Abstract
While instruction librarians seek the most meaningful experiences for our students, sometimes we have to look beyond tradition to meet students where they are and where they feel a sense of belonging on campus. Through autoethnography we explore what it means to teach and learn with students in extracurricular communities, such as those in support programs for first-generation students and student-athletes. We reflect on how working with these communities has shaped us as teacher librarians, including our perceptions of belonging. While not always clear-cut, we argue that working with extracurricular communities brings benefits not addressed by traditional subject librarianship.
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