Convening Culture Keepers ATALM 2012


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Presentation by Robin Amado, Dawn Wing, and Omar Poler at the 2012 International Conference of Indigenous Archives, Libraries, and Museums in Catoosa, Oklahoma. All rights reserved.

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Convening Culture Keepers ATALM 2012

  1. 1. Convening Culture Keepers Establishing Regional Networks International Conference of Tribal Archives, Libraries, and Museums Tulsa, Oklahoma Omar Poler, Dawn Wing, Robin Amado June 5, 2012
  2. 2. Introductions Photo by Jeff MillerBoozhoo from the University of Wisconsin–Madison School of Library and Information Studies!
  3. 3. 1)  Introductions2)  What is a regional network?3)  Why does it matter?4)  How do I start?5)  What can we share?6)  What results can I expect?7)  Where could it go?
  4. 4. Introductions
  5. 5. What is a regional network?
  6. 6. Photo by Della Nohl Convening Culture KeepersForest County Potawatomi Cultural Center, Library & Museum May 4, 2012
  7. 7. Photo by Della NohlConnections, diversity, togetherness…
  8. 8. Photo by Della Nohl
  9. 9. Photo by Della Nohl…informative, knowledge, ideas…
  10. 10. Photo by Della Nohl
  11. 11. Photo by Della Nohl…energizing,  refreshing,  power  of  sharing....  
  12. 12. Photo by Della Nohl
  13. 13. Photo by Della Nohl…story, memories, friends, family, renewal.
  14. 14. Photo by Della NohlCommunity.
  15. 15. Why does it matter?
  16. 16. We  are  all  teachers  and  students.   Culture  Keepers     Deep  understanding  of  communi2es  and  culture,  but  o6en  few  resources;  need  for   ongoing  professional  development  and  support     LIS  Students     Diverse  personal  skills  and  experiences,  but  need  opportuni2es  to  learn,  engage  with   diverse  communi2es,  and  follow  passion  by  par2cipa2ng  in  meaningful,  relevant  work     LIS  Educators     Academic  and  grant  wri2ng  exper2se,  but  significant  need  to  incorporate  diverse   community  perspec2ves  within  LIS  educa2on     Non-­‐tribal  Cultural  Professionals    Extensive  professional  exper2se,  but  lack  of  access  to  authorita2ve  informa2on  regarding   Na2ve  communi2es  and  lack  understanding  of  communi2es  needs  
  17. 17. How do I start?
  18. 18. Photo by Chris2na  Johanningmeier  Visit one another.Madison to Red Cliff, 2009
  19. 19. Photo by Chris2na  Johanningmeier   Identify needs.Red Cliff Library, October 2010
  20. 20. Reach out.Wisconsin Department of Public Instruction
  21. 21. Photo by Louise RobbinsRecognize the skills and knowledge of others. The Three C’s, November 2009
  22. 22. Photo by Cat Phan Involve the community.Red Cliff Community Meeting, October 20
  23. 23. Photo by Chrisna  Johanningmeier  Let curiosity drive learning. First semester of TLAM, Spring 2009
  24. 24. TLAM Course Topics• NaBve  language  and  storytelling  • Wisconsin  tribal  histories  • Indigenous  knowledge  &  aboriginal  research  • American  Indian  law,  government,  &  tribal  historical  preservaBon  • Tribal  libraries,  funding,  &  professional  organizaBons  • Archives  &  digital  collecBons  • Protocols  &  partnerships,  • Knowledge  organizaBon  • Tribal  museums  &  repatriaBon  • InternaBonal  Indigenous  TLAM  issues  
  25. 25. Photo by Chrisna  Johanningmeier  Play the role of teacher and student. Red Cliff, May 2009
  26. 26. Photo by Peter RudrudSustain the energy and commitment. Oneida Nation Records Management, March 2012
  27. 27. Ideas of How to Get Started   IdenBfy  needs.   Resources  desired,  and  projects  to  start  or  complete.     Reach  out  to  people  you  already  know.   Exis2ng  networks,  tribal  and  non-­‐tribal  ins2tu2ons,  and   university  programs.     Think  about  funding  sources.     Ins2tu2on  or  grant  funded.    
  28. 28. What can we share?
  29. 29.            Ho  Chunk  Learning  Center           Langlade  County  Historical  Society   Red  Cliff  Capital  Campaign  
  30. 30. “Service-­‐learning  is  a  form  of  experienal  educaon  in  which  students  engage  in  acvies  that  address  human  and  community  needs  together  with  structured  opportunies  intenonally  designed  to  promote      student  learning  and  development.  Reflec(on  and          reciprocity  are  key  concepts  of  service-­‐learning.”                      Barbara  Jacoby,  "Service  Learning  in  Todays  Higher  Educa2on,"  in  Service  Learning  in  Higher  Educa2on:  Concepts  and  Prac2ces  (San  Francisco:    Jossey-­‐Bass,  1996),  5.        Source:      Elaine  Yontz  and  Kathleen  de  la  Peña  Cook.  Journal  of  Educa2on  for  Library  and  Informa2on  Science,  Vol.  44,  No.  1  (Winter,2003),  pp.  58-­‐68  
  31. 31. Photo by Peter Rudrud Reciprocity.Ho-Chunk Learning Center Project
  32. 32. Photo submitted by Peter Rudrud Engagement.Ho-Chunk Learning Center Project, 2012
  33. 33. Photo by Peter Rudrud Discovery.Ho-Chunk Learning Center Project, 2012
  34. 34. Photo by Peter Rudrud Reflection.Tribal Libraries, Archives, and Museums (LIS 640), 2009
  35. 35. TLAM  had  two  big  influences  on  my   approach  to  LIS:  The  first  came  from  the   student-­‐driven,  service-­‐learning  approach  to   the  class,  and  that  is  to  think  of  everyone  as   a  potenal  teacher  and  student   simultaneously.  Everyone  has  something  to   give,  knowledge  to  share,  or  a  queson  that  Chris2na  Johanningmeier   leads  a  group  or  individual  to  learning  more.     TLAM  has  shaped  my  approach  to  the  LIS   profession  more  than  any  other  library   course.  AKer  working  with  a  tribal   community  without  library  service,  I  no   longer  take  libraries  for  granted.  In  fact,   TLAM  has  renewed  my  determinaon  to   provide  quality  library  service  to  all.   Troy  Espe  
  36. 36. [TLAM]  gave  me  a  profound  appreciaon  of  the  power  of  service  learning,  which  led  me  to  develop  a  service-­‐based  course  as  an  academic  librarian.  I  dont  think  I  would  have  been  as  willing  to  experiment  as  an  instructor  and  search  out  the  ways  to  empower  students  to  engage  in  experienal  acve  learning  without  that  experience.    Something  that  is  probably  equally  profound  is  that  I  learned  from  TLAM  about  different  ways  of  knowing;  different  ways  of  reading,  storing,  organizing,  and  synthesizing  knowledge.   Gabe  Gosseg    
  37. 37.   If  I  had  to  choose  a  single  thing  that  defined  the  TLAM   experience  it  would  be  the  importance  of  relaonships.   Relaonships  are  at  the  heart  and  soul  of  TLAM.  It’s  not  an   especially  new  or  innovave  concept.  Networking,   collaboraon  -­‐  these  are  basic  ideas  in  LIS.  But  I  think  TLAM   taught  me  how  essenal  this  is  to  building  communies   around  and  adding  value  to  the  work  that  you  do.  The   people  are  what  turns  out  work  into     something  special  and  the  more  we     grow  our  communies,  the  more  value     we  add  to  our  libraries,  our  collecons,   our  service,  our  work.   Cat  Phan  
  38. 38. What results can I expect?
  39. 39. Photo by Della Nohl Tours.  Forest  County  Potawatomi  Cultural  Center,  Library  and  Museum,  May  2012  
  40. 40. Photo by Della Nohl Hands-­‐on  workshops.  Black  ash  basketmaking,  May  2012  
  41. 41. Photo by Della Nohl Hands-­‐on  workshops.  Archival  and  museum  box-­‐making,  September  2011  
  42. 42. Photo by Della Nohl PresentaBons.  “Podcas2ng:  libraries,  technology,  and  language  learning,”  October  2011  
  43. 43. Photo by Della Nohl PresentaBons.  “Developing  your  oral  history  program,”  May  2012    
  44. 44. Photo by Della NohlStudent  professional  development.   Convening  Culture  Keepers,  October  2011  
  45. 45. Photo by Della Nohl New  connecBons.  Convening  Culture  Keepers,  October  2011  
  46. 46. Photo by Della Nohl New  networks.  Convening  Culture  Keepers,  October  2011  
  47. 47. Photo by Della Nohl New  community.  Convening  Culture  Keepers,  May  2012  
  48. 48. Miigwech!Daga gagwejimishinaan waa-kikendameg! Thank you! Please ask questions!
  49. 49. For  more  informaBon:  
  50. 50.