In recent years there has been growing interest in the integration of contemplative practices into higher education, but little has been published regarding contemplative practices or contemplative pedagogies in academic libraries. Nor have explicit links been made to critical librarianship (critlib), particularly regarding the stress associated with the profession and the “resilience narrative” of “doing more with less”. In this paper, we review the literature and describe our experiences introducing a variety of contemplative elements into our library instruction program, most recently in the virtual environment. Building on the three levels of “intervention” modeled by Barbezat and Bush (2014) to include librarians, and incorporating critlib theory, we describe the contemplative practices we have used with a view to alleviating librarian, student, and faculty stress and burnout, especially during the COVID-19 pandemic. Anecdotal reports suggest a broad interest in such practices and their potential effectiveness in reducing distraction and stress. However, future study is needed to systematically evaluate the outcomes of CP during library instruction.

近年来，人们对将沉思实践整合到高等教育中的兴趣日益增长，但是关于沉思实践或沉思教育学的文献很少。也没有与关键的图书馆员建立明确的联系（critlib），特别是与专业相关的压力和“事半功倍”的“弹性叙述”。在本文中，我们回顾了文献并描述了我们的经验，这些经验将各种沉思性元素引入我们的图书馆教学程序，最近一次是在虚拟环境中。在Barbezat和Bush（2014）建模的“干预”的三个层面上，包括图书馆员，并结合了critlib理论，我们描述了我们为减轻图书馆员而使用的沉思实践，学生和教师的压力和倦怠，尤其是在COVID-19大流行期间。轶事报告表明，人们对这种做法及其在减少分心和压力方面的潜在效力具有广泛的兴趣。但是，在图书馆教学过程中，需要进行进一步的研究来系统地评估CP的结果。