did everything in your power to support them in their learning? Writing Fellows can obviously help them as a writer, but a bigger part of our job is empowering our peers with confidence and autonomy over their work. Within the 30 minutes I am given with a student, my main goal is not to inform and instruct, but to uplift. In addition to advocating for professors and their rubrics, I help students feel confident in their writing choices and rediscover the “umph” behind writing – a benefit beyond a good grade.  

The Writing Fellows have no way of hurting course curriculum but have many ways of helping if we are included. The authority dynamic doesn’t always make professors the easiest to approach with issues or concerns, so it’s important to establish another resource that can offer similar support. It’s imperative that faculty start incentivizing visits to the Writing Center by adding it into their syllabus, not only to make students aware of such resources, but to improve engagement with course material and better achieve course learning goals. Help us, by helping the students, help you. 

This post was authored by Future Librarians and Activists for Palestine, a committee of Dominican University's Information Science Student Association.

The desire to remain neutral is often cited as a reason why libraries choose not to get involved in issues of politics or social justice. A common argument is that libraries are supposed to be politically neutral, so they distance themselves from anything that might cause controversy. However, when it comes to issues that are already rooted in an imbalance of power, silence for the sake of neutrality has the unfortunate side effect of affirming the side of the oppressor. It tells the side being oppressed that acknowledging their struggle and elevating their voices isn’t as important as maintaining the status quo—a status quo that is contingent on their continued oppression.

Rather than striving for neutrality by inaction, libraries and library professionals should strive for an active form of neutrality that ensures that all voices are amplified in equitable ways. We should develop our collections to reflect a balance of perspectives so that patrons and users have the opportunity to learn about the issues they are hearing about in the news and form their own informed opinions on these issues. We should uplift the voices of people who are being oppressed and give them the freedom to share their stories. We should make it clear, through our collections, displays, and signage, that all are welcome in our libraries.

When it comes to uplifting the people of Palestine and addressing the decades-long oppression and violence they have faced, there are many things that libraries can do. Many of these actions are an extension of things that libraries are already doing. Collection development librarians can make an effort to include books and materials by Palestinian authors. These books don’t have to be limited to just history or political commentary, instead extending to memoirs, fiction, poetry, and literature for children and young adults that highlight the struggles and pride of being Palestinian. Resources on Palestinian culture, such as cookbooks and embroidery books, can serve as powerful tools to humanize a population that is seldom shown to the broader world outside the context of war journalism. 

Librarians and Archivists with Palestine has an extensive Readings and Resources list that includes information sources as well as reading recommendations for nonfiction, fiction, memoirs, poetry, and children’s books for all grade levels. The Palestinian American Research Center also has a great bibliography of books on various topics. Skyline College Library Palestine Research Guide is another great resource for reading recommendations and understanding the art, culture, and history of Palestine. The Palestine Program Toolkit features books and media recommendations as well as tips and ideas for library programming.

Cooking and crafting are already mainstays in library programming, so holding a class on Palestinian cooking or a workshop on Palestinian embroidery (recognized by UNESCO as an important intangible cultural heritage!) can provide opportunities for members of the community to learn about Palestinian culture, especially if the program is led by Palestinian members of the community. Libraries should also make sure that their policies are updated to include protections from harassment based on nationality, ethnicity, and religion, including religious garments like head coverings and veils, and enforce these policies to ensure that all patrons feel safe using the library.

The ALA highlights access, equity, intellectual freedom and privacy, public good, and sustainability as the core values of librarianship. While neutrality is a noble aspiration, too often it is used as a crutch to support the decision to not take action or voice support for social justice issues that tend to elicit complex emotions among patrons, staff, and leadership. Silence that stems from a refusal to speak up contributes to a continued cycle of violence and oppression. Only through an active form of neutrality—one that focuses on equitably uplifting those oppressed voices—can libraries make themselves welcoming to all.

Links:

UNESCO page on the art of embroidery in Palestine as Intangible Cultural Heritage: https://ich.unesco.org/en/RL/the-art-of-embroidery-in-palestine-practices-skills-knowledge-and-rituals-01722

Librarians and Archivists with Palestine Reading and Resources: https://librarianswithpalestine.org/readings-and-resources/

Palestinian American Research Center Bibliography: https://www.parc-us-pal.org/bibliography-of-books-on-palestine/

Skyline College Library Palestine Research Guide: https://guides.skylinecollege.edu/palestine

Palestine Program Toolkit: https://docs.google.com/document/d/1STXQ0JnFR3WZ_AF2SKRot93SEJKW5Ca723ldOk6bsCQ/edit?tab=t.0#heading=h.97xnqhi699av

ALA Core Values of Librarianship: https://www.ala.org/advocacy/advocacy/intfreedom/corevalues