LIBRARY AND INFORMATION SERVICES FOR SPECIAL POPULATIONS
FALL COURSE OUTLINE
Course Description: Examines the central concepts of diversity and inclusion and a range of related issues and contributions with respect to special populations and traditionally underrepresented groups, and their support systems, in library and information settings.
Objectives: Upon successful completion of this course, students will be able to:
- understand basic concepts and terminology relating to diversity and inclusion in the context of library and information settings;
- identify and analyze multiple meanings of diversity and inclusion and discuss them in relation to multiculturalism, race, ethnicity, class, gender, cultural diversity, the transversal character of cultural rights, globalization, global migration, global citizenship, universal access to information;
- articulate advocacy perspectives supporting a place for special populations and traditionally underrepresented groups in library and information studies settings and discourses;
- understand theoretical and practical service-oriented issues and concerns regarding library and information use by a range of special populations and traditionally underrepresented groups, such as indigenous peoples, cultural minorities, religious groups, migrant workers, women, children, youth, elders, people with human exceptionalities, poor people and people living on fixed income, homeless and street people, veterans, LGBTQ individuals and groups, and people living behind bars;
- problematize the affirmation of the dignity of people, regardless of heritage, education, beliefs, race, religion, gender, age, sexual orientation, gender identity, physical or mental capabilities, language, or income;
- recognize how an acceptance of differences can place individual and collective values in conflict;
- identify and critically evaluate library and information services contributions to meet the needs of special populations and traditionally underrepresented groups;
- critique the meanings of “culturally-sensitive” and “culturally-responsive” approaches to serving special populations and traditionally underrepresented groups;
- communicate effectively, through both oral and written means, library and information professionals' roles in promoting and advocating diversity and inclusion, tolerance and understanding, and the value of people accessing and enjoying library and information services free from any attempt by others to impose values, customs or beliefs.
ASSIGNMENTS AND EVALUATION
Weighting:N/A
5% Class Contribution
10% Resource Report
45% Reaction/Reader-response Papers (15% X 3 Responses)
25% Major Presentation (Pairs)
15% Major Presentation Resource Guide (Pairs)
Details of these assignments, due dates, late penalties, etc. are attached. Raw scores (marks on assignments) are totalled at the end of the course and converted to University of Alberta's letter grading scale.
Late penalty: a deduction of .5 per day to a maximum of 20% of the mark.
Class Contribution (5%) N/A
Class contribution is individual contribution for the benefit of the class as a whole. Contribution is a collective exercise. The purpose is for all members of the class to join comfortably in the process. Factors to be considered in class contribution include, but are not necessarily limited to: presence, preparation, attitude, group interaction (including listening as well as speaking), general class contributions, and cooperative work outside of class.
Resource Report (10%) N/A
You will be randomly assigned a resource to report on in-class on September. You will take responsibility for discussing and reflecting on the purpose and possible impacts of the resource (e.g., Black Caucus of the American Library Association, Indigenous Librarians Forum; American Library Association Committee on the Status of Women in Librarianship). Your task is to inform your peers about how your assigned organization is important to developing an understanding of the course objectives. Aim to deliver a coherent “message” about your assigned resource that you offer to the class. This is an opportunity for you to engage the class in some key aspects of the resource. It should total absolutely no more than 7 minutes. Do not incorporate any PowerPoint or other electronic presentation format into this oral report; be prepared to simply stand/sit and deliver.
Reaction/Reader-response Papers (45%; 3 Responses X 15% each) N/A
Write a 3-4 page reaction or reader-response paper to the three readings listed below. In your approach, the focus falls on [you] the reader and the process of reading rather than on the author or the text. A reader response asks [you] the reader to examine, explain and defend your personal reaction to a reading. You are asked to explore why you like or dislike the reading, explain whether you agree or disagree with the author, identify the reading's purpose, and critique the text. Reading and writing "critically" does not mean the same thing as "criticizing," in everyday language. Your response can and should be positive and praise the text if possible, as well as pointing out problems, disagreements and shortcomings. There is no right or wrong answer to a reader-response. But it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions. In so doing, you may find it helpful to draw on readings, resources, discussions, guest lectures, etc. from the course to-date and as related to other courses, LIS discourse, and so on. Your response may raise more questions than it answers.
Class contribution is individual contribution for the benefit of the class as a whole. Contribution is a collective exercise. The purpose is for all members of the class to join comfortably in the process. Factors to be considered in class contribution include, but are not necessarily limited to: presence, preparation, attitude, group interaction (including listening as well as speaking), general class contributions, and cooperative work outside of class.
Resource Report (10%) N/A
You will be randomly assigned a resource to report on in-class on September. You will take responsibility for discussing and reflecting on the purpose and possible impacts of the resource (e.g., Black Caucus of the American Library Association, Indigenous Librarians Forum; American Library Association Committee on the Status of Women in Librarianship). Your task is to inform your peers about how your assigned organization is important to developing an understanding of the course objectives. Aim to deliver a coherent “message” about your assigned resource that you offer to the class. This is an opportunity for you to engage the class in some key aspects of the resource. It should total absolutely no more than 7 minutes. Do not incorporate any PowerPoint or other electronic presentation format into this oral report; be prepared to simply stand/sit and deliver.
Reaction/Reader-response Papers (45%; 3 Responses X 15% each) N/A
Write a 3-4 page reaction or reader-response paper to the three readings listed below. In your approach, the focus falls on [you] the reader and the process of reading rather than on the author or the text. A reader response asks [you] the reader to examine, explain and defend your personal reaction to a reading. You are asked to explore why you like or dislike the reading, explain whether you agree or disagree with the author, identify the reading's purpose, and critique the text. Reading and writing "critically" does not mean the same thing as "criticizing," in everyday language. Your response can and should be positive and praise the text if possible, as well as pointing out problems, disagreements and shortcomings. There is no right or wrong answer to a reader-response. But it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions. In so doing, you may find it helpful to draw on readings, resources, discussions, guest lectures, etc. from the course to-date and as related to other courses, LIS discourse, and so on. Your response may raise more questions than it answers.
You can work with some of the following jumping-off points: To what extent does the text agree or clash with your worldview? To what extent were your views and opinions challenged or changed by this text? To what extent does the text address things that you care about and consider important? How well did you enjoy the text (or not) as an LIS 598 reading? What is your overall reaction to the text? Is there something like this you would rather read instead? Why or why not? Would you recommend this text for future LIS 598 students? Why or why not?
The papers should be written in formal language (but first person is fine), double-spaced in 12 pt. font, with 1” margins and including page numbers. To save paper, do not make a separate title page. Put your student identification number and the number of the course (e.g., LIS 598 SAMEK) at the top of the first page. To ensure that I mark without bias, do not give your name. Follow a style guide of your choice (e.g., MLA) on matters of style (if other sources used). The Faculty of Education requires the use of inclusive language. I will look for the following in any paper: clearly stated ideas; well organized discussions or arguments; clear conclusion; appropriate supporting documentation (if other sources used); quality of thought; command of grammatical and structural conventions; appropriateness of bibliographic citations (if other sources used); and, thorough proofreading.
Evaluation: appropriate length of response —1; critical density (level of critical approach to the text)—5; organization and clarity—5; command of grammatical and structural conventions—3; thorough proofreading—1.
1) “Unequal Legacies: Race and Multiculturalism in the LIS Curriculum”.
Due October
Access this article online from your blog. First select Databases. Then select the Library Literature & Information Science Full Text database. Then search for the article within that database. Then choose the option to “Get It” in fulltext.)
2) “Classism in the Stacks: Libraries and Poor People”
Due on October
3) “Libraries, Indigenous Peoples, Identity & Inclusion”.
Due on November
Major Presentation (25%)
Deliver a paired presentation with a classmate on a major topic of your choice (negotiated with the instructor) that helps to develop an understanding of the course objectives. Presentations are to be delivered in November and Dec. The order of presentations by date and on each day will be negotiated in-class and well in advance.
On the first day of class, the instructor will introduce a list of possible presentation topics to raise awareness of the range of options. By October, you must negotiate your topic with the instructor. For topic approval, identify the following aspects to your instructor (verbally in an office appointment, by email, or in a print document): a one sentence description of your proposed topic, a clear argument for how your topic relates to LIS services to special populations, three key sub-themes that you plan to address, and three key readings/resources that will help you learn about your topic.
Aim to provide a coherent and informative introduction to your topic. This is an opportunity for you to engage the class in some key aspects of the topic and its relationship to the course objectives. It should total absolutely no more than 20 minutes. In addition to that plan for 10 minutes of Q&A/ discussion time.
You may use PowerPoint and/or some other electronic format(s) if you wish (although this is not necessary). If you do, please print up a copy of the slides for the instructor, 6 slides to a page and hand it to instructor at the beginning of the presentation. Each member of the pair should have some role to play, though not each person needs to have the same role. Every class member should plan to ask at least one question during the presentation sessions, so that every group presenting receives at least one question to the jumpstart the Q&A/discussion sessions that will follow each presentation.
Evaluation will be based on, but not necessarily limited to: clarity of statement of intention for the presentation, breadth and depth of subject coverage, relevance and contextualization of topic to course objectives, ability to identify/raise key questions, inclusion of grounding and concrete examples, originality and quality of thought, organization and structure, and appropriateness of oral delivery for a live audience. A checklist for evaluation will be provided in class.
Major Presentation Resource Guide (15%) N/A
Prepare a 3-4 page online resource guide that serves as in introduction to your major presentation topic. This is to be shared with the instructor and your classmates. All Resource Guides are due in the instructor’s email inbox, as well as your classmates email inboxes, by December. The instructor will provide each student with the class email list to facilitate this dissemination. The Resource Guide content may include, but is not limited to: definitions, quotes, mini annotated bibliography, links to resources, comics, photos, key players, key organizations and groups, questions to ponder. A checklist for evaluation will be distributed in class.
Deliver a paired presentation with a classmate on a major topic of your choice (negotiated with the instructor) that helps to develop an understanding of the course objectives. Presentations are to be delivered in November and Dec. The order of presentations by date and on each day will be negotiated in-class and well in advance.
On the first day of class, the instructor will introduce a list of possible presentation topics to raise awareness of the range of options. By October, you must negotiate your topic with the instructor. For topic approval, identify the following aspects to your instructor (verbally in an office appointment, by email, or in a print document): a one sentence description of your proposed topic, a clear argument for how your topic relates to LIS services to special populations, three key sub-themes that you plan to address, and three key readings/resources that will help you learn about your topic.
Aim to provide a coherent and informative introduction to your topic. This is an opportunity for you to engage the class in some key aspects of the topic and its relationship to the course objectives. It should total absolutely no more than 20 minutes. In addition to that plan for 10 minutes of Q&A/ discussion time.
You may use PowerPoint and/or some other electronic format(s) if you wish (although this is not necessary). If you do, please print up a copy of the slides for the instructor, 6 slides to a page and hand it to instructor at the beginning of the presentation. Each member of the pair should have some role to play, though not each person needs to have the same role. Every class member should plan to ask at least one question during the presentation sessions, so that every group presenting receives at least one question to the jumpstart the Q&A/discussion sessions that will follow each presentation.
Evaluation will be based on, but not necessarily limited to: clarity of statement of intention for the presentation, breadth and depth of subject coverage, relevance and contextualization of topic to course objectives, ability to identify/raise key questions, inclusion of grounding and concrete examples, originality and quality of thought, organization and structure, and appropriateness of oral delivery for a live audience. A checklist for evaluation will be provided in class.
Major Presentation Resource Guide (15%) N/A
Prepare a 3-4 page online resource guide that serves as in introduction to your major presentation topic. This is to be shared with the instructor and your classmates. All Resource Guides are due in the instructor’s email inbox, as well as your classmates email inboxes, by December. The instructor will provide each student with the class email list to facilitate this dissemination. The Resource Guide content may include, but is not limited to: definitions, quotes, mini annotated bibliography, links to resources, comics, photos, key players, key organizations and groups, questions to ponder. A checklist for evaluation will be distributed in class.
PROVISIONAL SCHEDULE
Sept Introduction to Course
Orientation to Concepts
Introduction to Possible Presentation Topics
Cultural Images
Sept Addressing LGBTQ Needs & Services / 1pm
Critical Librarianship & Human Rights; Case Studies
See: http://www.lambdaliterary.org/interviews/07/15/confessions-of-a-librarian-ellen-greenblatt/
http://libraryjuicepress.com/outbehindthedesk.php
http://www.manitobaschoollibraries.com/documents/SAG2010Programx.pdf
http://libr.org/isc/issues/ISC25/articles/A%20COMMITMENT%20TO%20HUMAN%20RIGHTS.pdf
http://archive.ifla.org/IV/ifla61/61-riea.htm
Sept Resource Reports Round-up
Newcomers, Globalization & Internationalism (includes a 20 min Storyteller DVD)
See: http://www.archives.expressnews.ualberta.ca/article/2008/11/9780.html
http://libr.org/isc/issues/ISC26/26%20Library%20Services%20for%20Newcomers%20to%20Canada.pdf
Oct Global Citizenship
CNIB, Print Disability, Accessible Library Services & Digitization /
Deadline for Unequal Legacies Reader Response
See: http://cgcer.wordpress.com/
http://news.gc.ca/web/article-eng.do?m=/index&nid=590979
http://www.collectionscanada.gc.ca/iela/index-e.html
Oct Metis Byte Back /
Access to Information and Ways of Knowing at a Tribal College / 2:40 pm
Deadline for Negotiating Major Presentation Topic with Instructor
See: http://unesdoc.unesco.org/images/0014/001495/149502E.pdf
http://www.archives.expressnews.ualberta.ca/article/2006/06/7608.html
http://www.unesco.ca/en/documents/IDWIP2010CommuniqueE_000.pdf
http://metisnationdatabase.ualberta.ca/MNC/
http://firstpeopleslibraries.wikispaces.com/
http://www.ytced.ab.ca/
http://www.slis.ualberta.ca/en/Courses/GraduateCourses/LIS598AboriginalLibOutline.aspx
Oct Cultures of Orality & Literacy / 1pm
Traditional Cultural Expression (TCE) / 2:50 pm
Deadline for Classism in the Stacks Reader Response
See: http://wo.ala.org/tce/author/admin/
http://www.akla.org/culturally-responsive.html
Nov Gender, Information & Documentation / 1pm
Open Space Discussion
See: http://capping.slis.ualberta.ca/cap09/MoyraLang/index.html
Nov Race, Civil Rights & Censorship (includes a 2 hr film)
Deadline for Libraries, Indigenous Peoples, Identity & Inclusion Reader Response
See: http://www.libraryjournal.com/article/CA6669152.html
http://en.wikipedia.org/wiki/Ruth_Brown_(librarian)
http://newsreel.org/nav/title.asp?tc=CN0067
Nov In-class Time for Presentation Polishing
Nov Major Presentations In-Class
Nov Major Presentations In-Class cont.
Dec Major Presentations In-Class cont.
Deadline for Major Presentation Resource Guide
Deadline for Major Presentation Resource Guide
No comments:
Post a Comment