Thinking critically about libraries

At their best, libraries serve as sanctuaries, offering refuge and resources to all.^{[1][2][3][4][5]}At their worst, they act as instruments of discrimination, perpetuating inequities and injustices. More often than not, the noble mission of libraries is distorted by deeply ingrained racist and ableist systems inherent in U.S. society.^[6][7][8]

The notion of “vocational awe” in librarianship also relies on implicit assumptions about normative bodies and minds, reinforcing the exclusion of individuals who do not fit the perceived “ideal” professional mold^[9]. Coined by Fobazi Ettarh, vocational awe describes the beliefs and assumptions librarians hold about themselves and their profession, portraying libraries as inherently good and sacred entities beyond criticism. Assuming the library to be a venerable and sanctified institution inherently casts library workers as practitioners of a sacred vocation. The religious undertones in this assertion are not incidental, as illustrated by Ettarh’s examination of the deep historical entanglement between the Western library and the Christian church. Ettarh argues that this perception leads to the expectation that any failures within libraries stem from individuals’ inability to meet professional standards, rather than acknowledging institutional flaws. Consequently, vocational awe places excessive pressure on individual librarians to conform to professional ideals while simultaneously discouraging critique of these ideals as unprofessional. By failing to recognize the inherent flaws of libraries as institutions, vocational awe perpetuates the marginalization of oppressed and marginalized groups, particularly people of color and people with disabilities.

Within libraries, vocational awe and discussions surrounding professionalism perpetuate an ableist perspective that marginalizes individuals with disabilities, erecting barriers to their inclusion. The profession’s lack of diversity reflects the ongoing marginalization of underrepresented groups. Despite efforts to promote diversity, librarianship remains predominantly white, with approximately 87 percent of librarians identifying as white^[10]. The dominance of white women in librarianship is no coincidence; it stems from deeply ingrained societal beliefs regarding the perceived inherent qualities of white womanhood, such as missionary-mindedness, servility, altruism, spiritual superiority, and piety, all of which were deemed essential for effective library work^[11]. Libraries have also played a complicit role in perpetuating and upholding white privilege, further reinforcing the prevailing racial dynamics within the profession^[12]. Similarly, the employment rate of people with disabilities in libraries, estimated at 3 percent in the United States^[13], falls far below the representation of disabled individuals in the broader population, estimated at around 27 percent^[14]. This lack of diversity is not incidental; rather, it reflects systemic biases that reinforce whiteness, heteronormativity, and ableism within the profession. These dynamics contribute to the vulnerability of library workers and perpetuate harm in the library.

The American Library Association (ALA) identifies "professionalism" as a core value of librarianship;^[15] however, "the meaning of this core value remains contested and highly problematic."^[16] Professionalism, among other consequences, perpetuates inequalities within the library workforce, as it inherently creates hierarchies of power and privilege. This discourse tends to uphold hegemonic values and fails to challenge underlying assumptions, thus promoting a white, heteronormative, and ableist perspective where those who do not conform to this idealized model are marginalized.^[17] “The argument that some library workers are "professional" must by its nature frame other library workers as nonprofessionals, so while it includes some, it also excludes others. In a profession with a long history of upholding hegemonic values, the discourse around professionalism often fails to interrogate underlying assumptions and thus serves to promote a white, heteronormative, ableist perspective where the existence of any "professional" whose body or mind does not represent this default is erased by an "ideal" model of what it means to be professional.”^[18] This notion extends to the services that libraries offer. This fixation on and extensive exploration of professionalism constrain the possibilities within libraries. By persistently prioritizing notions of "professionalism" and delineating what falls within the purview of libraries, we inadvertently perpetuate systems ingrained with whiteness and ableism. As library professionals, it is imperative that we interrogate the very essence of professionalism and challenge the boundaries delineating what is deemed within or outside the scope of our practice.

The educational goals of academic libraries are hindered by institutional racism and ableism prevalent within the American higher education system. Critical Race Theory scholars have extensively recorded the harmful impacts of both overt and covert interpersonal discrimination within higher education^[19] Sara Ahmed highlights the distinct perception of inaccessibility, likening it to encountering metaphorical "brick walls," particularly emphasizing how this experience differs for those who have not faced such obstacles. She posits that diversity workers, akin to users with disabilities, develop a critical perspective on access through the act of confronting specific barriers, suggesting that "for those who do not encounter it, the wall remains invisible—the institution [or, in our context, the library website, space, or resource] is perceived and experienced as inherently open, dedicated, and diverse."^[20] For many, the embedded whiteness and ableism of libraries remain invisible. This is apparent through a lack of critical reflection on what access means in libraries and a reluctance to adapt library spaces to better serve patrons of varying backgrounds, identities, abilities. Trauma-informed librarianship extends beyond mere accessibility adjustments for patrons who have undergone trauma; it embodies a commitment to acknowledging humanity within library spaces, fostering an environment where individuals can authentically embody their full self. The implementation of trauma-informed librarianship requires a comprehensive understanding of the deeply entrenched whiteness and ableism within library systems, as addressing these embedded biases is essential to fostering inclusive and supportive environments for all patrons.

The embedded whiteness of libraries

In "A Phenomenology of Whiteness," Sara Ahmed explores the experiences and effects of whiteness in contemporary society through a phenomenological lens^[21]. Ahmed examines how whiteness operates as a pervasive and often invisible norm, shaping social interactions, perceptions, and power dynamics. She discusses how whiteness is not just a racial identity but also a set of privileges and entitlements that are embedded in everyday practices and institutions. Ahmed highlights how whiteness is often assumed and unquestioned, while non-white identities are marked and marginalized. Ahmed also asserts that this concept of whiteness extends to physical spaces  as a way to understand how physical environments are imbued with racialized meanings and power dynamics. Spaces can be experienced as white not only because they are predominantly occupied by white people but also because they reflect and reinforce white norms, values, and hierarchies. She argues that whiteness operates through spatial arrangements, architectural design, and the organization of social interactions within spaces. These spaces are often structured to accommodate and privilege whiteness, while simultaneously marginalizing or excluding non-white individuals. Ahmed emphasizes that the whiteness of spaces is not simply about the racial composition of those present but also about the cultural norms and assumptions embedded in the environment.

More specifically, Diane Lynn Gusa elucidates a systemic incorporation of White values, cultures, and norms within higher education, which she terms White Institutional Presence^[22]. Gusa identifies four ways in which White Institutional Presence manifests in higher education:

1. White ascendency: This system of thinking and behavior emanates from the authority and privilege accorded to White mainstream perspectives, rooted in the historical dominance of Whiteness. Consequently, it fosters a sense of entitlement among White individuals, perpetuating the belief that it is both justified and inherent for them to assert control over spaces, discourses, and outcomes.
2. Monoculturalism: The insistence for all individuals to adhere to a single 'scholarly' perspective originates from the aforementioned convictions regarding the superiority and standardization of White culture. This phenomenon permeates various aspects of academia, including epistemologies, curricula, and the physical environments of educational institutions.
3. White blindness: An ideology that conceals or disregards White identity and privilege while concurrently advocating for the "neutral" notion of color blindness.
4. White estrangement: This perpetuates White Institutional Presence by physically and socially distancing white people from people of color. White individuals often live segregated lives, and upon entering potentially more diverse environments like higher education, they struggle to envision how to foster a genuinely multicultural environment or to engage in meaningful contact and dialogue with their peers of color.

This study illustrates how academic libraries, functioning within this framework, mirror and perpetuate the culture of Whiteness prevalent throughout the profession. This is evident in various aspects, ranging from the composition of library staff and service delivery methods to the design, governance, and utilization of library spaces. By bringing the concept of the whiteness of spaces and White Institutional Presence into conversation, we can further understand how whiteness manifests in library contexts:

1. Demographics: As we have established, libraries have historically been and continue to be predominantly staffed by white individuals. This demographic composition can contribute to a sense of exclusion or marginalization for people of color who cannot see themselves represented in library staff, resulting in them not feeling welcome in library spaces. Often, students from marginalized backgrounds seek support from staff members who share their cultural or linguistic backgrounds, fostering a sense of comfort and familiarity. However, a lack of diversity among library staff can hinder these students from seeking assistance or utilizing library resources altogether. When students fail to see themselves and their values reflected in the library, including in its staff, policies, services, and physical space, their reluctance to engage becomes understandable. These students tended to utilize the library later in their academic careers and may not have fully leveraged its resources. The inability of students to perceive libraries as relevant to their lives or education carries significant implications for the academic library's educational mission and, more critically, for the educational outcomes of marginalized students.^[23]
2. Cultural Norms: Libraries often uphold cultural norms and practices that reflect and reinforce whiteness, which is demonstrated through the promotion of white intellectual traditions or knowledge systems and the insistence that libraries remain “neutral,” staff remain "professional," and library services remain “objective.” For example, the "Guidelines for Behavioral Performance^[24]," exhibits monoculturalism and White blindness by overlooking the dominance of White perspectives in the field. The 2023 document states an "incorporation of equity, diversity, inclusion, and access (EDIA) principles and behaviors, including a new section on inclusion"; however, the language is vague and does not provide an actual model for how library staff can be "inclusive." The document does state that the library worker should demonstrate "an understanding of cultural, generational, and other differences in communication styles, such as tone of voice, eye contact, and facial expression," as these "may have different meanings in different contexts," which is a marked improvement from older versions. However, the document does not address the fact that the majority of librarians are white and how this shapes their interactions with patrons. Although this document now includes phrases like "cultural humility," it continues to uphold and maintain a "color blind" atmosphere in the library.
3. Physical Environment: Library spaces often embody various elements that reflect historical and cultural norms. Classical architectural features harken back to the Western tradition of learning, particularly from Ancient Greece, emphasizing linear, logical, and hierarchical modes of thought, primarily associated with male scholars in structured environments. Representations within these spaces often depict wealthy, White, male benefactors, suggesting that attaining wealth and status worthy of endowing a space is commendable and aspirational. Artworks donated by affluent patrons, originating from non-White cultures, are often devoid of contextualization, reflecting a colonialist desire to acquire cultural artifacts without acknowledging their significance to the present population. Expectations of quiet, individual study and polite, impersonal interactions between library workers and users are reinforced by spatial practices, such as the mythic shushing of librarians in silent reading rooms. Additionally, reference spaces are often designed to prioritize height or clear lines of sight, positioning the librarian or desk occupant in a surveillance role over the space, perpetuating expectations of docility among those being observed, particularly if the supervising individuals are predominantly White.^[25]
4. Interactions and Services: The ways in which library staff interact with patrons and deliver services also reflect the whiteness of spaces. This can include biases or assumptions that influence reference interactions, programming decisions that may not be inclusive of diverse cultural perspectives, and policies or procedures that disproportionately affect non-white individuals. For example, in "Professional Competencies for Reference and User Services Librarians^[26]," the ways in which librarians can be "responsive" during reference interactions are outlined without considering cultural factors. The document suggests that a successful librarian should "determine the situational context of the individual information needs of users when interacting with each user in person or through another communication channel" as part of being "responsive." While this acknowledges situational context, it fails to recognize that users bring with them lived experiences of oppression, privilege, and racism. This oversight demonstrates a lack of analysis in the profession and provides reference librarians with a color-blind and neutral document that offers few tools for addressing service disparities. Consequently, this limited conception of responsiveness hampers reference librarians' ability to effectively serve patrons from diverse racial backgrounds by neglecting a more nuanced, political assessment of individual and collective needs.

Collectively, these mechanisms culminate in a White cultural domination within higher education, which overlooks or even perpetrates harm against people of color within the institution, but as both Ahmed and Gusa point out, this dynamic often goes unnoticed by those belonging to the cultural majority.

Additionally, in “Disability, Identity, and Professionalism: Precarity in Librarianship,” the authors use Gusa’s framework and concepts from Critical Race Theory when analyzing the racialized dimensions of reference work^[27]. They break this into the following principles:

1. Approachability: The body language of reference desk staff plays a crucial role in communicating welcoming or unwelcoming messages, especially across racial boundaries. The language of approachability in documents like the "Guidelines for Behavioral Performance^[28]" often falls short in acknowledging how racism shapes patron experiences, limiting library workers' ability to create genuinely welcoming environments. Recognizing and addressing these dynamics can ultimately make reference service workers more approachable and responsive to the diverse needs of their patrons.
2. Responsiveness: The "Professional Competencies for Reference and User Services Librarians"^[29] offers guidelines for librarian responsiveness during reference interactions but overlooks the influence of culture. While it stresses understanding the situational context of users' information needs, it neglects the impact of users' experiences of oppression, privilege, and racism. This gap reflects a lack of awareness within the profession and leaves librarians with a neutral framework that fails to address service disparities effectively. Without a more nuanced and politically informed approach, librarians are limited in their ability to serve patrons from diverse racial backgrounds.
3. Objectivity: The traditional expectation for librarians to maintain objectivity and neutrality in assisting patrons with reference queries was initially intended to uphold professionalism and mitigate bias. However, this approach unintentionally reinforces the racialized power dynamics present in society. While neutrality was introduced to counteract the moralistic tone of early reference services, it now hinders librarians' ability to address racism and other forms of oppression effectively. When taken to extremes, objectivity may be perceived as indifference by users, undermining efforts to combat structural racism within libraries. The principle of objectivity, when applied broadly, becomes apolitical and reinforces the status quo, perpetuating racial inequities. Librarians' reluctance to take a collective antiracist stance sends a message to users that racial injustice is not a primary concern, further entrenching structural racism within library services.

While librarians may prioritize ethical concerns such as censorship, they often overlook issues directly impacting marginalized communities. To address this, library staff must redefine the terms of ethical debates and prioritize antiracist practices in reference services and reflect on broader societal dynamics of radicalization and power.

The embedded ableism of libraries

Throughout the history of higher education in North America, ableist perspectives and practices have been deeply ingrained. Jay Dolmage extensively discusses this in his book Academic Ableism, highlighting how disability has consistently been viewed as incompatible with higher education^[30]. Dolmage argues that academia perpetuates structural ableism by mandating able-bodiedness and able-mindedness, while treating disabilities as exceptions rather than recognizing them as part of diversity. The academic environment often fails to accommodate individuals with disabilities, relegating them to the margins of university life. Higher education also tends to valorize intellectual prowess and productivity, stigmatizing disability as a deficit. This deficit model marginalizes disabled academics, portraying them as less capable and productive within academia and positioning disabled individuals as inferior to an idealized norm, placing undue pressure on them to conform to unrealistic standards that overlook the diversity of minds and bodies.

The deficit model of disability, which views disability as a problem to be solved, often leads to a response known as retrofitting, where existing structures are modified to meet legal requirements. For instance, adding a ramp to an older building may seem like an improvement, but it can still result in exclusion, such as when the accessible entrance is tucked away in a remote corner. These retrofits aim to eliminate the disability rather than create inclusive environments where individuals can thrive with their disabilities, and retrofits fail to address the underlying structural inequalities that necessitate accommodations. Instead of proactively planning for diversity, equity, and inclusion, institutions react defensively to legal mandates, focusing on compliance rather than meaningful inclusion.^[31] This attitude of retrofitting extends to academic libraries. Although academic libraries have a longstanding commitment to addressing the diverse needs of their patrons much of this effort has followed a retrofitting approach, aiming to enhance the accessibility of existing information, services, and spaces. There are little to no library services that have been created with the primary goal of supporting disabled students.

Most accessible library services are focused on making digital content more accessible for those with visual impairments, while discussions of learning or physical disabilities were scant.^[32] While this endeavor is undoubtedly significant, it underscores the tendency of accessible library services to focus on retrofitting existing structures to accommodate individuals with disabilities. This approach may be likened to a temporary fix or a superficial solution, rather than a comprehensive reimagination of libraries to fully cater to the needs of disabled patrons. Kumbier and Starkey assert that "the professional literature treats accessibility mostly as a matter of finding the right solutions to problems faced by patrons with disabilities who navigate our systems and access our materials," and "while this emphasis in the literature is helpful, it does not attend to the larger structural, systemic, or social transformations that could enable access for people with disabilities."^[33] This focus on retrofitting pre-existing library services for patrons with disabilities largely ignores the perspectives of disabled individuals and upholds the idea that disability is "a personal need which requires evaluation, services, or counseling, rather than collective action or exploration, [and] requires us to engage disability in individualized terms."^[34] In other words, the current focus is not on how we can create services to help make information services more accessible to patrons with disabilities, but rather how we can make disabled patrons fit better into our current services.

To transcend individualistic and problem-centric approaches to understanding disability within our professional realm, one effective avenue is to embrace the concept of collective access. Originating from the insights of activists such as Mia Mingus^[35], collective access perceives disability as intricately intertwined with various aspects of embodiment and lived experiences. Consequently, it aligns disability justice activism with broader movements like antiracism, feminism, reproductive justice, queer advocacy, and prison abolitionism. Central to the framework of collective access is the emphasis on solidarity and interdependence, reframing access as a shared responsibility necessitating a shift in mindset. Rather than viewing access solely as the outcome of accommodating specific individuals, collective access advocates for fostering strategies that cultivate mutual interdependence and facilitate access for entire communities.

The majority of disabled students, nearly 70%, have what are referred to as "invisible disabilities^[36]." These encompass various medical, learning, emotional, and psychological conditions that may not be readily observable to an outside observer^[37]. Often overlooked by librarians, these students, who may not fit the traditional perception of disability, require accommodation and inclusion in library spaces, programming, and instruction. Librarians play a crucial role in supporting disabled students within university systems, making it imperative for them to be equipped to address the needs of this demographic^[38].

Many librarians operate under the assumption that students with disabilities are already receiving appropriate accommodations through their institution's disability services department.^[39] However, research indicates that a majority of disabled students do not disclose their conditions to their institutions^[40]. This is particularly true for students with invisible disabilities, who may opt not to disclose their conditions due to fear of judgment. For instance, they may be unfairly labeled as "lazy" or encounter faculty members who deny them accommodations because their disabilities are not visibly apparent^[41]. While this decision to withhold disclosure is understandable, it deprives students of access to institutional support, resulting in lower grades, heightened stress, and overall negative experiences in higher education^[42].

For these reasons, disabled students are more likely to successfully graduate when they utilize universally available support services that do not necessitate disclosing their disability^[43]. Such support can encompass various forms, such as peer mentoring or tutoring, faculty assistance sessions, and consultations with writing and math centers. Additionally, library instruction and research consultations represent valuable institutional resources that can benefit disabled students, irrespective of whether they choose to disclose their disability^[44]. By addressing barriers within library services and instruction that impede the learning experiences of disabled students, we can instigate positive changes and foster greater accessibility for all members of our educational communities.

The prevalence of trauma

Trauma is fairly common, affecting 70 percent of adults in the United States at some point in their lives.^[45] If you hold any marginalized identities, the odds that you have been traumatized are even higher, as marginalized are defined by experiencing discrimination based on factors such as race, ethnicity, immigration status, socioeconomic status, disability, sexual orientation, gender identity, and language proficiency. These marginalized populations are disproportionately affected by a range of injustices, including violence, homelessness, discrimination in various sectors like housing and healthcare, unemployment, poverty, wage disparities, sexual assault, human trafficking, and incarceration. Such adverse experiences often manifest in symptoms of post-traumatic stress disorder (PTSD), which can have significant impacts on individuals' mental health and well-being.^{[46][47][48][49]} Additionally, many individuals with marginalized identities also experience historical trauma, which can impact individuals even if they were not directly involved in the events themselves. Simply learning about past injustices and atrocities endured by their community can evoke stress and anxiety. This accumulated knowledge can lead to a deep-seated understanding of the historical persecution, displacement, and violence experienced by their ancestors. For example, indigenous peoples or descendants of those who endured events like the Holocaust or slavery may carry this embodied knowledge, which can affect their well-being and sense of identity.^[50]

Trauma in libraries

When the brain detects imminent danger, it triggers a stress response known as "fight-or-flight," which helps the body react quickly to ensure survival. This response, which may also include freezing up, occurs automatically without conscious thought, enabling actions like swerving to avoid obstacles while driving^[51]. Experiencing trauma often elicits a similar stress response. During traumatic events, parts of the brain responsible for sequencing events and orienting oneself in time may shut down. As a result, traumatic memories are not integrated into the past like normal memories, leading the brain to perceive daily life situations as if the trauma is still occurring. Adaptive behaviors, such as reacting to potential danger, can occur in response to benign stimuli due to the brain's prioritization of immediate action over rational assessment of threat levels. Consequently, trauma survivors may struggle to comprehend and process their experiences, leading to confusion and difficulty in understanding how the trauma impacts their present life^[52].

Patrons may find themselves re-experiencing the trauma when triggered by situations or sensations reminiscent of it, even within the confines of a library. This can be particularly pronounced if the trauma occurred in an educational setting or involved figures of authority. Re-experiencing can manifest as flashbacks, overwhelming feelings, intrusive memories, or nightmares. In an effort to protect themselves, individuals may resort to maladaptive coping mechanisms such as dissociation (mentally checking out), hypervigilance (constantly being on guard), and avoidance (ignoring current surroundings and focusing elsewhere)^[53][54][55]. These symptoms can pose significant challenges in academic environments and may be misconstrued by peers and staff as common behaviors like distraction, defensiveness, procrastination, or lack of engagement. Understanding the symptoms of trauma can facilitate recognition of the need for trauma-informed interventions, enable staff to pinpoint signs of trauma within the library, and help them determine when it might be appropriate to refer a patron for support.

Moreover, individuals exhibiting symptoms of trauma may encounter interpersonal conflicts. For instance, hypervigilance may cause someone to perceive everyone around them as untrustworthy, leading to disproportionate anger directed at others^[56]. A notable phenomenon in this regard is transference, where a specific individual may trigger memories of a traumatic person from the survivor's past, eliciting a corresponding response. In academic settings, transference may occur during interactions with authority figures, with students projecting past traumas onto school staff.^[57] This can result in behaviors ranging from combative to withdrawn, including tearfulness or avoidance of appointments altogether. Recognizing transference is crucial for staff to discern when an individual may be reacting to past events or people, allowing them to depersonalize the situation and empower the individual by focusing on present choices and experiences.

What does it mean to be trauma- informed?

A trauma-informed approach shifts focus from "What's wrong with you?" to "What has worked for you?" It's about individualized care, recognizing that what works for one person may not work for another, and that each person follows their own path to healing. Trauma-informed care acknowledges that a person's past experiences shape how they interact with the world and others.^[58] Implementing trauma-specific practices without first establishing a trauma-informed organizational culture is ineffective. Key components of trauma-informed organizational practices include leading and communicating about the transformation process, engaging patients in organizational planning, training both clinical and non-clinical staff, creating a safe environment, and preventing secondary traumatic stress in staff.^[59]

The six principles of a trauma- informed approach

SAMHSA has created six principles for a trauma informed approach:^[60]

1. Safety: All people, children and adults, need to feel physically and psychologically safe with clinicians, with the organization, and in the physical setting.
2. Trustworthiness and transparency: Clients and families need to trust the organization and staff, and all the operations and decisions need to be open and transparent.
3. Peer support: “Peers” in this context are people who have lived experiences of trauma, or family members of children who have experienced traumatic events and are caregivers. They are sometimes called “trauma survivors.” Involving these people in the recovery process is important for establishing safety and hope.
4. Collaboration and mutuality: Because trauma often involves power differentials, it’s important to level out power differences between staff and clients and between organizational staff members. Sharing power is a key element to a trauma-informed approach
5. Empowerment, voice, and choice: This principle involves centering the individual’s strengths and experiences and fostering a culture that believes in the ability of people to be resilient in the face of trauma, to heal, and to promote recovery. As SAMHSA puts it, “The organization understands that the experience of trauma may be a unifying aspect in the lives of those who run the organization, who provide the services and/or who come to the organization for assistance and support.”
6. Cultural, historical, and gender issues: Trauma-informed organizations work intentionally to erase biases and stereotypes based on race, gender identity, ethnicity, sexual orientation, age, religion, and geography. They honor the traditional cultures of clients and communities and recognize the presence of community and historical trauma.

Trauma-informed care was created in response to the recognition of the pervasive impact of trauma on individuals' lives and the need for supportive and compassionate approaches to address it. Traditional approaches often failed to consider the underlying trauma experiences that contribute to individuals' behaviors and struggles. Trauma-informed care aims to minimize re-traumatization, promote recovery, and support healing by providing services that are sensitive to trauma survivors' needs. It was developed to foster environments that are understanding, inclusive, and supportive of individuals who have experienced trauma, ultimately promoting their well-being and resilience.

What's the difference?

"Trauma-Informed Care understands and considers the pervasive nature of trauma and promotes environments of healing and recovery rather than practices and services that may inadvertently re-traumatize."^[61] Trauma- informed care specifically refers to practices within healthcare that integrate the prevalence and impact of trauma on physical and mental health into how professionals interact with their patients.^[62]

Trauma-informed approach is a broader framework that can be applied to any system, organization, and communities. It involves recognizing the widespread impact of trauma and understanding how individuals, organizations, and communities can address trauma's effects, and this approach emphasizes creating environments that are sensitive to trauma, fostering safety, trust, collaboration, and empowerment.^[63]

A trauma-informed approach acknowledges that patrons' behaviors are influenced by their life experiences. Additionally, a trauma-informed approach:^[64]

• Recognizes the widespread impact of trauma and identifies potential paths toward recovery
• Identifies the signs and symptoms of trauma in individuals
• Integrates knowledge about trauma into policies, procedures, and practices
• Strives to actively prevent re-traumatization and secondary trauma

As awareness grew about the prevalence and effects of trauma, professionals across various fields, including healthcare, social work, education, and mental health, realized the importance of adopting practices that prioritize safety, trust, and empowerment. For example, social workers have created a trauma- informed framework, often referred to as trauma- informed social work^[65]. Educators have created a specific framework for implementing a trauma- informed approach in schools, trauma-informed pedagogy, that approaches teaching and learning by acknowledging the prevalence and impact of trauma on students' lives and integrates this understanding into educational practices. It aims to create a safe, supportive, and empowering learning environment so that students who have experienced trauma can succeed academically.^[66][67]

Trauma- informed practices refers to the action or implementation of a trauma informed approach, but most of these terms are all used interchangeably. All of these frameworks acknowledge that an individual's experiences affect how they show up in the world and emphasize emphasizes safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and addresses cultural, historical, and gender issues.^[68]

A trauma-informed approach utilizes a strengths-based perspective to empower individuals. It emphasizes the importance of personal self-care to support healing and resilience. This approach recognizes the significance of healing within supportive communities, fostering environments that prioritize safety and trust. It actively works to prevent re-traumatization by implementing practices that promote emotional and physical safety. This approach acknowledges that trauma-related symptoms and behaviors stem from adaptive responses to traumatic experiences. A trauma-informed approach also seeks to promote trauma awareness and understanding to create a more compassionate and supportive environment for all.

Trauma informed librarianship

One way to combat the embedded whiteness and ableism of libraries is by building an anti-racist, anti-ableist framework for trauma informed librarianship and incorporating it into the library. Academic libraries serve a diverse array of students, many of whom hold marginalized identities such as 2/SLGBTQIA+, disabled, students of color, international students, and these students are particularly vulnerable to discrimination^{[69][70][71][72]}. Trauma-informed librarianship represents a form of collective access by prioritizing inclusivity, empathy, and understanding within library spaces. At its core, this approach recognizes that individuals from diverse backgrounds may have experienced trauma and need safe and supportive environments to access resources and services. By adopting trauma-informed practices, libraries aim to create spaces where all patrons feel welcomed, respected, and empowered to seek assistance without fear of judgment or re-traumatization^[73].

Collective access, within the context of trauma-informed librarianship, extends beyond physical accessibility to encompass emotional and psychological safety. Libraries become more than repositories of knowledge; they become havens where individuals can find solace, connection, and support on their healing journeys. This collective access fosters a sense of community and belonging, where patrons feel understood and valued for who they are, regardless of their past experiences. Trauma-informed librarianship also acknowledges the interconnectedness of individuals within communities and the shared responsibility to create environments that promote healing and resilience. Librarians, as stewards of knowledge and advocates for social justice, play a vital role in facilitating collective access by cultivating spaces that prioritize equity, compassion, and empowerment.

Using the principles of trauma informed care as the foundation, I analyzed adaptations from trauma informed pedagogy and trauma informed social work, as well as consulted literature on critical librarianship, indigenous librarianship, critical race theory, disability studies, and ALA literature on library services and best practices. These principles are carefully crafted to align with the ethos of trauma-informed care and uphold anti-racist and anti-ableist practices within library settings. The principles of trauma-informed care have been adapted to be specific to library work by acknowledging the unique role libraries play in communities and the diverse needs of library patrons:

I. Mindful Navigation of Power Dynamics

II. Open, Empathetic and Flexible Communication

III. Proactive resistance to re-traumatization

IV. Empowerment, Safety, and Trust

V. Commitment to Community and Self Care

VI. Commitment to Continual Learning

Trauma-informed librarianship is a vital aspect of providing support and assistance to patrons, the majority of who have experienced trauma, and its application within library settings holds significant importance. By embracing trauma-informed approaches, librarians can create environments that prioritize safety, trustworthiness, and empowerment for patrons who have experienced trauma. In essence, trauma-informed librarianship embodies the ethos of collective access by striving to meet the diverse needs of patrons while honoring their experiences and promoting collective healing and well-being. Through this approach, libraries become catalysts for positive change, fostering communities where everyone has the opportunity to thrive and access the resources they need to lead fulfilling lives.

An anti-racist, anti-ableist approach within the realm of librarianship acknowledges and actively combats the systemic racial and disabled oppression present in the United States. It rejects the notion of "neutrality" and "objectivity" as covert forms of integrating normative Whiteness and ableism into library practices. Instead, it advocates for honest, subjective examinations of library work on individual, collective, and institutional levels. This perspective underscores the importance of adopting trauma-informed practices within libraries, as they provide a framework for understanding and addressing the historical and ongoing trauma experienced by marginalized communities. In other words, trauma informed librarianship can help libraries live up to their potential as sanctuaries. By incorporating trauma-informed principles into library services and operations, librarians can work towards creating spaces that are more inclusive, supportive, and responsive to the needs of their patrons— the vast majority of who have experienced trauma. This approach recognizes the impact of systemic oppression on mental health and well-being and seeks to mitigate harm by fostering a culture of empathy, understanding, and empowerment within library settings.

The goal of this book is to demystify trauma informed work for library workers, offering practical, everyday practices that library staff can incorporate into their work. Applying trauma-informed approaches in the library doesn't have to be a monumental task. It can manifest in small, everyday practices, decisions, and interactions with patrons. Simple actions like using empathetic communication, providing content warnings, ensuring inclusive spaces, and actively listening to patrons' needs can significantly contribute to a trauma-informed environment. These small, consistent efforts help create a more supportive and welcoming library for everyone.

What to expect

In the first section of this book, participants will gain a basic understanding of trauma and explore the foundational principles of trauma-informed care and their relevance to library work. By exploring the complexities of trauma, readers gain insight into the diverse ways it manifests and influences people's behaviors. Trauma is explored across various dimensions, from acute incidents to chronic, systemic oppression, highlighting its multifaceted nature. Through this exploration, readers develop a basic understanding of trauma's cognitive, emotional, and behavioral effects, enabling them to recognize its manifestations in both themselves and others. This fundamental knowledge serves as a crucial framework for the subsequent discussions on trauma-informed care and librarianship, providing readers with a solid foundation to navigate the complexities of supporting individuals affected by trauma within library settings.

Building upon the foundational understanding of trauma established in the first section, the second section focuses on the the six proposed principles of trauma-informed librarianship, examining their theoretical underpinnings and practical implications for creating inclusive and supportive library spaces. This section explores what it means to adopt a trauma-informed approach, emphasizing the importance of safety, trustworthiness, and empowerment in serving patrons affected by trauma. Through this exploration, librarians will gain valuable insights and actionable strategies to better serve individuals impacted by trauma within their communities. By integrating trauma-informed principles into their practice, librarians can create inclusive and supportive environments that prioritize the well-being and empowerment of their patrons.

Critical reflection serves as a cornerstone of trauma-informed librarianship, providing practitioners with the opportunity to deepen their understanding, refine their practice, and cultivate empathy, as such, reflective questions are integrated throughout this book to encourage readers to pause, consider, and critically examine their actions and assumptions. These questions serve as guideposts, prompting librarians to explore their biases, recognize the impact of their words and actions, and identify opportunities for growth and improvement. By engaging in reflective practice, library staff can continuously evaluate their interactions, interventions, and policies to ensure they align with trauma-informed principles and meet the diverse needs of their patrons. Here is the first set of critical reflective questions: