Library publishers have developed robust workflows for digital journals and open educational resources (OER). Yet, the vast majority of our physical collections remain static, “finished” products of a traditional, often exclusionary canon. While critical pedagogy encourages students to “remix” and “intervene” in these texts, libraries lack the publishing infrastructure to legitimize and preserve these physical interventions. This workshop proposes a new model: “Guerilla Publishing.” In this model, libraries do not just host finished books; they act as platforms for student-authored “tipped-in” pages, marginalia, and physical inserts that critique or expand the existing collection, utilizing weeded, discarded, or non-library books. Since this model challenges standard library operations, this session functions as a design charrette. Participants will work collaboratively to blueprint the infrastructure required to turn “student projects” into a “published record.” We will allow attendees to self select into one of two core operational hurdles to engage with: 1. The Policy Layer: How do we distinguish between “defacement” and “enrichment”? We will draft a “Statement of Participatory Stewardship.” 2. The Metadata Layer: How can cataloging workflows be adapted (e.g., local notes, 590 fields, linked digital surrogates) to make ephemeral student contributions discoverable? Participants will leave with a collaborative “Guerilla Publishing Toolkit”—a draft framework for managing student-authored physical interventions in their own libraries. This session bridges the gap between critical library instruction and the operational realities of library publishing.
