Core Competency C: Recognize the diversity (such as cultural and economic) in the clientele and employees of an information organization and be familiar with actions the organization should take to address this diversity.
Section 1. Interpretation of competency
It is important for information professionals to be able to recognize the diversity in the users they serve and the other people that they work with and to have a frame of reference for the appropriate actions that a library or similar institution should take to address diversity and ensure an inclusive environment. Many institutions of higher learning and corporations have taken a lead in this area by hiring specialists to work on implementing policies and developing programs in order to create a more inclusive atmosphere that promotes and values a variety of viewpoints.
Cooke (2018) describes a program that calls on students and others to become active bystanders. This is described as someone who is “proactive and vocal, and they recognize the importance of helping and supporting those who may not be able to help themselves (p.40). Cooke also points out the importance of understanding the differences in meaning of the terms diversity and social justice, “action is what creates the distinction between diversity and social justice.” (p.40). She makes similar distinction between equality and equity (p.45). Librarians are in a unique position to create positive changes in this area, yet historical evidence shows this has not always been the case; Cooke quoting Chu points to the “culture of silence” (p.45) that exists in many places around these concepts. Wong, Figueroa, and Cardenas-Dow point to the need for organizations to become “culturally competent” (loc. 1891) and state that diversity efforts will be made easier by developing a wider base of knowledge of the culture and customs practiced in their community.
Today, there is a lot of attention around the need to increase diversity. Librarians need to be aware of the need to develop cultural sensitivity, and incorporate the ideals of social justice, diversity and inclusion into every aspect of planning. This includes collecting materials that support a wide range of views, developing programs that appeal to many different groups, and in general inculcating an attitude that is based on the belief that everyone should feel equally represented and supported by the library.
Section 2. Reference to supporting evidence
Evidence One. Academic Assignment.
Case Study. Case study on the economic effects of developmental education classes on students who leave college without attaining a credential or degree.
This case study was written for the UNH graduate course Economic Analysis for Development (DPP 902). It was accepted for transfer credits, and I took it because it seemed like an interesting addition to my library coursework.
According to data from the Gates Foundation, college students are increasingly from diverse backgrounds. Many of these students are returning to school after a long absence or face other difficulties. Many times these students are placed in what are known as “developmental education” courses that are designed to bridge the gap between what the student currently knows and what is required in order to produce college-level work.
This study examines the deleterious effect that these classes have on the personal economics of students who borrow money to take these non-credit classes and then end up leaving before attaining a credential or degree. It reviews some of the practices that seem to boost completion rates. This includes extensive mentoring, help with registration, and reorganizing coursework to allow students to pursue research in one area and apply it to several different courses.
I chose this piece of evidence in order to show competency in this area because I feel it shows that I have a lot of knowledge about non-traditional students and have spent time looking at ways to make higher education accessible to a wider portion of the population.
Evidence Two. Academic Assignment.
Introductory Paper. A description of a proposed free multilingual library program for children ages birth through five years and their parent or primary caregiver designed to foster friendships between newly resettled refugee families and long-term residents of a small city in the Northeastern United States.
This short paper was also written for the UNH graduate course Economic Analysis for Development (DPP 902). It was accepted for transfer credits, and I took it because it seemed like an interesting addition to my library coursework.
Manchester, NH is home to a large refugee community. The state department will assist new refugees with resettlement, but this period of time only lasts about six months before services begin to taper off. This leaves many new residents relatively on their own to figure out how to make a home for themselves in their new community.
In my paper, I describe a very inexpensive program that would help foster relationships between new arrivals with young children and families who have lived here for longer. A multilingual story hour would encourage a free exchange of language and culture between the two groups and would hopefully lay the foundation for friendships between new and old community members.
I chose this as a piece of evidence because I feel that libraries already have some of the infrastructure in place to implement this low-cost program. Libraries are often a source of information for new immigrants. By helping newcomers find friends in addition to information resources, the library fulfills its mission in a new way and the community benefits as a whole.
Evidence Three. Professional development in Assistive Technology.
Certificate of completion for iCreate for Paralysis, a day-long workshop dedicated to learning about DIY adaptive technology.
Certificate of completion from Lynda.com for the course Creating Accessible PDFs.
I chose these as evidence because I feel that ethnic diversity is not the only way that librarians can create a more inclusive environment. Many disabled people are shut out from using library resources due to access issues. People who are physically disabled often need adaptive technology in order to help them hold things like books and tablets. Yet items like these are often expensive and libraries have to carefully select what they purchase.
The workshop iCreate for Paralysis was funded by the Christopher Reeve Foundation and it was designed to give persons working with the physically disabled the knowledge and skills to build inexpensive items of adaptive technology using readily available and recycled materials.
I also earned a certificate from Lynda.com in how to create accessible PDFs. Although this is a standard document format, files are often not set up properly in order to be able to be processed by screen reading software. Simple formatting decisions such as using headers, writing captions for images and setting a reading order for the document can make the difference between someone being able to read a document and having to find someone to read it to them.
Section 3. Application of competency
In my professional work as a librarian, I expect to encounter a very diverse set of needs. It is important for information professionals to be familiar with the unique obstacles facing different library users and to be aware of the actions that need to be taken in order to enhance accessibility and inclusion. Specifically, this means to consider the perspective of others, to take the time to make sure that written materials produced by the library are free of bias and cultural references that may not be understood by all, that all materials will be ideally available in multiple formats and will work with assistive technology.
Section 4. Bibliography in APA format
Cooke, N.A., (2018) Librarians as Active Bystanders. In K. Haycock, & M.J. Romaniuk (Eds.), The Portable MLIS: Insights from the Experts, 2nd Kindle Edition (39-48). Santa Clara, CA : ABC-CLIO.
Gates Foundation. (2018). Today’s College Students Infographic. Retrieved September 9, 2018 from https://postsecondary.gatesfoundation.org/areas-of-focus/incentives/policy-advocacy/advocacy-priorities/america-100-college-students/
Wong, P., Figueroa, M., & Cardenas-Dow, M. (2018) Diversity, Equity of Access, and Social Justice. In S.Hirsh (Ed.). Information Services Today: An Introduction, Kindle Edition. (1891-2346). Lanham : Rowman & Littlefield.