Building a Program of Inclusive Practice
- 1. Welcome to LD@3! Please mute your microphones when you are not speaking. (Your mute button is at the bottom of the meeting screen)
- 2. Building a Program of Inclusive Practice A “Toolkit” by Karen Sobel & Zach Newell Presented 15 May 2020
- 3. Agenda ● Introduce ourselves. ● Introduce the idea of “tiered competencies.” ● Discuss three major bodies of theory that can be used to build tiered action. ● Discuss the tiers. ● Work together to practice responding to a scenario using the tiers. ● Critique the tiers. ● Discussion ● Additional resources
- 4. What our our “tiered competencies”? When we see needs for building inclusivity in our academic libraries, we draw upon our knowledge of theory to create an action plan. The plans have three parts: 1. Foundational: Building your understanding of the issues surrounding a situation 2. Intermediate: Responding to the immediate situation; taking care of human needs; communicating an institutional response 3. Critical: Planning the way forward; updating institutional practices; educating oneself and one’s colleagues deeply on the issues; creating new resources; creating forward-thinking programming
- 5. Why create tiered competencies of action for inclusive practice? ● We have many bodies of theory from which to draw inspiration in academic libraries. ● Creating a framework for turning theory into action can help us to move from situation → thought → action in a systematic manner. ● The competencies also make it easier to include colleagues who do and do not have as great an interest in theory as we do in your action plan.
- 6. Theoretical Foundations Choose one theory/approach to use with a scenario: Freire, hooks, Habermas. ➔ Habermas The Public Sphere ➔ hooks Teaching to transgress: education as the practice of freedom ➔ Freire Critical Pedagogy
- 14. Definitions Cultural competence: A congruent set of behaviors, attitudes, and policies that enable a person or group to work effectively in cross-cultural situations; the process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each (National Association of Social Workers, 2001).
- 15. What Can We Do with Tiered Competencies? ● Use the wealth of knowledge from educational and LIS theorists to support our campus populations ● Guide colleagues in using what theory teaches us -- whether or not they’re interested in theory ● Create a structure for supporting equity/diversity/inclusion-related needs in your library ○ Be proactive, responsive, and education-centered ○ Avoid overload in a complex situation
- 16. 1. Foundational (Educating Yourself on the Issues) Developing strategies: ● Setting aside the time to learn ● Putting issues in context ● Identifying contexts relevant to situation and profession ● Appropriate resources & experiences
- 17. 2. Intermediate (Responsive) Planning for initial response: ● Assessing issue(s) in context of library ● Tailor response based on situation ● Create an action plan
- 18. 3. Critical (Looking Ahead) Putting plan into motion: ● Holistic long-term planning ○ Strategic planning ○ Committee work ● Thoughtful adaptations ○ Library centered ○ Patron centered ○ Climate assessment
- 19. Role Playing: How do you respond? (With a little help from colleagues) Tip Use the theories. Remember, you have theories, competencies, and each other.
- 20. Breakout Session: Scenarios Choose (randomly--or skim them) one of our six workplace scenarios as the basis for building a program of inclusive practice. Each scenario page has instructions. Scenario 1: https://bit.ly/3aICujB Scenario 2: https://bit.ly/2VW2QsI Scenario 3: https://bit.ly/3eWP4io Scenario 4: https://bit.ly/3bKgm9w Scenario 5: https://bit.ly/2Sdbp1i Scenario 6: https://bit.ly/2KGgTxn If you would prefer to spend your time working individually on a scenario from your own work, please feel free to do so. Scrum The best way to prepare is through practice, reflection, and discourse We want to hear your story!
- 21. Instructions (You can also read these on the Google Docs “Scenario” sheets.) ➔ Read through your scenario. (If you have another one in mind, you can use it!) ➔ Talk with your group about the theories we’ve discussed & others that apply to you. Which apply most to your scenario? ➔ Come up with a tiered plan to respond to the need, create future plans related to the scenario, and further educate yourself & your colleagues. ➔ Think of a few points that you’d like to share with other groups.
- 22. Critique the Tiers What would you do differently if you were designing the tiers?
- 24. Takeaways We’re empowering others and building confidence: ➔ Ability to employ your “toolkit” Recalling a foundation of theory and practice ➔ Stay involved We don’t have to be experts ➔ What’s next? Continue the conversation. Keep building
- 25. Zachary Newell Dean of Library Services Administration Eastern Illinois University Email znewell@eiu.edu Presenters Karen Sobel Teaching & Learning Librarian University of Colorado Denver Email karen.sobel@ucdenver.edu
- 26. Resources ACRL Diversity Alliance (2016). Accessed from http://www.ala.org/news/press-releases/2016/10/acrl-diversity-alliance- launches ACRL Diversity Standards: Cultural Competency for Academic Libraries (2012). Accessed from http://www.ala.org/acrl/standards/diversity Adkins, D., Virden, C., & Yier, C. (2015). Learning about Diversity: The Roles of LIS Education, LIS Associations, and Lived Experience. Library Quarterly, 85(2), 139. Andrade, R., & Rivera, A. (2011). Developing a Diversity-Competent Workforce: The UA Libraries' Experience. Journal Of Library Administration, 51(7/8), 692-727. Battista, A., Ellenwood, D., Gregory, L., Higgins, S., Lilburn, J., Sokkar Harker, Y., & Sweet, C. (2015). Seeking Social Justice in the ACRL Framework. Communications In Information Literacy, 9(2). Retrieved January 14, 2019, from http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&p ath%5B%5D=v9i2p111 Bluemle, S. R. (2018). Post-Facts: Information Literacy and Authority after the 2016 Election. Portal: Libraries & the Academy, 18(2), 265–282.
- 27. Brook, F., Ellenwood, D., & Lazzaro, A. E. (2015). In pursuit of antiracist social justice: denaturalizing whiteness in the academic library. Library Trends, 64(2), 246–284. Chatman, E. A. (1996). The Impoverished Life-World of Outsiders, Journal of the American Society for Information Science 47(3), 193–206. Cooke, N. A., Sweeney, M. E., & Noble, S. U. (2016). Social justice as topic and tool: An attempt to transform an LIS curriculum and culture. Library Quarterly, 86(1), 107–124. Davidson, M. (2002) Leveraging Difference for Organizational Excellence: Managing Diversity Differently. Retrieved from: http://leveragingdifference.com/levdiff/wp- content/uploads/2010/07/Batten_briefing.pdf Diversity Report from ALA (2012) http://www.ala.org/offices/sites/ala.org.offices/files/content/diversity/diversityc ounts/diversitycountstables2012.pdf Doyle, D. and Connelly, R. (2011). Building an intentional culture of social justice: Increasing understanding and competence in the curriculum. Journal of Catholic Higher Education, 30(1), 95-111. Eannance Lazzaro, A., Mills, S., Garrard, T., Ferguson, E., Watson, M., & Ellenwood, D. (2014). Cultural competency on campus. College & Research Libraries News, 75(6), 332-335.
- 28. Elmborg, J. K. (2011). Libraries as the spaces between us: Recognizing and valuing the third space. Reference & User Services Quarterly, 50(4), 338–350. Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach. Boulder, Colo: Westview. Gilbert, J.J. (2016). Heroes and Holidays: The Status of Diversity Initiatives at Liberal Arts College Libraries. College & Research Libraries, 77(4), 520-535. Giroux, H. (2016). America on the edge: Henry giroux on politics, culture, and education. Palgrave Macmillan. Habermas, J., & Seidman, S. (2005). Jürgen Habermas on society and politics: A reader. Boston: Beacon Press. Hastings, S. K. (2015). If Diversity Is a Natural State, Why Don't Our Libraries Mirror the Populations They Serve?. Library Quarterly, 85(2), 133. hooks, b. (2015). Outlaw culture: Resisting representations. Routledge. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York:Routledge. Hudson-Ward, A. (2014). Eyeing the New DIVERSITY. American Libraries, 45(7/8), 32-35.
- 29. Jaeger, P. T., Cooke, N. A., Feltis, C., Hamiel, M., Jardine, F., & Shilton, K. (2015). The Virtuous Circle Revisited: Injecting Diversity, Inclusion, Rights, Justice, and Equity into LIS from Education to Advocacy. Library Quarterly, 85(2), 150. Jaeger, P. T., M. M. Subramaniam, C.B. Jones and J. Carlo Bertot. (Summer July 2011). “Diversity and LIS Education: Inclusion and the Age of Information.” Association for Library and Information Science Education (ALISE). 52(3), 166-183. Jaeger, P. T., Sarin, L. C., & Peterson, K. J. (2015). Diversity, Inclusion, and Library and Information Science: An Ongoing Imperative (or Why We Still Desperately Need to Have Discussions about Diversity and Inclusion). Library Quarterly, 85(2), 127. Juárez, M. (2005). "Making Diversity Work in Academic Libraries," in Where Are All the Librarians of Color: The Experiences of People of Color in Academia. Sacramento, CA: Library Juice Press. Keer, G. (2010). Critical pedagogy and information literacy in community colleges. Critical library instruction: Theories and methods, 149-159. Kelley, M. (Feb 20, 2013). Diversity never happens: The story of minority hiring doesn’t seem To change much. Library Journal Online. Accessed from http://lj.libraryjournal.com/2013/02/opinion/editorial/diversity-never-happens- the-story-of-minority-hiring-doesnt-seem-to-change-much/#_ Kim, K-S., & Sin, S. J. (2006). Recruiting and retaining students of color in LIS programs: Perspectives of library and information professionals. Journal of Education for Library and Information Science, 47( 2), 81-9.
- 30. Morales, M., Knowles, E. C., & Bourg, C. (2014). Diversity, social justice, and the future of libraries. Portal: Libraries & the Academy, 14(3), 439–451. Neely, Teresa Y. “Diversity Initiatives and Programs: The National Approach,” in Managing Multiculturalism and Diversity in the Library, ed. Mark Winston (New York: The Haworth Press, 1999), 123–44. Raine, L. (April 9 2018). The Information Needs of Citizens: Where Librarians Fit In. Pew Research Center. Public Library Association Annual Meeting. Accessed from http://www.pewinternet.org/2018/04/09/the-information- needs-of-citizens-where-libraries-fit-in/ Roy, L. et al (2015). Library Juice Series on Critical Multiculturalism in Information Studies. Accessed from http://libraryjuicepress.com/librariansofcolor-front.pdf Sturges, P., & Gastinger, A. (2010). Information literacy as a human right. Libri: International Journal of Libraries & Information Services, 60(3), 195– 202. Vinopal, J. (2016). The Quest for Diversity in Library Staffing: From Awareness to Action. http://www.inthelibrarywiththeleadpipe.org/2016/quest- for-diversity/ Walter, S., & Lankes, R. D. (2015). The Innovation Agenda. College & Research Libraries, 76(7), 854-858.