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C&RL News October 2016 440

Katherine O’Clair

At the intersection of academic 
librarianship and social justice
Stand up 

Katherine O’Clair is agriculture and environmental 
sciences librarian at California Polytechnic State University 
in San Luis Obispo, California, email: koclair@calpoly.edu 
 
© 2016 Katherine O’Clair

Earlier this year I experienced my most challenging professional moment as a 
librarian and educator. I have had my fair 
share of challenging situations and circum-
stances over the years, yet this particular 
challenge involving a student group’s class 
project would situate my personal and 
professional values on a head-on collision 
course.

As a college librarian, I routinely consult 
with students working on real-world proj-
ects (our educational philosophy is learn 
by doing) and assist them with finding and 
using all types of information. After more 
than a decade of practicing this daily, I have 
grown very comfortable in this role. Conse-
quently, when I received an email from a 
student group requesting my assistance, I 
approached it as I always do—with interest 
and excitement. As my eyes scrolled across 
the screen reading the background about 
their project, I quickly realized this case of 
providing research assistance was going to 
be anything but typical. 

This all-male group of students was re-
questing my assistance with finding market 
research for the new product they were 
developing—a “gag” gift that prominently 
featured a double entendre connecting a 
fruit and part of the male anatomy. 

Shocked by what I was reading, I immedi-
ately read it again, certain that in the routine 
nature of such requests I had misread what 
they had shared. I clicked on the link to the 

website they provided, and my jaw dropped 
when my initial reaction was confirmed. My 
heart raced as I quickly explored the con-
tent of their website, which contained quiet 
undertones of misogyny, homophobia, and 
bullying. I’m always willing to help students, 
but I didn’t want to help these students with 
this project. 

As I mentioned before, I rarely find my-
self in such a situation. Usually, students are 
asking for assistance with finding articles 
for their term papers or acquiring market 
research. To compound the complexity of 
this particular situation, our campus, similar 
to others across the country, was experienc-
ing a powerful movement of student activism 
challenging the social inequalities that mar-
ginalize too many. This made it all the more 
important for me to hit this challenge head-
on. If we are going to change the dynamic 
on campus, it has to start somewhere, and 
why not with me? After all, if I said nothing, 
my silence could be construed as positive 
reinforcement that would only perpetuate 
the problem.

I’m quite comfortable engaging in dia-
logue about the issues surrounding power 
and privilege, especially in the context of 

the way I see it



October 2016 441 C&RL News

working towards increasing diversity and 
inclusion. 

For instance, I have served as the chair of 
our library’s inclusion and diversity commit-
tee for the past four years. I also participate 
regularly in dialogues with other faculty 
and staff on issues and concerns related to 
diversity and inclusion. In addition, I am a 
faculty co-advisor for a campus organization 
for underrepresented students. Despite my 
extensive involvement in activities to pro-
mote diversity and inclusion, I have never 
intertwined my strong beliefs and ideals 
with providing assistance to students whom, 
to me, were developing and promoting a 
product that would perpetuate long-standing 
stereotypes and oppressive actions. I clearly 
understood it was a 
joke. All in good fun, 
right? But isn’t this a 
typical vehicle for mar-
ginalizing those who 
are different?

Despite my exten-
sive participation and 
involvement in efforts to promote diversity 
and inclusion on our campus, I found myself 
feeling that I needed guidance and direction 
from someone with more training and experi-
ence in handling such issues. I am fortunate 
to have excellent resources on my campus 
with individuals who could assist and advise 
me on how best to navigate the situation in 
which I found myself. 

I consulted a colleague who is an in-
structional specialist in inclusive excellence 
on our campus. Her guidance and advice 
not only gave me practical approaches and 
solutions I could employ (in less than two 
hours), but it also made me feel more com-
fortable about the situation and my ability 
to engage in an open dialogue with these 
young men. As a result of my conversation 
with her I suddenly found myself in a differ-
ent space—I wanted to help these students 
with this project. 

All in all, my meeting with the students 
went fairly well. At my request, the students’ 
instructor attended with me. I felt I was able 

to address my concerns in a constructive 
and effective manner, sharing both my per-
sonal and professional opinions about their 
product and the content of their website. 
I also related it to the larger conversations 
we are having on our campus about social 
justice and inequality. I emphasized that just 
as I have a right to my opinions, they have 
an equal right to exercise their intellectual 
and academic freedoms. I didn’t tell them 
that their idea or product was bad and they 
should not move forward. Instead I encour-
aged them to think about the messaging 
behind their product and how it might be 
perceived by some. 

Almost organically, I found myself en-
couraging them to consider openly address-

ing some of the issues 
surrounding the poten-
tial negative impacts 
of their product and 
marketing campaign by 
incorporating dialogue 
that included alterna-
tive viewpoints. The li-

brarian in me also provided guidance on how 
to research corporate social responsibility, so 
they could be informed about what others 
have done and do to address and overcome 
criticism of their products or actions. 

What struck me the most was these young 
male students’ capacity to listen respectfully 
to what I was sharing. The instructor com-
mented afterwards that it was a learning 
experience for all. I couldn’t agree more, and 
I was grateful for the opportunity to learn 
and grow myself. 

It is our responsibility to stand up for 
academic and intellectual freedom, and it 
is equally our responsibility to take a stand 
against social injustice. At the onset of the 
situation I have shared I thought I had to be 
on one side or the other, but in the process 
I discovered that one can, and probably 
should, be on both. 

In closing, I leave you with the question, 
What would you do if you found yourself 
being challenged to stand up for both your 
personal and professional values? 

It is our responsibility to stand up for 
academic and intellectual freedom, 
and it is equally our responsibility to 
take a stand against social injustice.