“What Are You Reading?”: How School Libraries Can Promote Racial Diversity in Multicultural Literature by Karen Elizabeth Lafferty

George, Chekesha 

In the article, "Analyzing the Diversity of a High School Library" by Sarah Jorgenson and Rene Burress, they discuss the importance of recognizing diversity not only in American society but also in school libraries. "Schools are culturally diverse places that have students and staff who represent varieties of race, culture, ability, sexual preference or identity, religion, gender, and class. School librarians serve all these individuals" (Buress & Jorgenson 2020). The authors go on to state that, "if the current collection of young adult fiction portrays only the typical white, heterosexual main character (Perez, para 8), then the collection does not allow for understanding and learning of other races, cultures, and abilities, nor does it allow for students of minority groups to see themselves represented in books. The modern school library must strive to continually add diverse titles to its collection so that all students feel represented and can find and read books to which they can relate" (Burres & Jorgenson 2020). The article goes on to guide school librarians in the various ways that they can ensure that they are diversifying their collections to serve in the best interest of the students they serve.

This article resonated with me on a personal level. As a Black woman, it was not until my sophomore year in high school that I finally read a book written by an author of color. The first two novels I ever read where the protagonists were non- white was Amy Tan's The Kitchen God's Wife and Native Son by Richard Wright. As an adult, I have never forgotten the impact that these novels had on me. After reading these books in my Honors English class, I was eager to read more multicultural books. This became one of my favorite genres. There is something so powerful and endearing about reading books that teach you about cultural experiences outside of your own. "In order to serve all students, school librarians must be ready to advocate and promote diversity within their own environment. Placing diverse books in the hands of students helps develop empathy and understanding, allowing students to get to know those around them. By being knowledgeable and accessible, and by providing diverse resources for students, school librarians help students to grow and understand each other and themselves" (Burress & Jorgenson). As a librarian and life-long learner, I am comforted in knowing that there is finally research and literature to support why diverse literature is and will continue to be important in library collections. 

Citation: Jorgenson, Sarah, and Rene Burress. "ANALYZING THE DIVERSITY OF A HIGH SCHOOL LIBRARY COLLECTION." Knowledge Quest, vol. 48, no. 5, May-June 2020, pp. 48+. Gale Academic OneFile, link.gale.com/apps/doc/A626204945/AONE?u=csusj&sid=bookmark-AONE&xid=5ef3ada5. Accessed 30 Nov. 2024.

Review of Active Learning: A Consideration in Collection Development in Health Sciences Libraries?

 Posted by: Shelton, Michaela

APA Citation: 

Cisney, L. (2022). Active learning: A consideration in collection development in health sciences libraries?         Collection and Curation, 42(2), 41-45. https://doi.org/10.1108/CC-02-2022-0009

Summary: 

Cisney (2022) conducted a literature review and a survey to health sciences libraries regarding how active learning is considered in collection development at health sciences libraries. Active learning is often used in medical education, and as libraries adjust to integrate with curriculum it becomes increasingly important that the collection can support learning and instruction. Cisney's survey was sent to members of the Medical Library Association Technical Services Caucus and Collection Development Caucus and had a 6% response rate. Based on responses, the survey found that most respondents did not make considerations for active learning when making collection development decisions. Because the level of respondents was so low, generalizations could not be made across health science libraries, but rather the responses are an indication that the topic should be explored further. Further studies may also explore if the COVID-19 pandemic changed how libraries view or practice active learning. 

Evaluation: 

While the survey discussed in this article could not be generalized to other health science libraries, the responses still show that librarians involved in collection development may be missing important connections with the information literacy and learning side of the library. For collection librarians who are interested in making considerations for active learning, Cisney's literature review provided several recommendations. The literature review showed that when making considerations for active learning in collection development, librarians may select electronic resources to provide flexibility of use in class, as well as budget for clinical and diagnostic tools and other technology that aids active learning. Libraries may work with students when selecting what materials to purchase for collection updates. Additionally, libraries may alter the types of materials they select or how they store collections to provide learning spaces in the library. 

An early or somewhat late ChatGPT guide for librarians

 Posted by: Joe Mullins

APA Citation:

Hall, B., & McKee, J. (2024). An early or somewhat late ChatGPT guide for librarians. Journal of Business & Finance Librarianship, 29(1), 58–69. https://doi.org/10.1080/08963568.2024.2303944 

Summary:

    This article presents an up-to-date guide (this summary was written in December of 2024) of ChatGPT in respect to librarians and their work. Acknowledging the current immense usership of ChatGPT by society, Hall and McKee recognize the need for better education, workshop, and general discussion on the stalwart AI tool, particularly for information professionals. However, in this article not only do the authors advocate for research on AI and education of information professionals on ChatGPT but also highlight the importance of caution in using these tools due to limitations. Ultimately, they assert that libraries and librarians alike must stay current and share information with peers on the usages of AI as well as alert their colleagues and patrons to the softwares pitfalls and how to overcome challenges when using the tool.

Evaluation

    This article does a great job in exploring the current design of ChatGPT and advocating and calling on information professionals to become educated in the AI platform to better understand the applications uses and pitfalls. After providing a cursory overview of the popularity and usership of ChatGPT, the article then provides a great literature review of trending and noteworthy articles, workshops, and videos created by university libraries on the software – please see below the evaluation for an attached version of this reading & watching list. Following this literature review, the article then begins to provide a well written piece surveying and demonstrating the uses of ChatGPT as well as acknowledging the pitfalls of the software. They first describe some of the uses of the AI software in detail, which includes assistance in developing curricula, summarizing content, investigating websites, creating rubrics, topic ideation and brainstorming, analyzing and visualizing basic data, crafting social media posts, reviewing content, and writing code. Equally they also present the pitfalls of ChatGPT, highlighting its inability to adequately fact-check, cite sources, analyze and visualize complex data, evaluate or analyze current events, and incorporate or analyze private information. After providing this well thought review of functions and inabilities of ChatGPT, the authors then reassert their argument that it is imperative that information professionals and libraries must stay current and share information with their peers on the usages of ChatGPT – although this could be applied to all comparable AI softwares – and to educate their peers and library users on accurate information about ChatGPT, and especially its pitfalls. Overall, it is a well written and researched article that information professionals should read to ensure education on AI, and ChatGPT especially, is in their tool belt. In the current digital age washed with misinformation, an article highlighting the correct uses and detriments of AI is a valuable tool to have stored in one’s arsenal.

Attachment of Articles Reading and Watching List:

ALA Connect (American Library Association [ALA], 2023) for “ChatGPT” returns 60 “Discussion Threads”

“ChatGPT and Other AI Tools: A Guide for Faculty,” including pages for “ChatGPT/AI Use Cases & Strategies in Higher Education” 

“Readings, Podcasts, and Other Information about ChatGPT and AI” (Wayne State University Libraries, 2023).

In April 2023, the University of Washington community hosted a panel discussion, “Demystifying ChatGPT for Academics” (UW Video, 2023). 

Texas State University (Vaverek, 2023)

Stony Brook University (Kennedy, 2023)

Brown University (Morton-Aiken, n.d.)

DePauw University (Gilson, 2023)

Northern Illinois University (ChatGPT and Education | Center for Innovative Teaching and Learning, n.d.)

University of Minnesota (Matts-Benson, 2023)

New York University (Dai, 2023)

University of Georgia (Chaturvedi, 2023)

A School Librarian’s Journey Through Manga Collection Development

 INFO 266

Jared Miller

A School Librarian’s Journey Through Manga Collection Development - Link to Article

Summary: This article argues that manga does indeed belong on the shelves of school libraries and provides information and help for librarians on building a collection of Manga. Beginning by simply defining the genre or topic, the author explains that Manga is a comic originally published in Japan and is read from right to left. The author includes common misconceptions and definitions for librarians to aid in their own research and collection development. It also justifies the inclusion of Manga in a collection. Common to the work of librarians is pushback from particular parties, and having a clear rationale for why Manga is included in the collection is crucial. Manga is generally marketed toward younger readers, but has a vast following over all ages. 

Evaluation: This article is a valuable resource for high school librarians interested in building a manga collection. In regards to collection development, the article provides a list of recommended manga titles specifically for high school students, categorized by genre. This makes it an extremely useful source for getting started in building a manga library. In case there is any pushback with spending money to include manga, it offers arguments for the educational value of manga, which can be helpful when advocating for budget allocation for a manga collection. This includes building visual literacy skills analysis of literary devices such as plot, theme, symbolism, foreshadowing, conflict, and character development, as well as aiding in communication skills. All of which English teachers are generally desperate to do in their classrooms. The article also suggests ideas for creating manga-themed events and clubs, promoting engagement with the library. Looking at the current make-up of my own students, I think that a club like this would dramatically increase readership at my school. Overall, this article is a valuable resource for high school librarians who want to provide their students with access to engaging and educational materials like manga.

Naruto Manga - Phossil - https://www.flickr.com/photos/phossil/4811921029

Rudes, J. (2022). A SCHOOL LIBRARIAN'S JOURNEY THROUGH MANGA COLLECTION            DEVELOPMENT. Knowledge Quest, 50(4), 36+. https://link-gale-       com.libaccess.sjlibrary.org/apps/doc/A697577819/AONE?u=csusj&sid=bookmark-    AONE&xid=bb6497df

 

Heikhaus, Claudia

INFO 266

Lilley, S. (2024). Decolonising Maori collections. Journal of the Australian Library and

Information Association, 73(3), 266-279. DOI: 10.1080/24750158.2024.2367775

This article looks at colonization and assimilation practices used to produce Maori resources held by libraries worldwide, and how many of those materials contain inauthentic information and have been written by people with historically western viewpoints. Lilley explores whether it is possible to decolonize Maori collections and replace what currently exists with matauranga (traditional knowledge) Maori material that accurately reflects Maori viewpoints and culture. Additionally, the article discusses the development of Maori subject headings in the National Library of New Zealand, sourced from Nga Upoko Tukutuku (a bilingual thesaurus in te reo Maori and English) that bring a Maori worldview into the realm of cataloging for Indigenous collections.

This article makes important points about whether colonized materials can be decolonized by separating out the Indigenous materials that Native peoples create and essentially creating a collection-within-a-collection, but also how to include many of the “in-between” materials in libraries (written by non-Indigenous people but containing factual information) if those materials are deemed inoffensive and have some redeeming information. This can be a vital part of an Indigenous collection, but the lines drawn are unique to each library and each tribe, and the process of separating colonized from de-colonized collections would be a painstaking and costly process that would require hiring or contracting with Maori people in the community who have the requisite critical information skill set to evaluate research materials and then categorize them according to matauranga Maori traditions.

The Hidden Role of Archives in Evolving Core Curricula

 INFO 266

Madrid, Christina

APA: Sinclair, L. M., & Salter, A. A. (2014). The Role of a University Archives in Producing a History of a Core Curriculum. Georgia Library Quarterly, 51(3), 14–21. https://doi-org.libaccess.sjlibrary.org/10.62915/2157-0396.1793

Summary:

This article discusses the important role that university archives play in documenting the history and development of a university’s core curriculum. It emphasizes how archival materials can provide insights into the evolution of academic programs, student experiences, and institutional priorities.

Evaluation:

"The Role of a University Archives in Producing a History of a Core Curriculum," highlights the crucial role archives play in documenting the evolution of academic curricula. By focusing on core curricula, the authors demonstrate how archives capture the broader societal, political, and educational shifts influencing academic programs. The article effectively argues for the value of archives in preserving institutional history while offering insights into curriculum development. However, it could benefit from more practical examples or case studies to illustrate how this process works in real-world settings. Overall, it provides valuable perspectives for archivists and those in academic administration.