Summer 2012
Summer 2012: Meets Mondays through Fridays, 2 July through 20 July 2012, 9:00 – 11:40 p.m. Hamilton Library, Room 3-F
Instructor: Loriene Roy, Ph.D., Visiting Professor, Anishinabe (Enrolled: White Earth Reservation;
Member:Minnesota Chippewa Tribe)
Voicemail: Fax: 956-5835
Email:
Office:
Office hours:Monday through Friday, after class, 11:40 a.m. – 12:10 p.m.
Course Description
The course provides a forum for introducing and discussing issues, activities, philosophies, and orientation to working with and for indigenous populations in providing services through cultural centers including libraries and information centers. Students will discuss protocols, policies, issues, communities, key organizations and events, public services, resources, and settings. Along the way, students will prepare and deliver presentations on tribal settings and issues, abstracts of prospective conference presentations, abstracts of fundable services, and a mini-pathfinder of resources on selected topics, and contribute day-to-day to in-class participation.
Prerequisite: None.
Student Learning Outcomes Addressed
This course is structured to assist students in achieving the following learning outcomes:
SLO 1: Understand, apply and articulate the history, philosophy, principles and ethics of library and information science and the related professions.
1a) Apply LIS theory and principles to diverse information contexts
1b) Demonstrate understanding of the historical context of information services and systems
1c) Develop and apply critical thinking skills in preparation for professional practice
1d) Craft and articulate a professional identity
SLO 2: Develop, administrate, assess, and advocate for information services by exercising principled communication, teamwork and leadership skills.
2b) Work effectively in teams
2c) Develop, manage, and assess information services for specific users and communities
2d) Create instructional and outreach programs
SLO 5: Engage in projects and assignments dealing with multicultural communities and representing diverse points of view
5b) Demonstrate understanding of the social and cultural context of information services and systems
5c) Apply LIS principles to meet the needs of Native Hawaiian and Asia-Pacific communities and to promote cultural sustainability
Professional Expectations
All students in this course are expected to become familiar with and adhere to the Professional Expectations linked from
Course Objectives
The course is structured to assist students in achieving the following objectives. Students will be able to:
- Begin or augment a life-long study of indigenous culture(s) within the framework of cultural protocol and the ethical standards of librarianship;
- To begin to understand and discuss ethical guidelines that impact library services to and with indigenous populations;
- To recognize and discuss some of the issues impacting indigenous information services.
- To develop skills in locating and evaluating formal information, including demographics, and informal information, including oral testimony, of selected tribal communities;
- begin to understand how to develop public services in tribal information settings;
- To identify and evaluate selected information resources appropriate for use in tribal communities.
- To start to identify the professional communities, including organizations, involved in developing, documenting, and advocating for indigenous information services;
- To become aware of the process involved in preparing grants to support indigenous information services through preparation and review of abstracts of prospective grant applications.
- To identify at least one topic on indigenous information services for a professional conference presentation;
- To recognize the spectrum of public services offered by tribal information settings.
- To develop, through the design of a mini pathfinder, techniques in providing library instruction that direct patrons to satisfactory resources while teaching skills in searching for and using library resources.
Teaching Methods
We will follow an indigenous model of exploration, mirroring Dr. Gregory Cajete’s seven orienting processes of indigenous fulfillment/wellness: being, asking, seeking, making, having, sharing, and celebrating. These processes will be manifest through:
- Observing cultural protocol in introducing ourselves and our discussions;
- Small group discussions;
- Group reviews that aim for constructive input and consensus;
- Large group reporting out that focuses on balanced input and communal learning;
- Modeling presentations and discussion;
- Celebrating benchmarks and achievement.
Research Methods
Students will use the following research methods within the class: case study, study of evaluation research, information retrieval, and study of applicable needs assessment.
Requirements
Course Assignments and Responsibilities: Summary
Assignments: Due Date:Point Value
Tribal/Native Community Mini-Profile ...... July 6 ...... 100
Tribal/Native Information Settings Issues Panel: Presentation July 16 ...... 150
Tribal/Native Information Settings Issues Panel: Syllabus . . . . July 16 ...... 150
Conference Proposal Abstract ...... July 17 ...... 50
Conference Proposal Abstract Review Team...... July 17 ...... 50
Grant Abstract ...... July 18 ...... 50
Grant Abstract Review Team ...... July 19 ...... 50
Mini-Pathfinder ...... July 20 ...... 200
Class Participation ...... Each day ...... 200
Total points possible: 1000
Work is due at or before the start of class. The late penalty is a deduction of 50% of the points for every 24 hour an assignment is late.No letter grades are assigned to individual assignments. Instead, each assignment will be worth a certain number of points, as designated above. Points will be totaled at the end of the semester.
Calculation of Final Letter Grades:
940-1000+% = A; 900-939% = A-; 891-899% = B+; 840-890% = B; 800-839% = B-; 791-799% = C+;
740-790% = C; 700-739% = C-
I will award partial credit when possible. Totals are not rounded up. For example, a cumulative score of 899.5 points receives a final grade of B+. Grades are submitted online.
Readings
Readings are noted in the course schedule; other readings may be assigned. Most sources should be
available online. You might need to verify urls using google and search skills.
Optional text book: Roy, Loriene, Anjali Bhasin, and Sarah K. Arriaga, editors. Tribal Libraries, Archives, and Museums: Preserving Our Language, Memory, and Lifeways. Lanham, MD: Scarecrow, 2011. ISBN 978-0-8108-8194-5
Style Manual
Please follow the Chicago Manual of Style in creating the citations in your class assignments. For guidance see the Chicago Manual of Style website ( or the Owl at Purdue University(
You may follow this citation or the Chicago Manual of Style:
The Chicago Manual of Style. 16th ed. Chicago: U of Chicago P, 2010. Print.
Technology Requirements
Students are expected to:
- Communicate with Dr. Roy and fellow students in a timely manner using email.
- Prepare reports using word processing software on either a Mac or PC platform.
- Use electronic resources including relevant databases and other reference sources.
- Create presentations using PowerPoint or other presentation applications such as Prezi.
Notes on Class Participation
Each student's contribution to class discussion and group work is important to provide a positive learning experience for everyone. Class participation is also counted in calculating your final grade. A good rule of thumb is to make auseful contribution to class discussion each day. Students may accrue class participation credit through the followingactivities. Note that most assignments also require written submissions.
[a] definition of indigenous (10 points)
[b] indigenous knowledge document (10 points)
[c] indigenous library association or event (10 points)
[d] indigenous knowledge center setting (10 points)
[e] indigenous information center architecture (10 points)
[f] indigenous reference sources (50 points)
[g] research centers and notable collections (10 points)
[h] Technology and Indigenous Culture (10 points)
[i] class discussion and small group work (80 points).
Note: 10 points will be deducted for each class absence.
Course Schedule
1/Monday: 2 July: Indigenous Librarianship: Preparing/Being
•Introduce cultural protocol
•Introduce ourselves
•Introduce the class
•Cajete’s seven orienting processes
•Tribal Information Setting Scenarios
(small group activity)
***Class discussion: tribal information setting scenarios
***Sign up for class discussion on indigenous knowledge documents
***Sign up for Tribal/Native Community Mini-Profile
***Sign up to introduce association/organization
***Sign up for Tribal/Native Information Settings Issues Panel
For in-class active learning activity:
Scenario #1: “San Carlos Public Library: The Power of Two and a Half.”
Scenario #2: “Winnebago Public Library (NE): Little Library on the Prairie.”
Scenario #3: “Lillooet Library: Digitizing the St’at’imc Language: A British Columbia library uses its Web
site to preserve and promote local cultural heritage.”
For the next class, read :
A. excerpts of Greg Cajete’s Look to the Mountain at:
B. Martin, Karen, “Ways of Knowing, Ways of Being and Ways of Doing: Developing a Theoretical Framework and Methods for Indigenous Re-Search and Indigenist Research,” Journal of Australian Studies 76 (2003): 203-214. Available at:
C. IFLA. Indigenous Matters Special Interest Group. “Developmental Issues and Key Questions.” Available at: Accessed on 4 April 2012.
D. Roy, Loriene, “Indigenous Matters in Library and Information Science: An Evolving Ecology,”Focus in International Library and Information Work 40 (2) (July 2009): 8-12. See the excerpt at: IFLA. Indigenous Matters Special Interest Group. “Background Readings. Topic: ‘Who is Indigenous?’” Available at: Accessed on 4 April 2012.
E. Burns, Kathleen, Ann Doyle, Gene Joseph, and Allison Krebs, “Indigenous Librarianship,” In Encyclopedia of Library and Information Sciences, 3rd ed., 2010. Available at Accessed on 5 April 2012.
Note: For next class locate a definition of indigenous. Select a definition that is not introduced in one of your class readings, cited above.
2/Tuesday: 3 July: What/Who is Indigenous?: Being/Asking
***Student task: Submit definition of indigenous
In 1999, the organizers for the first International Indigenous Librarians Forum used the following
definition for indigenous: "those who have become minority peoples in their places of cultural origin."
Source: Makoare, Bernard and Chris Szekely. International Indigenous Librarians' Forum 1999
[Preliminary Program] (Auckland, New Zealand: National Library of New Zealand, 1999), 8.
Consider: how inclusive is this definition? What is the impact of considering a definition based on
minority or majority representation? Why is geographic place included in this definition? How do you
ascertain cultural origin?
Locate another definition for indigenous. Be prepared to briefly (2-4 minutes) introduce your definition
for indigenous. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of
the course, the date, and the title of this submission (What is Indigenous?). On the second page,
provide your definition, the source for your definition, and cite in full the style manual you followed in
creating your citation (i.e., the Chicago Manual of Style). Your source can be a published bibliographic
source or a traditional source, such as an oral tradition. Please do NOT submit ANY additional
information.
***Class discussion: what/who is indigenous
3/Wednesday: 4 July: Holiday!
4/Thursday: 5 July: What is Indigenous Knowledge?: Asking; What is protocol?: Asking
***Class discussion: indigenous knowledge documents
Lead discussion about a specific indigenous knowledge document. By leading discussion, you(and one
or more classmates) will provide a brief summary of the document and will ask the class a discussion
question.
All students should also be able to comment on the Library Bill of Rights (locate on ala.org) and ALA’s
Draft principles on “Librarianship and Traditional Cultural Expressions: Nurturing Understanding and
Respect.”
Documents under discussion:
- Library Bill of Rights.1948. Available at:
- Assembly of Alaska Native Educators. Guidelines for Respecting Cultural Knowledge. 2000. Available at:
- Mataatua Declaration on Cultural and Intellectual Property Rights. 1993. Available at:
- Society for American Archivists. Protocols for Native Archival Materials. 2007. Available at:
- Aboriginal and Torres Strait Islander Library and Information Resources Network Protocols. 2005.
Available at:
- ALA. DRAFT Principles. Librarianship and Traditional Cultural Expressions: Nurturing
Understanding and Respect. 2009. Available at:
5/Friday: 6 July: Focus on Communities: Sharing
***Student task: Tribal/Native Setting Mini Profile due
***Student task: presentation of Tribal/Native Mini Profile with PowerPoint (or Prezi) slide set
6/Monday: 9July: Focus on Communities: Sharing
For this class, read:
A.Roy, Loriene and A. Arro Smith, “Supporting, Documenting, and Preserving Tribal Cultural Lifeways: Library Services for Tribal Communities in the United States,” World Libraries 12 (1) (Spring 2002). Available at:
B. Szekely, Chris, “Te Ara Tika: Maori and Libraries in New Zealand – Staying the Distance,” World Libraries 12 (1) (Spring 2002). Available at:
C. Sinclair-Sparvier, Wendy, “Improving & Delivering Effective Library Services for Aboriginal Peoples in Saskatchewan: A Canadian Province’s Approach to Answering the Needs of the Aboriginal Community,” World Libraries 12 (1) (Spring 2002). Available at:
D. Sarri, Peter, “Creating a Library Plan for the Sami in Sweden,” World Libraries 12 (1) (Spring 2002). Available at:
E. Lindi, Liv Inger, “Sami Library Service in Norway,” World Libraries 12 (1) (Spring 2002). Available at:
F. State Library of Queensland. “Welcome Kit.”
Available at:
7/Tuesday: 10 July: Indigenous Library Associations or Events: Sharing
***Be prepared to briefly (2-4 minutes) introduce your indigenous library organization or event. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Library Association or Event). On the second page, provide the name of your association or event and the url for your association’s or event’s website (following Chicago Manual of Style). Please do NOT submit ANY additional information.
Organizations: Examine the websites for:
*AILA
*ATSILIRN
*Te Ropu Whakahau
*IFLA, SIG on Indigenous Matters
*ALA. OLOS Subcommittee on Library Services for American Indians
*ALA. Council. Committee on Rural, Native, and Tribal Libraries of All Kinds
*Association of Tribal Libraries, Archives, and Museums
Events: Examine the websites for:
*WIPCE
*International Indigenous Librarians Forum
*Sequoyah Research Center Symposium
*Tribal College Librarians Professional Development Institute
For this class read:
Roy, Loriene, “The International Indigenous Librarians’ Forum: A Professional Life-Affirming Event,”
World Libraries 10 (1/2) (Spring/Fall 2000). Available at:
2/roy_v10n1-2.shtml.
8/Wednesday: 11 July: Indigenous Knowledge Center Settings: Having
Tribal/Native schools
Tribal/Native community libraries
Tribal colleges
***Be prepared to briefly (2-4 minutes) introduce an indigenous knowledge center setting where you have not worked in a paid or volunteer capacity. Focus on the setting’s mission, location, staffing, and services. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Knowledge Center Setting). On the second page, provide the name of your indigenous knowledge center setting and the url for your setting’s website (following the Chicago Manual of Style). Please do NOT submit ANY additional information.
Check major websites such as AIHEC (American Indian Higher Education Consortium), Bureau of
Indian Education ( or tribal/native education department websites.
For this class read:
“Guide to Building Support for Your Tribal Library Toolkit.” Available at: Accessed on 5 April 2012.
9/Thursday: 12 July:Indigenous Information Center Architecture;Setting: Making
***Select another indigenous information center setting (library, museum, or archive) where you have not worked or volunteered,focusing on the physical structure. Discuss indigenous aspects of the physical environment from the building’s footprint, grounds, service areas, floor covering, interior decoration, furniture, and other elements. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Information Center Architecture). On the second page provide the name of your library and the url for your setting’s website, following the guidelines of the Chicago Manual of Style. Please do NOT submit ANY additional information.
10/Friday: 13 July: Indigenous Library Services: Seeking, Making, Sharing
***Compile an unannotated bibliography of your top five reference sources on indigenous cultures.
What is a reference source? Consider this brief discussion in Casell, Kay Ann and Uma Hiremath’s
textbook, Reference and Information Services in the 21st Century: An Introduction 2nd ed. Rev. (New
York: Neal-Schuman Publishers, 2011):
“ … reference books are those texts set aside to be consulted for specific information rather than to be read as a whole. In other words, reference books contain content meant to be ‘looked up.’” (p. 9)
Typically reference sources include dictionaries, encyclopedias, indexes and bibliographic databases,
handbooks, almanacs, yearbooks, atlases and gazetteers, biographical sources, directories, and
statistical sourcesrather than specific book titles, websites, or journal articles.
Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Reference Sources). On the second page provide the citations for your five sources and a full citation to the style manual you used as your citation guide, the Chicago Manual of Style. Be prepared to discuss your choices in class. Please do NOT submit ANY additional information.
For this class read:
1.“Selective Bibliography and Guide for “I” is Not for Indian: The Portrayal of Native
Americans in Books for Young People.” Available at:
2.“Guidelines for Evaluating Media About Media Peoples.” Available at:
See pages 20-21 of this .pdf document.
11/Monday: 16 July: Native/Tribal Information Settings Issues Panels
***Native/Tribal Information Settings Issues Panels
***Native/Tribal Information Settings Issues Panels Syllabi due
12/Tuesday: 17 July: Research Centers and Notable Collections; Conference Abstracts and Reviews
***Identify a noteworthy physical collection of indigenous materials such as an archival or museum collection. Sample collections include The Newberry Library, Labriola National American Indian Data Center, and the Sequoyah Research Center Be prepared to discuss your selection. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Research Centers and Notable Collections). On the second page, provide the name of your research center and notable collection and the url for your setting’s website following the Chicago Manual of Style. Please do NOT submit ANY additional information.
***Conference presentation abstracts and Review Teams
***Conference presentation proposal abstract