Collection Gaps: The Detrimental Effect on Archival Collections

  Bowers, J., Crowe, K., & Keeran, P. (2017). “If You Want the History of a White Man, You Go to the Library” : Critiquing Our Legacy, Addressing Our Library Collections Gaps. Collection Management, 42(3–4), 159–179. https://doi.org/10.1080/01462679.2017.1329104

Submitted By: Gracie Petersmeyer

Summary

    In the article entitled "If You Want the History of a White Man, You Go to the Library' by Jennifer Bowers, Katherine Crowe, and Peggy Keeran, the University of Denver special collections librarians, our authors, are actively critiquing their collection is relation to its lack of content regarding Native American voices. 

    "In 2016, the Task Force on Native American Inclusivity [at the University of Denver] provided recommendations for more inclusion of Native American culture, history, and experience in the curriculum; a memorandum of understanding between DU and the Cheyenne and Arapaho nations," (Bowers et. al., 2017, p. 159). The University of Denver, being one of the first universities built when expanding westward, has a long and troubled past with the Native American communities surrounding the institution. The founding of the university was only completed in part due to a massacure of native populations by an early university public figure (Bowers  et. al., 2017, p.161). Over the course of the article, the university librarians determine that their special archives collection is not necessarily lacking in documents regarding the indigenous communities surrounding the university, but they are lacking in materials in their voice. Almost all of the collections are from the perspective a white person rather than the indigenous communities that were actively being colonized. 

    The librarians lay out a plan for how to better their collection as well as reframe the narrative of the topics discussed when from the point of view of a white colonizer. Using aspects of critical race theory and the feminist 'ethics of care' the librarians "critique collecting and cataloging practices, as these are often a continuation of the institutionalized dehumanization of marginalized people," (Bowers et. al., 2017, p. 163). While the librarians can't grow their collection significantly due to funding, they suggest buying a few titles and other materials that focus narrative on indigenous perspective, while working to actively reframe the collections that they already have from a different perspective. They also suggest utilizing online databases that have large collection of primary and secondary sources regarding these topics, such as the Library of Congress or ProQuest. The Indigenous communities currently living today should also be involved whenever possible, as these materials might be sensitive and require approval for use (Bowers et. al., 2017, pp. 167-169).

    When the archival materials are used in classes, for observation or otherwise, librarians should instruct the students to consider other perspectives. Since the current collection is mostly written from the perspective of white colonizers, student's should use other primary and secondary resources provided by the institution for context,  (Bowers et. al., 2017, pp. 172).

Opinion/Evaluation

    Overall, I thought that this article was well thought out and well researched. The librarians' recognize that their collections need to be updated and the perspective needs to be shifted. Their enthusiasm for this shift is evident and it is nice to see and institution that has been so involved in the history of the colonization of Indigenous lands be actively working towards making a difference in the history told. 

    I thought that the librarians' research into different theories of thought and teaching was throughout, as well as the context that followed. I also appreciated the inclusion of the cataloging and archival systems created by Indigenous archivists, even if it is not recognized by the Society of American Archivists. These conversations are important to have and those in power in institutions such as the University of Denver must continue to do better to represent everyone in history. 

    

Key Trends & Technologies Impacting Higher Ed: The 2016 Horizon Report

Micka, Tracy.

INFO266, Fall 2016

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/

The highly respected Horizon Report (Higher Education edition) for 2016 has been released, highlighting the trends, challenges, and technology that will impact higher education over the next five years. The key trends accelerating technology adoption can be summarized as:

1. Advancing cultures of innovation:  Using technology as a catalyst, universities aim to foster a Silicon Valley startup / entrepreneurial culture in order to drive innovation that will have practical / commercial outcomes for the local community and even the global workplace.
2. Rethinking how institutions work: Research shows a gap between the needs of the 21st century economy and how students are currently being prepared for the workplace. Cross-disciplinary approaches and new competency-based credentialing programs are made possible by technology and work to expand educational opportunities while also enhancing the employability of graduates.
3. Redesigning Learning Spaces: Physical spaces on campus must accommodate the new pedagogies of student-centered, active learning which is project-based and hands-on, calling for multiple devices, mobility, collaboration, lots of bandwidth, and remote access. These new spaces mimic real-world work environments, not lecture halls.
4. Shift to deeper learning approaches: Critical thinking, problem-solving, collaboration and self-directed learning are the new buzzwords articulating the cornerstones of modern education. All of this works to help students make connections between their education and the real world. Technology- namely the internet, but also web 2.0 tools, virtual reality, robotics and even 3D printers- enables deeper learning by giving students unprecedented access to information, otherwise remote experts/practitioners, and to each other to collaborate, create, and share to an authentic audience.
5. Growing focus on measured learning: Data mining software, and the prevalence of online programs and learning management systems provide the basis for massive data gathering that feeds a growing industry in analytics and changes in student assessment. With the trend toward better matching student skills with workplace needs, assessment is morphing from measuring rote learning to tracking competency-based learning goals. Protecting student privacy in the midst of this data mining is a key factor for policy leaders.
6. Increasing use of blended learning designs: Online learning is gaining traction in colleges and universities as technology and multimedia make high quality, low-cost, and even free learning objects/content available. By integrating face-to-face classes with online offerings, universities can offer greater affordability, accessibility, and more personalization.  

The following six technologies have been selected as ones likely to have real impact in higher education over the short, medium, and long term:

1. BYOD (Short Term; 1 yr or less)
2. Learning Analytics and Adaptive Learning (Short Term; 1 yr or less)
3. Augmented and Virtual Reality (Medium Term; 2-3 yrs)
4. Makerspaces (Medium Term; 2-3 yrs)
5. Affective Computing (Long Term; 4-5 yrs)
6. Robotics (Long Term; 4-5 yrs)

My comments:

Understandably, I see a lot of overlap between the K-12 and the higher ed reports. Namely, the trends of attention to deeper learning and redesigning learning spaces, since everyone is rethinking how these institutions (schools and universities) work. As far as technology developments, both institutions will be impacted by makerspaces, robotics & virtual reality, and online learning which provides useful analytics to boost learning outcomes, but which needs to be balanced by privacy concerns. All in all, education is changing dramatically, fueled by disruptive technologies and the new pedagogies that spring from them.

Integrating Unique Collections and Undergraduate Research

Christina Perris
INFO 266
Fall 2015

Integrating Unique Collections and Undergraduate Research

Cook, M. (2015). Build it and they will come: Integrating unique collections and undergraduate research. Collection Building, 34(4), 128-133. doi:10.1108/CB-06-2015-0010

This article presents an in-practice model for the “build it and they will come approach” proposition that has been employed in the special collections department at California State University, Channel Islands.  The article presents three case studies that exhibit ways the collections have been uniquely harnessed by California State University, Channel Island’s students through their research, both through in-class and independent study projects.  In one case study, the students’ research harnesses the information in a way that actually served to market and promote collections unique to the repository.  The second case study focuses on how a unique archival collection utilized as an assignment worked out as the foundation for an assignment for a significant graduation requirement.  The final case study focuses specifically on how collection management can have an impact on other library efforts such as reference, outreach and information literacy.

It is great for an article of this nature to be published as it clearly illustrates to administrators and faculty that special collections departments can serve as active, vital core elements of the curriculum.  It is all-too-common for special collections and archives to be ascribed the “ivory tower” image of being special realms reserved, literally, for the “academically venerated”: some still close off access to their collections to readers unless they hold a minimum academic degree, usually ABD (all but dissertation, or nearly PhD’s).

 

 

 

Selecting Children’s Literature for Academic Libraries.

Bailey, Rachel

Bay, M.T. (2001). Selecting children’s literature for academic libraries. Behavioral and Social Sciences Librarian, 19 (2), 1-6. doi: 10.1300/ J103v19n02_01.

Summary: This article gives academic librarians who are responsible for library’s children’s book collection, a crash course on how to select the best available children’s books. Suggestions include contacting education faculty, talking to elementary school teachers, using reference books, selecting books that have won major awards, searching the Internet and perusing periodicals.

Evaluation: Although this article was published over a decade ago, I still thought it had some good selection advice especially for the academic librarian who may not know much about children’s literature. This article is also helpful to me on a personal front. I have never considered academic librarianship because I enjoy working with children’s books and materials. The article reminded me that some academic librarians do indeed work with some of these materials. So, I may consider academic librarianship as a future career.