UA SIRLS                                                                               Elizabeth Martinez

Information Services & Culturally Diverse                       Adjunct Faculty

Communities.                                                                         emfuture@hotmail.com

Spring 2004: 2/7-8; 3/27-28; 5/1-2.                                                                          

 

 

 

I. Course Description

 

This class is designed to develop the skills for planning, implementing and evaluating programs that address the information needs of diverse racial, ethnic, and linguistic communities, and to explore the complex, social, economic, historical, and technological developments that impact library and information services to diverse communities.

 

II.  Course and School Objectives

 

At the completion of the course, the students will be able to:

 

  1. Understand the challenges of providing information services in a multicultural and multiracial society; and understand the societal factors which create those challenges;
  2. Identify resources for the development of library services for diverse communities;
  3. Chart the role of information institutions in promoting cultural diversity and preserving ethnic heritage;
  4. Advocate and provide leadership for services for diverse communities.

 

 

III. Recommended Texts:  See required readings listed under class meeting dates.

 

 

  1. Galens, Judy et al. (eds.) Gale Encyclopedia of Multicultural America. (2nd ed.)  New York: Gale Research Inc., 2000.
  2. Guerena, Sal (ed.).  Latino Librarianship: A Handbook for Professionals. (2nd ed.) Jefferson, NC: McFarland & Co., 2000.
  3. Metoyer-Duran, Cheryl.  Gatekeepers in Ethnolinguistic Communities. Norwood, NJ: Ablex Pub., 1993.

 

IV. Course Outline

 

The class incorporates a mix of lecture, discussion, guest speakers, films, and student presentations.  The question to be considered throughout course:  Are libraries functional, effective and responsive in addressing the information needs of culturally diverse communities?

 

 

February 7-8:  Exploring the Ethnic Experience & Cultural Identity.

   Video “Race: The Power of an Illusion,” Part 1, 2 & 3.

 

*Guest Speaker Michael McLaughlin, Librarian,

            American Indian Resource Center, County of Los Angeles.

 

REQUIRED READINGS:   

 

  1. Stoffle, Carla J. and Patricia A. Tarin.  “No Place for Neutrality: The Case for Multiculturalism,” Library Journal: 46-49, July 1994.
  2. McIntosh, Peggy.  “White Privilege: Unpacking the Invisible Knapsack,” Peace and Freedom, 49: 10-12, July/August 1989.
  3. Wright, Lawrence. “One Drop of Blood,” The New Yorker, 46-55; July 25, 1994.

 

RECOMMENDED READINGS:

 

  1. Chu, Clara M. “Multiracial/Multiethnic People: Selected Resources (June 1999),” prepared for Racially and Ethnically Mixed People: Information Needs, Services, and the 2000 Census, American Library Association Conference, 27th June 1999, New Orleans. www.gseis.ucla.edu/faculty/chu/mrace.htm
  2. Chu, Clara M.  “Multilingual Education in Library and Information Science,” In: Multiculturalism in Libraries, by Rosemary Ruhig Du Mont, Lois Buttlar, and William Caynon.  Westport, CT: Greenwood Pres, 1994: pp. 127-156.
  3. Freiband, Susan.  “Multicultural Issues and Concern in Library Education,”                    Journal of Education for Library and Information Science, 33(4):287-94, Fall 1992.
  4. Josey, E.J. “Education for Library Services to Cultural Minorities,” Education Libraries, 15(3): 16-22, Winter 1991.
  5. Kitano, Harry H.L.  Race Relations. 5th ed.  Englewood Cliffs, NJ: Prentice Hall, 1997.
  6. McCook, Kathleen de la Pena, and Kate Lippincott.  “Library Schools and Diversity: Who Makes the Grade?,” Library Journal: 30-32, April 15, 1997.
  7. McCook, Kathleen de la Pena (ed.). Women of Color in Librarianship: An Oral History. Chicago: American Library Association, 1998.
  8. O’Hearn, Claudine Chiawei (ed.) Half and Half: Writers on Growing Up Biracial and Bicultural. New York: Pantheon, 1998.
  9. Reese, Gregory L. and Ernestine L. Hawkins.  Stop Talking, Start Doing! Attracting People of Color to the Library Profession. Chicago: American Library Association, 1999.
  10. Simon Wiesenthal Center. The New Lexicon of Hate: The Changing Tactics, Language and Symbols of America’s Extremists, 3rd ed., 1998.
  11. Tilley, Virginia.  “The Terms of the Debate: Untangling Language About Ethnicity and Ethnic Movements,” Ethnic and Racial Studies, 20(3): 497-522, July 1997.

 

 

March 27-28:  Internet Resources on Diverse Communities.  Assignment 1.

 

REQUIRED READINGS:

 

  1. Curry. Deborah A. “Your Worries Ain’t Like Mine: African American Librarians and the Pervasiveness of Racism, Prejudice and Discrimination in Academe,” In The Reference Librarian, 45/46: 299-311, 1994.
  2. Hamilton, Virginia.  “The Library’s Role in a Multicultural Society,” In Libraries, Coalitions & the Public Good, ed. By E.J. Josey.  New York: Neal-Schuman Pub., 1987; pp.43-55.
  3. Metoyer-Duran, Cheryl.  “Cross-Cultural Research in Ethnolinguistic Communities: Methodological Considerations,” Public Libraries, 32(1): 18-25, 1993.
  4. Tarin, Patricia.  “Rand Misses the Point: A ‘Minority” Report,” Library Journal, 113: 31-34, November 1, 1988.

 

RECOMMENDED READINGS:

 

  1. Bigelow, Jane M. H. “Library and Information Services for Native Americans,” Multicultural Review, 3(4): 20-24, 1994.
  2. Caballero, Cesar.  “Chicano Librarianship Collective Intellectual Processes and Professional Organizations,” In Biblio-Politica: Chicano Perspectives on Library Service in the United States, ed. By Francisco Garcia-Ayvens and Richard F. Chabran. Berkeley: Chicano Studies Library Publications Unit, University of California, Berkeley, 1984; pp.197-206.
  3. Center for Policy Development.  “Adrift in a Sea of Change: California’s Public Libraries Struggle to Meet the Information Needs of Multicultural Communities.”  CA: California State Library Foundation, 1990.
  4. Fish, James.  “Responding to Cultural Diversity: A Library in Transition,”  Wilson Library Bulletin, 66(6): 34-37; February 1992.
  5. Trujillo, Roberto G. and David C. Weber.  “Academic Library responses to Cultural Diversity: A Position Paper for the 1990’s,” The Journal of Academic Librarianship, 17(3): 157-161, 1991.

 

 

 

May 1-2:  A Review and Assessment.  Assignment 2 - Paper.

 

 

RECOMMENDED READINGS:

 

  1. Berman, Sanford.  “Things are Seldom What They Seem: Finding Multicultural Materials in Library Catalogs,” In Alternative Library Literature, 1990/1991: A Biennial Anthology, ed. By Sanford Berman and James P. Danky.  Jefferson, NC: McFarland & Co., 1992: 132-136.
  2. Metoyer-Duran, Cheryl.  “The Information and Referral Process in Culturally Diverse Communities,” RQ, 32(3): 168-173, 1994.
  3. Guerena, Salvador.  “Archives and Manuscripts: Historical Antecedents to Contemporary Chicano Collections,” In Alternative Library Literature, 1988/1989: A Biennial Anthology, ed. By Sanford Berman and James P. Danky.  Jefferson, NC: McFarland & Co., 1990: 193-74.
  4. Holland, Maurita and Smith, Kari. “Broadening Access to Native American Collections via the Internet.  Museums and the Web 1999, Archives & Museum Informatics; www.archimuse.com/mw99/papers/holland
  5. Rios-Bustamante, Antonio.  “The Hijacking of a Heritage: The California Museum of Latino History – Discourse, Politics and History,” In Rios-Bustamante, Antonio and Chris Marin (eds.).  Latinos in Museums: A Heritage Reclaimed. Malabar, FL: Krieger Publishing Co., 1998; 67-88.

 

OTHER READINGS:

 

  1. Chu, Clara M.  “Literacy Practices of Linguistic Minorities: Socio-Linguistic Issues and Implications for Literacy Services, “ Library Quarterly, 69(3): 339-59, July 1999.
  2. Gilton, Donna L.  “A World of Difference: Preparing for Information Literacy Instruction for Diverse Groups,” Multilingual Review, 3(3): 54-62, 1994.
  3. Nance-Mitchell, Veronica E.  “A Multicultural Library: Strategy for the Twenty-First Century,” College & Research Libraries, 405-413: September 1996.
  4. Oliver, Lee, Robert Belvin and Sylva Manoogian. “Survey on Services to Multicultural Populations,” Public Libraries, 197-204; July/August 1994.
  5. Robotham, John and Gerald Shields.  “Racism, Sexism and Other ‘Isms’,” In: Freedom of Access to Library Materials. New York: Neal-Schuman Pub., 1982: 88-105.

 

 

V.  Assignments

     

Group Assignment 1: Information on the Internet.

·        Student groups of three.

·        Submit a print copy of the homepage of the websites you examine and any other appropriate handouts. No formal written paper is required to be submitted.

·        Due March 27-28 with a 20 minute presentation to class.

 

The Internet is a rich resource of multicultural information resources that must be examined.  While there are challenges to users, especially children, it is important to determine biased, prejudicial information from factual, objective information.  One strategy information professionals use to guide users in locating relevant and useful information is to create a webpage with organized links, such as “guide to the best.” Another is to provide guidelines on how to detect biased information.

 

Read:  Chu, Clara M. “See, Hear, and Speak No Evil: A Content Approach to Evaluating Multicultural Multimedia Materials,” RUSQ: Reference and User Services Quarterly, 39(3): 255-64, Spring 2000.

 

For this assignment, select a multicultural topic and find five “good” websites and evaluate them for:

·        Content; comprehensiveness of subject, and perspective.

·        Sources of information.

·        Unique features.

·        How they are useful to librarians.

 

 

Assignment 2: Paper.

 

Options:

1.      Advocacy Paper:  Select a culturally diverse group in your community – be specific, and gather demographic data on it, and learn about its socio-economic conditions. Learn what information services are available in your community to this group, and what information services are requested.  Write an advocacy paper in support of information services to the group; include your findings, your observations about the process, any problems or barriers encountered, and recommendations for specific programs and services.

 

 

 

Grading:  Total of 100 points

            Assignment 1                          30 points  

            Assignment 2                          60 points  

            Attendance & Participation            10 points