Alfred University Libraries stand in solidarity with Black Lives Matter and global movements responding to the systemic racism and anti-Black violence that recently claimed the lives of Breonna Taylor, George Floyd, Ahmaud Arbery, Tony McDade, and innumerable others. We recognize that this movement is intersectional and essential to dismantling oppression. We appreciate and endorse the statements of Alfred University and the American Library Association, which show support for all marginalized communities, especially the BIPOC (Black, Indigenous, People of Color) community.
Affirming that Black Lives Matter engages with our Libraries’ value of supporting “intellectual and cultural diversity” and recommits us to the strategic goals of recruiting and retaining “a diverse and talented staff” and to developing “library programming that makes the libraries a center for intellectual discussion.” We recognize, however, that this is not enough.
The Libraries acknowledge that an ongoing history of oppression occurs not just in areas such as policing, housing, employment, and healthcare, but also in library services, where there are many examples of libraries being complacent or complicit in the oppression  of BIPOC. Alfred University Libraries do not claim immunity from complicity in this history of systemic racism.
Current events show us that unvoiced support for marginalized communities is only slightly better than no support at all, so we are actively adding our voice. However, this is only the first step. We also commit to “walking the walk” in order to create a more equitable, inclusive, and empowering environment, and a more just society. As a start, we will take the following concrete steps:
Creating a more inclusive environment:

• Solicit feedback from students on “What would make you feel more welcome and/or comfortable in the Alfred University Libraries?” Partner with the Institute for Cultural Unity to ensure students from marginalized groups are aware that we are asking for their feedback.
• Require all library personnel to participate in implicit bias and bystander intervention training (see Appendix).
• Strongly encourage library personnel to participate in Psychological First-Aid (PFA) and Safe Zone training (see Appendix).
• Evaluate the library search and hiring process to reduce bias and increase equity and to incorporate best-practices.
• Integrate anti-racist and/or anti-oppression values and language into the AU Libraries Mission, Vision, and Values.

Creating more inclusive collections: 

• Actively add the work of BIPOC scholars to library collections.
• Add resources to support anti-oppression research and work to library collections.
• Solicit suggestions from students on collecting library materials by and/or about BIPOC.
• Whenever possible, ensure that library displays include works by marginalized creators/authors.
• Expand collaboration with student groups for library displays and events.

Educating ourselves:

• Begin a discussion group for library personnel focusing on works from a list of anti-racist resources or a list of anti-oppression readings focused on libraries and librarianship (see Appendix).
• Create a resource guide focused on anti-oppression (see Appendix).

We commit to regularly evaluating our progress and continuing to build on this statement and commitment. We welcome input from our patrons and our community on additional steps we can take as we work toward improving ourselves as professionals and as the Alfred University Libraries.
Appendix: Example Trainings and Resources
To guide the implementation of the actionable steps in our commitment, Alfred University Libraries recommend these examples and resources to be used as appropriate.

• Implicit bias training may include gender and sexuality issues but should also include racial issues such as micro and macroaggressions. One such example is UCLA’s “KNOW” Implicit Bias. This page provides a video series and modules as well as scholarship and additional videos.
• Bystander intervention training equips trainees with the training necessary to intervene in situations of harassment and hate violence. One recommended resource is the Southern Poverty Law Center’s guide to bystander intervention.
• Psychological First Aid (PFA) trainings equip trainees to respond to disasters and other traumatic events that affect a community by focusing on safety, stabilization, and connecting people to helpful resources. The American Psychological Association has compiled lists of resources and PFA providers.
• Safe Zone trainings create the opportunity to learn about different identities, particularly LGBTQIA+ people and the prejudices that they face. One example of Safe Zone training is provided by the Safe Zone Project.
• Lists of anti-racist resources take many meaningful forms. One example of a list that pertains directly to higher education was compiled by #ShutDownSTEM.
• Anti-oppression readings focused in libraries have a rich history. One exemplary compilation of readings is University of Wisconsin-Madison’s Disrupting Whiteness in Libraries and Librarianship: A Reading List.
• Anti-oppression resource guides are helpful tools for guiding students and faculty toward understanding oppression and the ways that they can combat it. Examples of such guides created by libraries include Anti-Oppression Resources for UNLV Students, Simmons University Library Anti-Oppression LibGuide, and this scaffolded list.

Alfred University announces the appointment of Brian Sullivan to the position of dean of libraries. Sullivan, who had been serving since 2018 as interim director of libraries, takes over for Steve Crandall, who retired after a 41-year career at the University.
Sullivan has been at Alfred University for 11 years, serving as instructional librarian at Herrick Library from 2008-12 and as information literacy librarian, also at Herrick Library, from 2012-18.

As interim director, Sullivan’s responsibilities included: managing all day to day operations; collaborating with Crandall to co-lead the strategic planning and assessment process; assisting the dean with managing the libraries budget; facilitating professional development for library faculty and staff; and coordinating all aspects of general library operations and facilities management.
His duties as instructional and information literacy librarian included leading development of the Alfred University Libraries reorganization plan; managing the library’s instructional program; chairing the Libraries Assessment Team; and leading the Task Force on Information Literacy and Assessment.
Sullivan earned a bachelor’s degree in English from SUNY Fredonia in 2000 and a Master of Library Science degree from the University at Buffalo in 2003.
He has taught a variety of library instruction sessions at Alfred University since 2008, including Writing I and II and First Year Experience, and in 2014 and 2015 taught an honors course, Create Your Own Religion.
Sullivan came to Alfred University in 2008 from Ave Maria University, Ave Maria, FL, where he was head of Public Services from 2006-07 and instructional services and electronic resources librarian from 2005-06. He was librarian at Hamlin (NY) Public Library for a year, in 2003.
Sullivan earned a master’s degree in theological studies from the Northeastern Seminary at Roberts Wesleyan College in 2002. He served as a theological library consultant at the Golisano Library, Northeastern Seminary at Roberts Wesleyan, from 2016-18. He also served as an instructor at the Seminary during those years, teaching classes in library research for Seminary students and leading Doctor of Ministry dissertation workshops and new graduate student library orientations. His prior teaching experience also includes new graduate student orientations and graduate theology library orientations at Ave Maria University.