Effecting Positive Change in Library Communities by Establishing Culturally Respectful Connections
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The document outlines initiatives by Northeastern State University's library to foster positive change in library communities through culturally respectful practices and culturally responsive curriculum development. It highlights the integration of indigenous worldviews in academia, the creation of open educational resources, and community mentoring efforts aimed at supporting librarians and students in underrepresented regions. The work demonstrates how libraries can enhance cultural justice and community connections for both indigenous and non-native populations.
Effecting Positive Change in Library Communities by Establishing Culturally Respectful Connections
- 1. EFFECTING POSITIVE CHANGE IN LIBRARY COMMUNITIES BY ESTABLISHING CULTURALLY RESPECTFUL CONNECTIONS PAMELA LOUDERBACK EXECUTIVE DIRECTOR OF LIBRARIES, JOHNVAUGHAN LIBRARY NORTHEASTERN STATE UNIVERSITY,TAHLEQUAH, OK 2024 CONUL CONFERENCE LIBRARIES AS CHANGEMAKERS 29-30 MAY 2024 | ICC BELFAST
- 2. GRANDMOTHER’S PEDAGOGY APPROACH • Qualities such as listening, sharing stories, and opening spaces of vulnerability, that advance educational and personal growth among college students • Focuses on building connections between student and the institution to establish a sense of trust. • Libraries serve as integral spaces where holistic and Indigenous worldviews can be braided in academia.
- 3. EXPANSION OF SERVICES & RESOURCES: REGIONAL • Regionally wrap around services and resources are delivered within a culturally relevant framework that include: • Development and application of culturally responsive curriculum in Library Media graduate course curriculum • Creation and storage of culturally sensitive Open Educational Resources (OERs) in the library digital repository, • Faculty and staff training to increase accessibility of curriculum and content for remote learners, and • Community building efforts of peer and faculty mentoring.
- 4. DEVELOPMENT & APPLICATION OF CULTURALLY RESPONSIVE CURRICULUM IN LIBRARY MEDIA GRADUATE COURSE CURRICULUM • Institute of Museum and Libraries (IMLS) Laura Bush 21st Century Librarian Program (2010-2015) • Goal 1 – Train 21st Century School Librarians • Develop a curriculum that addresses the unique needs of school librarians that serve in rural communities with high poverty levels, and a high percentage of Native American citizens • Provide student support to educate twenty librarians in a tailored program that prepares them to serve in the targeted communities • Goal 2 – Develop & disseminate K-12 Information Literacy Resources & Research • Create, and disseminate information literacy instruction modules that address information literacy standards that respond to the unique needs of the targeted students • Provide annual regional conferences and seminars that promote and disseminate research, best practices, resources, and pedagogy for educational improvement of the targeted populations
- 6. BENCHMARKS REFLECTION & SELF-ASSESSMENT TOOL PART 2
- 9. GOAL 2: DEVELOPING IL RESOURCES: CHEROKEE IMMERSION SCHOOL
- 10. GOAL 2: DEVELOPING RESOURCES, CHEROKEE SYLLABARY MAPS
- 11. GOAL 2: CONFERENCES/WORKSHOPS ANNUAL AUTHOR SERIES EXAMPLES JOSEPH BRUCHAC CYNTHIA LEITICH SMITH
- 12. PROJECT I’M READY IMLS GRANT: LEARNING RESOURCES
- 13. SCIENCE PROJECT EXAMPLE : LEVEL 2 AND 3: MOON PHASES & THE ENVIRONMENT
- 14. MOON PHASES LESSON PLAN
- 16. CREATION AND STORAGE OF CULTURALLY SENSITIVE OPEN EDUCATIONAL RESOURCES (OERS) IN THE LIBRARY DIGITAL REPOSITORY • Indigenous knowledge sharing and authorship on digital platforms • NSU Digital Library at https://digitallibrary.nsuok.edu/ • freely accessible online repository of the digital materials of the NSU Libraries • "Paving theWay, Green Country's Cultural & Historical Preservation Initiative“ at https://digitallibrary.nsuok.edu/collection/da3eb79b-914c-4461-9334-c049ae89e5f 5 Herman Sleeper - https://www.youtube.com/watch?v=UGPsLkAFPkY
- 17. COMMUNITY BUILDING EFFORTS OF PEER AND FACULTY MENTORING • Indigenous Scholar Development Center to support students along their educational journey • Grant funded by the US Department of Education (2013-2019) • Students study and explore learning opportunities in a holistic way • Provide co-curricular opportunities to engage and strengthen students and the community • Grant funded extracurricular events • NASNTI grant (2021-2026) • ALA NEH American Rescue Plan Humanities Grant (2021)
- 18. EXPANSION OF SERVICES & RESOURCES: NATIONAL AND INTERNATIONAL • Examples implemented beyond the region include: • Creating OERs through the Oklahoma State Regents for Higher Education (OSRHE) Pressbooks account • Creating culturally respectful subject authority proposals for subject headings through the Subject Authority Cooperative Program (SACO). • Haudensaunee proposal at Cataoging Lab - https://cataloginglab.org/kb/haudenosaunee-north-american-people/ • AlumniTIES grant workshop
- 19. CREATING OERSTHROUGH THE OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION (OSRHE) OPEN OCO PORTAL https://open.ocolearnok.org/
- 20. CREATING SACO CULTURALLY RESPECTFUL SUBJECT HEADING AUTHORITY PROPOSALS SACO Participants’ Manual - https://www.loc.gov/aba/pcc/saco/documents/SACOManual2007.pdf • ClassWeb • Proposed Topical Heading work form • 053 Call # • 150 Heading • 450Variation • 550 BroadTerm • 670 Cite Source
- 22. CONCLUSION • Creating culturally sensitive resources and services, and creating culturally affirming and meaningful assignments fosters collaborative community connections • The achievements shared today provide examples of how libraries can cultivate a more culturally just and fair world for Indigenous and non- Native peoples in the communities they serve and beyond. QUESTIONS?
Editor's Notes
- #20: In ClassWeb, this is the menu that allows you to access the Proposal system, called Minaret. This is the work-form that is used for submissions of subject heading proposals. I am going to give you a brief explanation of the various fields so you understand what they are looking for. These are the fields that we are going to be working with and this section will discuss each of them, what they mean, and how to work with them.
- #21: So you can see that Quiché Indians are considered to be a narrower term under both Mayas and Indians of Central America—Guatemala, Mayas are considered to be a narrower term under both Indians of Mexico and Indians of Central America.