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- 1. Annie Epperson, Engagement & Academic Programming Wendy Highby, Library Research Services Jay Trask, Head of Archival Services University of Northern Colorado, Greeley, CO Off the Shelf and into the Community: Academic/Community Outreach
- 2. Who is in the room today? • Faculty? • Administrators? • Community partners? • Students? • Student affairs professionals? • Librarians?
- 3. Off the shelf – session outline U. of N. Colorado: orientation and context Libraries engaged in partnership Programming as outreach What we learned Bringing it back to campus For the future
- 4. Orientation and Context Greeley Colorado University of Northern Colorado Libraries
- 6. Into the community Libraries engaged in partnership
- 8. Community & Civic Engagement • Planning • Implementation • Institutionalization • Next steps
- 9. LIBGUIDE URL TO GO HERE!!!!
- 20. Pair/Share Activity Who are the protagonists of your campus/community story? Whose story has been ignored or distorted? http://libguides.unco.edu/OfftheShelf
- 22. • Archives and Community The Purpose of Archives • Identify records and papers of enduring value • To preserve those materials • To make those materials accessible to researchers http://libguides.unco.edu/OfftheShelf
- 23. • Archives and Community Power and Archives • Traditionally houses the records of the powerful • Move towards broader collecting activities http://libguides.unco.edu/OfftheShelf
- 24. • Archives and Community We are what we collect • University Records • Special Collections • James A. Michener Papers and Collections http://libguides.unco.edu/OfftheShelf
- 25. • Archives and Community James A. Michener Collections Shortly before his death in 1997, James Michener designated the University of Northern Colorado to be the home for the bulk of his writing and publishing legacy http://libguides.unco.edu/OfftheShelf
- 26. • Archives and Community Special Collections Manuscripts, papers, records and books deemed rare, unique and/or of significant research value to warrant permanent preservation. http://libguides.unco.edu/OfftheShelf
- 27. • Archives and Community Special Collections http://libguides.unco.edu/OfftheShelf O. T. Jackson Papers and the Dearfield Collection, 1920s-1940s
- 28. • Archives and Community Special Collections http://libguides.unco.edu/OfftheShelf Paul Stewart Oral History Collection, 1970s-1990s
- 29. • Archives and Community Special Collections http://libguides.unco.edu/OfftheShelf Northern Colorado Communities Preservation Project
- 30. • Archives and Community Chicano Collections – CSU Pueblo http://libguides.unco.edu/OfftheShelf Creating trust Community advisory involvement
- 31. Pair/Share Activity What is your campus doing now to engage with and preserve the stories and experiences of marginalized members of the campus/community? What more can be done? http://libguides.unco.edu/OfftheShelf
- 32. • Archives and Community University Records Official repository for records documenting the administrative history of the University. http://libguides.unco.edu/OfftheShelf
- 33. • Archives and Community University Records Student Voices Collection http://libguides.unco.edu/OfftheShelf
- 34. Annie Epperson, Engagement & Academic Programming Wendy Highby, Library Research Services Jay Trask, Head of Archival Services University of Northern Colorado, Greeley, CO Thank you! URL
Editor's Notes
- AE CHECK SOUND Introduce Abstract: Three members of the University of Northern Colorado's Libraries faculty share their experiences implementing programming and engaged outreach to the campus and surrounding community. Leveraging opportunities on- and off-campus revealed unanticipated challenges and rewards for the presenters; join this lively conversation about our journey as a nontraditional engaged campus entity.
- AE Interrupt us.
- Outline for the session: Annie University of Northern Colorado: orientation and context Libraries engaged in partnership Wendy Programming as outreach What we learned Jay Bringing it back to campus For the future
- AE City of Greeley – essential history, demographics (Protestant, Utopia) University of Northern Colorado – transitions over time, nine core plans, 1889 foundation. Agricultural setting, with initial settlers augmented by white European (German Russian) laboring populations and Hispanic/latinx populations
- AE From our founding we’ve evolved, perhaps most significantly in the post-war years of the 1950s onwards, when the GI bill sent a greater diversity of people to college and some found themselves unwelcome. Jay will address that later on. Now, however, our ethnic composition is fairly representative of the state of Colorado, which continues to be largely Caucasian of European ancestry. The next-largest population represented is Hispanic or Latinx; most of our student body is drawn from the Denver metro area, although the more rural parts of the state do send their students to us.
- Sharing patrons (community college, public libraries, university libraries) In 2013 the “Creating Community” was a day of sharing that resulted in a commitment to connect with the libraries in the city. Librarians talking about ways in which we could more effectively meet the needs of our shared patrons, because we are all in the same community. Challenges identified, including within our own organizations and across our missions (both applying for the same grant for public programming, competing rather than partnering).
- AE Natural partners HPLD@UNC the initial steps in sharing patrons and collections in a systemic way (resource-sharing our collection is academic, turn to the publics for leisure reading audio books – commuters, spring break) Native Voices exhibit the first comprehensive collaboration in programming.
- AE One of the nine pillars 2012/13 committee to address the Pillar, wrote a three-year plan Summer 2013 implemented plan, coming to a close (= “institutionalized) in 2016/17 academic year In recognition of the importance of engaged work across campus, and a related trend in academic librarianship, new position created in 2015; Epperson is asked to become Libraries Coordinator of Engagement & Academic Programming
- AE Now Wendy is going to tell you about one of the ways in which this work is now realized in the University Libraries. Literally going “off the shelf.”
- WH bring scholarship on Latino American histories and cultures to new audiences; engage people in examining and documenting the histories of Latino Americans in their communities; and foster understanding of local histories in regional, national and international contexts.
- WH host at least two viewing and discussion events; screen at least two episodes of the Latino Americans documentary series; Recruit one or more qualified scholars to lead each viewing and discussion program; Host at least two additional Latino Americans programs, for a total of four required public programs; Promote the programs to the widest possible public audience;
- WH [third slide: promotional poster] Schedule programs to take place between July 1, 2015 and June 30, 2016; and Provide a final performance report to ALA.
- WH [fourth slide: Hispanic studies dept] We built bridges between the University Libraries and the Hispanic Studies Department; and we got to know our Latino colleagues, students, and ourselves better. It started with the research for the grant-writing, continued with the planning and coordination of scholars’ participation, manifested powerfully in the interactive q&a sessions with the audiences, reverberated in the feedback forms and media coverage, and affected our self-perceptions. We learned that our community demographics differed from our institutional demographics: City of Greeley at 36.0% Hispanic/Latino as compared to UNC 15.47%
- WH [fifth slide: http://censusviewer.com/city/CO/Greeley ] http://www.census.gov/quickfacts/table/PST045215/0832155/accessible We learned about our institutional, community, and regional history, and that history can repeat itself. In the spring of 2015, the UNC administrators decided to suspend the Mexican-American studies major, although this suspension was subsequently lifted.
- WH [sixth slide: screenshot of Crucible issue] 46 years prior, in a special thematic May 28, 1969 issue of the student paper, The Crucible, the 27 demands of the Black-Brown Coalition and the outcomes of the committee meetings are reported. The demands in 1969 were wide-ranging—for example, the creation of a Black Studies Program and a Hispano Studies Program, offering more minority scholarships, expanding library holdings in Black and Hispano studies, and hiring more professors of color.
- WH [seventh slide: screenshot of 2015 article: http://www.greeleytribune.com/news/16148623-113/university-of-northern-colorado-president-kay-norton-condemns May 1, 2015, …racist attacks on UNC protesters] And unfortunately in 2015 (46 years later), racist abuse was experienced by protesters, and swiftly condemned by our president.--racism reared its ugly head when students peacefully protesting the possible closing of the Mexican American Studies program were taunted with epithets by passers-by.
- WH [eighth slide: montage of scholars’ photos] On a happier note, in coordinating our participating scholars, we built relationships and professional networks and exceeded the minimum requirements of the grant: • Our first scholar was Trish Escobar, and she taught us about the daily realities of our Hispanic students’ lives : http://www.unco.edu/cesar-chavez-cultural-center/about-us/staff.aspx • Our second scholar, Dr. Jose Suarez, stretched us geographically: we ventured further than our neighboring Mexico, traveling with him to the Caribbean diaspora http://www.unco.edu/hispstds/Faculty/suarez.html • Our third scholar, outspoken community advocate, Dr. Priscilla Falcon, taught us about women’s roles in local labor history, and also about the Chicano civil rights in Colorado in the 1960s and 1970s. She hosted screenings of La Raza de Colorado films http://www.unco.edu/hispstds/Faculty/falcon.html http://www.shoppbs.org/product/index.jsp?productId=16120746 • Our fourth scholar, filmmaker John Valadez, honored us with a premier of his film The Head of Joaquin Murrieta http://www.pbs.org/wgbh/latinmusicusa/index.html#/en/bts/producers/valadez • Our fifth scholar was Dr. Camila Alire; she led a panel discussion of Latinos and Higher Education in Colorado http://www.camilaalire.com/ • Our sixth scholar was Dr. Fawn Amber Montoya, an expert in labor history of Colorado. http://chass.csupueblo.edu/History/Faculty/Pages/Dr.-Fawn-Amber-Montoya.aspx
- WH [ninth slide: Tribune headline} And we made an impact; our local media paid attention http://www.greeleytribune.com/news/20566455-113/panelists-at-university-of-northern-colorado-event-advocate The lead sentence in a news article about the Education panel, journalist Tyler Silvy dramatically opened with: “Some called for revolt, others called for calm . . . the sixth event in the UNC Libraries Latino Americans 500 Years of History series…featured a panel with generational gaps but no lack of passion…”
- WH [tenth slide: Empowerment manual] And we couldn’t ignore our white privilege; we had to deal with it We found that it is important to acknowledge the racism in our communities (whether historical or current) and to face it and to work for justice and change In her book The Empowerment Manual: A Guide for Collaborative Groups, the author Starhawk suggests the following steps for dealing with the unearned social power of privilege and entitlement: • Recognize privilege, release guilt, and accept responsibility for being an agent of change • Distinguish between privilege and identity • Know your heritage • Learn about others • Ask “who is the protagonist of the story?” • Be of service • Earn trust patiently • Listen • Examine the norms and values of your own group • Commit to the children [I need to shorten up the following] Can you get there from here? Yes, but not quickly; it is a process. There are no shortcuts to building a relationship of trust and you can’t pave over pain and problems. Is it a minefield? It can feel that way. Change the analogy. It is a classroom, a learning experience. Humility—willing to be embarrassed (temporarily) and to learn from your mistakes. Humanity—we can have sympathy even though we can’t always have empathy. Admit your ignorance, express your wonderment, listen and observe-- We all bring with us our Individual history: Identity we’ve inherited/developed, Injustices suffered, Privileges enjoyed, Prejudgment of which we’re not conscious, Humility and hubris; Then as individuals we interact with: Institutional history and community history. What we learned: (1) Reputable, unbiased sociological and historical research are key (2) It’s important to acknowledge racist history, but not get mired in the shame (3) We can learn from other institutions (4) Start where you are (we’re all on a continuum, no perfectionism) (5) It’s an iterative process; be patient and know that you are making progress; (6) Admit your mistakes, apologize, make amends (7) The building of trust and connections takes time (8) Learning about diversity makes life infinitely more interesting (9) it can be better to be the midwife than the mother or the baby; The reward is in the process: Moments I will remember: in fall helped students to discuss Trump’s racist comments, Valadez’ encouraging the students to get higher ed degrees, the student at dinner discussing the challenges of a first gen student, the generational differences re activism, the difference of experience at another institution (metro) Interactive prompt: What was happening in your community and on your campus in the 1960s and 1970s? What history does your community need to relearn, remember and integrate into your current perception?
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- University’s collect admin and faculty stuff. Local museums collect local elite papers.
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