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CPD25 student attainment :Toolkit for change diversifying library collections
- 1. Toolkit for change: diversifying library collections SarahField & Emma Mires Richards, LiaisonLibrarians
- 2. Background • Strategic aims widening participation and addressing attainment gaps • Sector campaigns on decolonisation • Collaboration Library Student Success Project Kent Union “The University should aim to diversify the content of its curriculum and make it more inclusive, starting with reviewing curricula to ensure that a range of ideas and academic thoughts are represented.” BME Student Voices Report, Kent Union 2017
- 3. Rationale – students want diverse resources! “I’d take so much pride in my studies and be so happy. I’d just be soaked in my studies. And because everyone on the course is doing it you can have a proper conversation… let’s talk about it.” (Black stage 3 student, focus group Feb 2019)
- 5. Embedding practice & providing support Diversity toolkit Providing practical advice to academics on finding diverse resources in their discipline. Looking more closely at our existing collections. Diversity Mark Award Rolled out to additional schools for 2019/2020. Establishing criteria for achieving the award Developing networks Sharing knowledge and practice to inform our guidance and collection development. Diversity in libraries conference Monday 20 April 2020 #InfoFestKent20
- 6. Looking at the evidence Pilot Project with SECL Led by Dr Laura Bailey with student researchers: Miriam Jeyasingh & Wayne Laviniere
- 7. “I was surprised that my list was as white and male as it turned out to be, and I did make a point of mentioning it to students on that module and on another, final year module that I teach. Some shrugged their shoulders and said that sometimes it's only white men who have written the good books (!); others responded much more enthusiastically about the idea of an audit, and it led to a good discussion about decolonising the university.” “I was surprised that my list was as white and male as it turned out to be, and I did make a point of mentioning it to students on that module and on another, final year module that I teach. Some shrugged their shoulders and said that sometimes it's only white men who have written the good books (!); others responded much more enthusiastically about the idea of an audit, and it led to a good discussion about decolonising the university.” (Module convenor, Feb 2019) discussion about decolonising the university.”
- 9. Engaging with students “There was a general consensus that students weren’t aware that contributing or changing the reading list was an option. There was also an assumption that the reading list was white British male-oriented and that’s just the way it is. The view was expressed that more representation could encourage more engagement given they know where the sources were coming from in the first place.” (Evangeline Agyeman, Social Sciences student) “I believe without diversity; our perspectives will as a consequence be limited to a Eurocentric outlook, which does not display the critical thinking that we are so often encouraged to do at university level” (Collins Konadu-Mensah, Social Sciences student) https://talis.wistia.com/medias/o0cvulqa6s (Talis presentation)
- 11. References & further information • Gurminder K. Bhambra, Dalia Gebrial, Kerem Nişancıoğlu (eds) (2019)Decolonising the University. Pluto Press: London • Ferguson, R et al (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. Milton Keynes: The Open University. [https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf] • Universities UK (2019) Black, Asian and minority ethnic student attainment at UK universities: #ClosingtheGap‘ [https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2019/bame- student-attainment-uk-universities-closing-the-gap.pdf] • The white elephant in the room: ideas for reducing racial inequalities in higher education https://www.hepi.ac.uk/wp-content/uploads/2019/09/HEPI_The-white-elephant-in-the-room_Report-120- FINAL-EMBAROED-19.09.19.pdf Contacts: Sarah Field S.L.Field@kent.ac.uk Emma Mires Richards E.L.Mires-Richards@kent.ac.uk
Editor's Notes
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- EMR Wider Dm work had included a pilot at our Medway campus led by Dave Thomas and Barbara Adewumi (Collins and Evangeline), we learnt a lot from this project and an earlier stage of our work where we reviewed a smaller sample of lists – that ealier stage had been missing the student voice so we employed 2 students (Miriam and Wayne) to carry out the review research. Metrics were a mix of author identity and items and list format – in later discussions we have also considered looking at geographical biases in terms of place or publication and publishers. 1642 authors, 1295 items were reviewed this was across 30+ modules Date – a few modules had older texts that were not included here – modernity of texts is more spread than other metrics, important to consider in terms of whether new texts were introduced or just the “best book” inherited from previous academics lists and lenses. Ethnicity - ‘Other’ might be Hispanic/Latinx, Jewish, etc. Nationality of authors by continent - Oceania is nearly always Australian. This is independent of ethnicity, so for example African includes a white South African author. Asian is under-represented because of the way the data was input, so some of the Asian authors on the previous slide are quite likely to be Asian here as well as normally if they were, say, Asian American, that was recorded. Note that some of these modules are about Asian religions such as Buddhism, Hinduism, so you’d really hope for much more than this! Gender
- EMR Module convenors in the pilot reported that it sparked classroom discussion and reading list review They were surprised at the results, particularly those who teach e.g. post-colonial theory, or with a feminist perspective But we also shocked the stereotypical white male convenor! Indicates that this research needs to raise awareness before change can result Visualising data – at analysis stage we decided that a visual representation would be a powerful way to share findings Provided a ‘snapshot’ via infographics (used the free version of Piktochart) of the list, used broad indicators to show metrics in an impactful way to academics and begin conversation on the subject of diversifying. Broad coverage - i.e. accessibility – format so available regardless of environment location or individual learning need, diverse perspectives considered via measures such as (ethnicity, gender, identity) illustrated via looking at author, content and date range of materials presented – place of publication is something that we are also currently considering in an extended project. Engagement - overall useful feedback comments shared from convenors perspective in that it helped to highlight areas for focus potentially and Encouraging dialogue between students, convenors and professional services staff
- EMR In addition to Humanities pilot other schools identified with attainment/awarding gaps – student interns have been working with a number of schools to go through a similar process. These visuals were produced by Jade Sanderson working with School of politics: Following a discussion at their School Executive Group they have agreed to go ahead with adding a ‘diversity mark’ note/kitemark to module Moodle folders. It will also include an invitation to students to submit/nominate additional or alternative titles for reading lists. Will be for the 2020/21 academic year, i.e. for a September 2020 start.
- EMR The various ways we have been working with students/ diversity mark research officers interns and involving students more in what our collections look like “Read Grow Thrive” #seeyourselfontheshelf (book groups and using the space as a learning community for all)
- Both - Padlet and handout workshop – 15 mins Summing up