This document summarizes a presentation on cultural competence given by Katherine Becvar and Sarah Naumann at the 2014 CARL conference. The presentation covered literature on cultural competence, diversity standards from professional organizations like ACRL, developing cultural awareness and cross-cultural skills, challenges with training in cultural competence, and next steps for libraries. It provided an overview of the 10 ACRL diversity standards for cultural competency in academic libraries, which address areas like cultural awareness, collections, services, workforce diversity, and continuous learning.
Diversity in a Flash: A Lightning Showcase of Residency Diversity Initiativessespinosalib
An American Library Association 2015 Annual Conference presentation sponsored by the Ethnic Multicultural Information Exchange Round Table and the Residency Interest Group.
Diversity Residency Programs provide professional opportunities to recent MLS graduates from underrepresented communities in librarianship. Residents have spearheaded innovative approaches to support the diversity mission of the institution and library through internal and external initiatives. Hear from current and previous residents who have developed outreach initiatives and diversity programming highlighting ethnicity and multiculturalism at four academic libraries as they share recommendations for developing, implementing, and sustaining similar projects at other institutions. Outreach and programs include developing relationships with diversity departments and local communities, holding events to celebrate diverse cultures and ethnicities, and looking internally at institutional resources to support diversity. More information at http://alaac15.ala.org/node/28886
This document discusses cultural diversity in the Caribbean. It begins by defining cultural diversity as the different cultures that exist in a society or region. The Caribbean is provided as an example of high cultural diversity due to influences from indigenous peoples, Europeans, Africans, East Indians, and Chinese. Cultural diversity in the Caribbean arose from the history of migration and settlement of these various ethnic groups for reasons like slavery, indentureship, and colonization. Examples of cultural differences highlighted include music, food, religion, celebrations, and other traditions. Positive aspects of cultural diversity mentioned are that it adds richness to the region and allows members to learn from each other.
This document discusses cultural diversity in health care. It defines culture and explains that cultural diversity manifests both obviously through factors like religion, ethnicity, and gender, as well as less obviously through age, education, mobility, and sexual orientation. The document emphasizes that healthcare workers must be culturally competent by understanding how personal biases and values influence communication with patients from diverse backgrounds. It provides tips for acquiring cultural competence, such as being aware of different cultural health beliefs, customs, and language barriers when providing care.
This document provides information about Aboriginal societies before European contact, including their social and economic structures. It discusses several key aspects of Aboriginal cultures, such as their core values, worldviews, oral traditions, decision-making processes, gender roles, and relationships with the natural world. Specific details are provided about the Mi'kmaq, Haudenosaunee, and Anishinabe groups, including their locations, clan/family structures, food sources, and other cultural practices. The document emphasizes that Aboriginal groups had diverse cultures uniquely suited to their environments and shared core values like respect, spirituality, equality, and living in balance with nature.
A Long Way To Go: Educators Perspectives of Multiculturalism and Racism in Al...CanadianCMF
Racism creates a ripple effect of exceedingly detrimental impacts to individuals, communities, and the collective wellbeing of any given geographical or social region as a whole. Though all who experience racism are subject its negative and harmful effects, children are especially vulnerable to the consequences. Racism exists in many forms, including racially or culturally-based prejudice, discrimination, bias, stereotyping, or violence. In order to gauge the level of racism that school-aged children experience in Alberta, as well as assess teacher preparedness with regards to teaching multiculturalism in classrooms, we conducted a research project and subsequent report outlining the issues. The report examines race relations in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
From August 2017 to June 2018, teachers were contacted in person and online to complete an anonymous survey that answered various questions related to the research topic. Teachers were also given the opportunity to elaborate on their responses through comments on the online questionnaire, as well as through in person interviews. The researchers received 150 responses that were later used for the purposes of data analysis and to compose a research report that was released to the public on July 22, 2019. Another purpose of the research was for the foundation to examine if there is a need to develop a K-12 resource hub that teachers could utilize in order to teach multiculturalism, anti-racism, and inclusion to their classrooms in the future.
Within the results, half of respondents surveyed answered that students at their schools do engage in racism. This result is significant as it supports the idea that racism is still a considerable problem in Alberta that impacts children and youth, whose brains, personalities, and identities are still developing. Further research results are outlined in the report.
It is hoped that our research results will raise awareness about the magnitude of the issues discussed, and that further steps will be taken in order to address racism among school-aged children, including future research projects.
This document discusses cultural diversity in Britain. It notes that Britain has long benefited from cultural diversity and is now one of the most culturally diverse countries in the world. It values community cohesion and ensuring equal opportunities for all. Britain's culture has been heavily influenced by different immigrant cultures, such as Indian curry becoming a popular dish. Cultural diversity in Britain can be traced back through its history, with each group of settlers contributing different aspects of their culture.
Race Issues - Comic Meme Series About MicroaggressionsCanadianCMF
Race Issues is a relatable comic meme series created as a way of expressing the overlooked yet extremely common ways that people of colour are treated in a variety of social settings in our nation. We reached out to youth across the country, both in person and online, and asked them to share their unfiltered stories about how race plays a role in their daily interactions. Common themes emerged from the many responses we received, and the notion of microaggressions was included by each individual.
Microaggressions can be hard to identify unless you’ve experienced them personally, and that’s because they can manifest in so many ways. Essentially, a microaggression is any kind of behavior that emphasizes one’s “different-ness”-- usually a reference to their race or ethnicity. It can be projected through ignorant questions, avoidance,
or even a backhanded compliment. While racist comments are normally blatantly obvious, micro-aggressions are much more difficult to recognize, which is why they occur so frequently. These subtle social cues are often unintentional; however, a lack of intent does not mean that these words and behaviors are harmless.
The images and stories presented within these comics symbolize a disconnect between the perception of an equitable Canadian society and the very real experiences of Indigenous peoples of this land and racialized Canadians. Although diverse cultures do coexist and
thrive within Canada, many individuals cannot help but feel that their identity is constantly compared and contrasted to whiteness. It is up to all of us to be more conscious of the ways we treat each other, and to avoid the use of microaggressions by being more aware of how biases, stereotypes, and misconceptions frame the way we interact with
others. Differences are what make our country such a vibrant and unique place to live, and we all have to learn to embrace people that look, speak, and act differently than we do. When we choose to acknowledge that our personal experiences are not universally
shared by everyone, we will no longer react in ways that “other” people for not being just like us. We exist within a time and generation where there is no one way to look or speak Canadian, and it is important that we continue to challenge the assumption that there is.
The goal of this project is not only to highlight the impact of micro-aggressions, it was also developed with the hope to initiate a constructive dialogue on how we can better work together to make ALL Canadians feel welcome and worthy.
Tugas metodologi penelitian ((m. mubin, dkk (biologi 2))Mubin Viwiiardians
Dokumen tersebut membahas tentang metodologi penelitian biodiversitas serangga hama tanaman sawit jenis rayap. Penelitian ini menggunakan desain faktorial dengan dua faktor yaitu jumlah nematoda Steinernema carpocapsae dan kepadatan rayap. Hasilnya menunjukkan bahwa peningkatan jumlah nematoda dan waktu infeksi menyebabkan kenaikan mortalitas rayap. Nematoda tersebut berpotensi sebagai agen hayati untuk mengendalikan
Diversity in a Flash: A Lightning Showcase of Residency Diversity Initiativessespinosalib
An American Library Association 2015 Annual Conference presentation sponsored by the Ethnic Multicultural Information Exchange Round Table and the Residency Interest Group.
Diversity Residency Programs provide professional opportunities to recent MLS graduates from underrepresented communities in librarianship. Residents have spearheaded innovative approaches to support the diversity mission of the institution and library through internal and external initiatives. Hear from current and previous residents who have developed outreach initiatives and diversity programming highlighting ethnicity and multiculturalism at four academic libraries as they share recommendations for developing, implementing, and sustaining similar projects at other institutions. Outreach and programs include developing relationships with diversity departments and local communities, holding events to celebrate diverse cultures and ethnicities, and looking internally at institutional resources to support diversity. More information at http://alaac15.ala.org/node/28886
This document discusses cultural diversity in the Caribbean. It begins by defining cultural diversity as the different cultures that exist in a society or region. The Caribbean is provided as an example of high cultural diversity due to influences from indigenous peoples, Europeans, Africans, East Indians, and Chinese. Cultural diversity in the Caribbean arose from the history of migration and settlement of these various ethnic groups for reasons like slavery, indentureship, and colonization. Examples of cultural differences highlighted include music, food, religion, celebrations, and other traditions. Positive aspects of cultural diversity mentioned are that it adds richness to the region and allows members to learn from each other.
This document discusses cultural diversity in health care. It defines culture and explains that cultural diversity manifests both obviously through factors like religion, ethnicity, and gender, as well as less obviously through age, education, mobility, and sexual orientation. The document emphasizes that healthcare workers must be culturally competent by understanding how personal biases and values influence communication with patients from diverse backgrounds. It provides tips for acquiring cultural competence, such as being aware of different cultural health beliefs, customs, and language barriers when providing care.
This document provides information about Aboriginal societies before European contact, including their social and economic structures. It discusses several key aspects of Aboriginal cultures, such as their core values, worldviews, oral traditions, decision-making processes, gender roles, and relationships with the natural world. Specific details are provided about the Mi'kmaq, Haudenosaunee, and Anishinabe groups, including their locations, clan/family structures, food sources, and other cultural practices. The document emphasizes that Aboriginal groups had diverse cultures uniquely suited to their environments and shared core values like respect, spirituality, equality, and living in balance with nature.
A Long Way To Go: Educators Perspectives of Multiculturalism and Racism in Al...CanadianCMF
Racism creates a ripple effect of exceedingly detrimental impacts to individuals, communities, and the collective wellbeing of any given geographical or social region as a whole. Though all who experience racism are subject its negative and harmful effects, children are especially vulnerable to the consequences. Racism exists in many forms, including racially or culturally-based prejudice, discrimination, bias, stereotyping, or violence. In order to gauge the level of racism that school-aged children experience in Alberta, as well as assess teacher preparedness with regards to teaching multiculturalism in classrooms, we conducted a research project and subsequent report outlining the issues. The report examines race relations in K-12 classrooms throughout urban and rural Alberta, and measures teacher knowledge and preparedness in the context of educating students on multiculturalism and racism.
From August 2017 to June 2018, teachers were contacted in person and online to complete an anonymous survey that answered various questions related to the research topic. Teachers were also given the opportunity to elaborate on their responses through comments on the online questionnaire, as well as through in person interviews. The researchers received 150 responses that were later used for the purposes of data analysis and to compose a research report that was released to the public on July 22, 2019. Another purpose of the research was for the foundation to examine if there is a need to develop a K-12 resource hub that teachers could utilize in order to teach multiculturalism, anti-racism, and inclusion to their classrooms in the future.
Within the results, half of respondents surveyed answered that students at their schools do engage in racism. This result is significant as it supports the idea that racism is still a considerable problem in Alberta that impacts children and youth, whose brains, personalities, and identities are still developing. Further research results are outlined in the report.
It is hoped that our research results will raise awareness about the magnitude of the issues discussed, and that further steps will be taken in order to address racism among school-aged children, including future research projects.
This document discusses cultural diversity in Britain. It notes that Britain has long benefited from cultural diversity and is now one of the most culturally diverse countries in the world. It values community cohesion and ensuring equal opportunities for all. Britain's culture has been heavily influenced by different immigrant cultures, such as Indian curry becoming a popular dish. Cultural diversity in Britain can be traced back through its history, with each group of settlers contributing different aspects of their culture.
Race Issues - Comic Meme Series About MicroaggressionsCanadianCMF
Race Issues is a relatable comic meme series created as a way of expressing the overlooked yet extremely common ways that people of colour are treated in a variety of social settings in our nation. We reached out to youth across the country, both in person and online, and asked them to share their unfiltered stories about how race plays a role in their daily interactions. Common themes emerged from the many responses we received, and the notion of microaggressions was included by each individual.
Microaggressions can be hard to identify unless you’ve experienced them personally, and that’s because they can manifest in so many ways. Essentially, a microaggression is any kind of behavior that emphasizes one’s “different-ness”-- usually a reference to their race or ethnicity. It can be projected through ignorant questions, avoidance,
or even a backhanded compliment. While racist comments are normally blatantly obvious, micro-aggressions are much more difficult to recognize, which is why they occur so frequently. These subtle social cues are often unintentional; however, a lack of intent does not mean that these words and behaviors are harmless.
The images and stories presented within these comics symbolize a disconnect between the perception of an equitable Canadian society and the very real experiences of Indigenous peoples of this land and racialized Canadians. Although diverse cultures do coexist and
thrive within Canada, many individuals cannot help but feel that their identity is constantly compared and contrasted to whiteness. It is up to all of us to be more conscious of the ways we treat each other, and to avoid the use of microaggressions by being more aware of how biases, stereotypes, and misconceptions frame the way we interact with
others. Differences are what make our country such a vibrant and unique place to live, and we all have to learn to embrace people that look, speak, and act differently than we do. When we choose to acknowledge that our personal experiences are not universally
shared by everyone, we will no longer react in ways that “other” people for not being just like us. We exist within a time and generation where there is no one way to look or speak Canadian, and it is important that we continue to challenge the assumption that there is.
The goal of this project is not only to highlight the impact of micro-aggressions, it was also developed with the hope to initiate a constructive dialogue on how we can better work together to make ALL Canadians feel welcome and worthy.
Tugas metodologi penelitian ((m. mubin, dkk (biologi 2))Mubin Viwiiardians
Dokumen tersebut membahas tentang metodologi penelitian biodiversitas serangga hama tanaman sawit jenis rayap. Penelitian ini menggunakan desain faktorial dengan dua faktor yaitu jumlah nematoda Steinernema carpocapsae dan kepadatan rayap. Hasilnya menunjukkan bahwa peningkatan jumlah nematoda dan waktu infeksi menyebabkan kenaikan mortalitas rayap. Nematoda tersebut berpotensi sebagai agen hayati untuk mengendalikan
This document discusses developing and infusing multicultural competence as a key competency for student affairs professionals. It begins by making the case for multicultural competence based on demographic trends, legal standards, and practices in other fields. It then defines cultural competence and reviews survey results on current levels of competence. Recommendations from other studies emphasize the need to enhance multicultural skills in graduate programs. The document then reviews approaches to developing cultural competence in other disciplines and findings from other universities. It concludes by proposing how to infuse multicultural competence throughout the existing eight core competencies and establishing it as a ninth distinct competency for student affairs professionals.
Discusses a research study of librarians serving diverse populations to determine challenges and issues they encounter, as well as their advice of how to be successful.
B4 Settlement And Public Libraries: Initiatives and Potential_Laura Hellerocasiconference
This document provides an overview of the Library Settlement Partnership (LSP) program in Ontario. LSP is a partnership between settlement service organizations and public libraries that places settlement workers in library branches. The goals are to expand access to settlement services and improve coordination between sectors. The presentation reviews research on immigrant information needs, the role of libraries in supporting newcomers, and details of the LSP pilot program in multiple cities. It encourages settlement workers to connect with LSP and consider new ways to partner with local libraries.
Communities as Authority: Strengthening Ilokano and Amianan Studies Materials...N. Marie
Presentation at the Nakem Conferences in December 2012, located at San Fernando, La Union, Philippines. The presentation focuses on ways libraries can expand its collection on Ilokano and Amianan materials. [per conference guidelines, presentation was limited to 10 slides]
Developing Cultural Competence for Employment AbroadElizabeth Byars
Just as you spent hours crafting your resume, combing job listings, and navigating visas and contract agreements, you must also take the time to evaluate and develop your cultural competence.
In short, developing your cultural competence helps you develop the mutual understanding and human relationships that are necessary for achieving your professional goals.
Cultural Competence and Awareness Training by JSI Research & Training InstituteAtlantic Training, LLC.
This document summarizes a training on cultural competence and awareness. It begins with introductions and setting objectives to define key terms like diversity, ethnicity, race, and culture. It discusses the stages of cultural awareness and identifies social identities and privilege. It defines cultural competence and the need for cultural humility. Case studies are presented to discuss real-world situations followed by contact information for the trainers. The overall summary is that the training aims to increase understanding of culture, diversity, and developing cultural competence through self-assessment, knowledge of other cultures, and handling cross-cultural interactions with care, awareness and humility.
Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.
Diversity as a core value in academic librariesMillie Gonzalez
The document discusses best practices for supporting diversity within academic libraries. It provides recommendations in five key areas: library climate, recruitment, outreach, library instruction, and collection development. Some specific recommendations include evaluating the library's physical space and signage to ensure it is inclusive, partnering with campus departments to recruit a diverse staff and student workers, and appointing liaisons to make sure the collection reflects the curriculum and interests of diverse groups on campus. The library at Framingham State University is supporting these efforts through involvement in the University's Diversity Committee and formation of its own Library Diversity Committee.
This document discusses strategies for becoming culturally proficient and responsive. It explores assumptions about culture, research on cultural differences, and strategies for self and organizational change. The key points are: examine your own cultural assumptions, recognize that culture is defined broadly, conflicts are natural and preventable with effort, and population diversity requires intercultural skills. Becoming culturally proficient is a lifelong process that involves assessing one's own culture, managing differences, expanding cultural knowledge, and adapting.
Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docxdaniatrappit
Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap
In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication.
Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources.
In your presentation, include the following sections:
Introduction to the culture
Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.)
An overview of gender roles in the selected culture
Observations and analysis of the culture that distinguish the culture as unique
A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself
A comparison of the culture you researched and your own cultural traditions, values, and beliefs
Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own
References
Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research.
By
Monday, June 8, 2015
, submit your assignment to the
M5: Assignment 1 Dropbox
.
Assignment 1 Grading Criteria
Maximum Points
Presentation provided overview and background of the selected culture.
48
Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures.
48
Presentation recommended methods for improving communication between own and the different culture.
48
Presentation addressed the relationship between culture and gender.
48
Speaker's notes provided supporting details.
48
Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation.
60
Total:
300
.
Danielle Dion holds an MA in Religious Studies with a focus in American Religious History, an MLS in Information Science and Learning Technologies and an MBA. Danielle is currently pursuing a doctorate in the field of Higher Education Administration at the University of Kansas. She has served as the Director of the De Paul Library at the University of Saint Mary since 2014. Her library was one of six higher education institutions to receive the 2016 Steelcase Education Active Learning Center grant, valued at $62,000. She actively presents nationally and regionally and has co-authored several chapters and articles on academic libraries and technology. Danielle serves on the 2016 ACRL Standards for Libraries in Higher Education taskforce and is a peer reviewer for ACRL’s College & Research Libraries. Danielle is a 2015 graduate of the ACRL College Library Director Mentor Program as well as a 2011 fellow of the Digital Preservation Management Workshop sponsored by ICPSR. She was also the Rockhurst University campus team leader for the 2014 ACRL Assessment in Action: Academic Libraries and Student Success program. For more information on Danielle, please visit: http://stmary.libguides.com/danielledion
The document summarizes research into reminiscence work in public libraries. The research aimed to understand the extent and value of reminiscence work in libraries and possibilities for collaboration. Key findings included that most reminiscence services target residential homes and older adults and involve discussing memories using objects and media. Partnerships can provide benefits but also challenges if objectives differ. Reminiscence work provides social, health, historical, and outreach benefits. Recommendations include defining and promoting reminiscence work, providing training, setting clear objectives for partnerships, and establishing best practices.
Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docxBenitoSumpter862
Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap
In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication.
Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources.
In your presentation, include the following sections:
Introduction to the culture
Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.)
An overview of gender roles in the selected culture
Observations and analysis of the culture that distinguish the culture as unique
A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself
A comparison of the culture you researched and your own cultural traditions, values, and beliefs
Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own
References
Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research.
.
Assignment 1 Grading Criteria
Maximum Points
Presentation provided overview and background of the selected culture.
48
Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures.
48
Presentation recommended methods for improving communication between own and the different culture.
48
Presentation addressed the relationship between culture and gender.
48
Speaker's notes provided supporting details.
48
Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation.
60
Total:
300
.
Building a Culturally Diverse Library CollectionAllison Mackley
School librarians have a responsibility to develop and maintain a culturally diverse collection that supports the development of a culturally and globally literate school community.
The document summarizes consultations held by the Literacy & Lifelong Working Group with various Saskatchewan public libraries on defining the role of libraries in supporting literacy and lifelong learning. The consultations included workshops with branch staff and trustees from several regional libraries. Ideas generated included expanding programming for different age groups, partnering with community organizations, and addressing barriers like space limitations. The discussions supported an expanded view of literacy and an active community engagement role for libraries. Next steps may include strategic planning, developing a literacy support position, and considering policy and funding implications.
Getting Together To Go Forward: The Lessons of Diversity Initiatives and How ...Louis Muñoz Jr.
Graduates from various library diversity initiatives will discuss their experiences and summarize their programs’ outcomes. Presenters and participants will then brainstorm and explore various strategies that their institutions can use to recruit, nurture, and retain more individuals from under-represented groups. At the conclusion of the program, participants will share their suggestions with the larger group. (These ideas will form the nucleus of a Wiki resource that librarians can use for furthering diversity efforts.)
Building cce’s capacity for cross cultural learningPaul Treadwell
This document discusses building CCE's capacity for cross-cultural engagement through international opportunities. It describes several programs that provide experiences in other cultures, including agriculture programs in India, Thailand, Latin America, and Peru that involve field work. Short consultancies and a program in Belize are also highlighted. The role of technology in connecting educators internationally through distance learning and digital media is discussed. Examples of activities during an immersion program in Nicaragua are provided.
Library futures: converging and diverging directions for public and academic ...lisld
The major influence on library futures is the changing character of their user communities. As patterns of research, learning and personal development change in a network environment so library services need to change. At the same time, libraries are focused on engaging with their communities more strongly - getting into their work and learning flows. This means that libraries are becoming more unlike each other, they are diverging as they meet the specific needs of their communities. Research libraries diverge from academic libraries, and each is different from urban public libraries, and so on.
At the same time, at a broader level libraries are experiencing similar pressures. The need to engage more strongly with their communities. The need to assess what they do. The need to configure space around experiences rather than around collections. Libraries are converging around some of these issues.
This presentation will consider the future of libraries from the point of view of convergence and divergence between types of libraries.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
More Related Content
Similar to The Practicalities of Cultural Competence - CARL 2014
This document discusses developing and infusing multicultural competence as a key competency for student affairs professionals. It begins by making the case for multicultural competence based on demographic trends, legal standards, and practices in other fields. It then defines cultural competence and reviews survey results on current levels of competence. Recommendations from other studies emphasize the need to enhance multicultural skills in graduate programs. The document then reviews approaches to developing cultural competence in other disciplines and findings from other universities. It concludes by proposing how to infuse multicultural competence throughout the existing eight core competencies and establishing it as a ninth distinct competency for student affairs professionals.
Discusses a research study of librarians serving diverse populations to determine challenges and issues they encounter, as well as their advice of how to be successful.
B4 Settlement And Public Libraries: Initiatives and Potential_Laura Hellerocasiconference
This document provides an overview of the Library Settlement Partnership (LSP) program in Ontario. LSP is a partnership between settlement service organizations and public libraries that places settlement workers in library branches. The goals are to expand access to settlement services and improve coordination between sectors. The presentation reviews research on immigrant information needs, the role of libraries in supporting newcomers, and details of the LSP pilot program in multiple cities. It encourages settlement workers to connect with LSP and consider new ways to partner with local libraries.
Communities as Authority: Strengthening Ilokano and Amianan Studies Materials...N. Marie
Presentation at the Nakem Conferences in December 2012, located at San Fernando, La Union, Philippines. The presentation focuses on ways libraries can expand its collection on Ilokano and Amianan materials. [per conference guidelines, presentation was limited to 10 slides]
Developing Cultural Competence for Employment AbroadElizabeth Byars
Just as you spent hours crafting your resume, combing job listings, and navigating visas and contract agreements, you must also take the time to evaluate and develop your cultural competence.
In short, developing your cultural competence helps you develop the mutual understanding and human relationships that are necessary for achieving your professional goals.
Cultural Competence and Awareness Training by JSI Research & Training InstituteAtlantic Training, LLC.
This document summarizes a training on cultural competence and awareness. It begins with introductions and setting objectives to define key terms like diversity, ethnicity, race, and culture. It discusses the stages of cultural awareness and identifies social identities and privilege. It defines cultural competence and the need for cultural humility. Case studies are presented to discuss real-world situations followed by contact information for the trainers. The overall summary is that the training aims to increase understanding of culture, diversity, and developing cultural competence through self-assessment, knowledge of other cultures, and handling cross-cultural interactions with care, awareness and humility.
Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.
Diversity as a core value in academic librariesMillie Gonzalez
The document discusses best practices for supporting diversity within academic libraries. It provides recommendations in five key areas: library climate, recruitment, outreach, library instruction, and collection development. Some specific recommendations include evaluating the library's physical space and signage to ensure it is inclusive, partnering with campus departments to recruit a diverse staff and student workers, and appointing liaisons to make sure the collection reflects the curriculum and interests of diverse groups on campus. The library at Framingham State University is supporting these efforts through involvement in the University's Diversity Committee and formation of its own Library Diversity Committee.
This document discusses strategies for becoming culturally proficient and responsive. It explores assumptions about culture, research on cultural differences, and strategies for self and organizational change. The key points are: examine your own cultural assumptions, recognize that culture is defined broadly, conflicts are natural and preventable with effort, and population diversity requires intercultural skills. Becoming culturally proficient is a lifelong process that involves assessing one's own culture, managing differences, expanding cultural knowledge, and adapting.
Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docxdaniatrappit
Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap
In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication.
Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources.
In your presentation, include the following sections:
Introduction to the culture
Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.)
An overview of gender roles in the selected culture
Observations and analysis of the culture that distinguish the culture as unique
A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself
A comparison of the culture you researched and your own cultural traditions, values, and beliefs
Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own
References
Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research.
By
Monday, June 8, 2015
, submit your assignment to the
M5: Assignment 1 Dropbox
.
Assignment 1 Grading Criteria
Maximum Points
Presentation provided overview and background of the selected culture.
48
Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures.
48
Presentation recommended methods for improving communication between own and the different culture.
48
Presentation addressed the relationship between culture and gender.
48
Speaker's notes provided supporting details.
48
Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation.
60
Total:
300
.
Danielle Dion holds an MA in Religious Studies with a focus in American Religious History, an MLS in Information Science and Learning Technologies and an MBA. Danielle is currently pursuing a doctorate in the field of Higher Education Administration at the University of Kansas. She has served as the Director of the De Paul Library at the University of Saint Mary since 2014. Her library was one of six higher education institutions to receive the 2016 Steelcase Education Active Learning Center grant, valued at $62,000. She actively presents nationally and regionally and has co-authored several chapters and articles on academic libraries and technology. Danielle serves on the 2016 ACRL Standards for Libraries in Higher Education taskforce and is a peer reviewer for ACRL’s College & Research Libraries. Danielle is a 2015 graduate of the ACRL College Library Director Mentor Program as well as a 2011 fellow of the Digital Preservation Management Workshop sponsored by ICPSR. She was also the Rockhurst University campus team leader for the 2014 ACRL Assessment in Action: Academic Libraries and Student Success program. For more information on Danielle, please visit: http://stmary.libguides.com/danielledion
The document summarizes research into reminiscence work in public libraries. The research aimed to understand the extent and value of reminiscence work in libraries and possibilities for collaboration. Key findings included that most reminiscence services target residential homes and older adults and involve discussing memories using objects and media. Partnerships can provide benefits but also challenges if objectives differ. Reminiscence work provides social, health, historical, and outreach benefits. Recommendations include defining and promoting reminiscence work, providing training, setting clear objectives for partnerships, and establishing best practices.
Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docxBenitoSumpter862
Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap
In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication.
Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources.
In your presentation, include the following sections:
Introduction to the culture
Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.)
An overview of gender roles in the selected culture
Observations and analysis of the culture that distinguish the culture as unique
A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself
A comparison of the culture you researched and your own cultural traditions, values, and beliefs
Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own
References
Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research.
.
Assignment 1 Grading Criteria
Maximum Points
Presentation provided overview and background of the selected culture.
48
Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures.
48
Presentation recommended methods for improving communication between own and the different culture.
48
Presentation addressed the relationship between culture and gender.
48
Speaker's notes provided supporting details.
48
Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation.
60
Total:
300
.
Building a Culturally Diverse Library CollectionAllison Mackley
School librarians have a responsibility to develop and maintain a culturally diverse collection that supports the development of a culturally and globally literate school community.
The document summarizes consultations held by the Literacy & Lifelong Working Group with various Saskatchewan public libraries on defining the role of libraries in supporting literacy and lifelong learning. The consultations included workshops with branch staff and trustees from several regional libraries. Ideas generated included expanding programming for different age groups, partnering with community organizations, and addressing barriers like space limitations. The discussions supported an expanded view of literacy and an active community engagement role for libraries. Next steps may include strategic planning, developing a literacy support position, and considering policy and funding implications.
Getting Together To Go Forward: The Lessons of Diversity Initiatives and How ...Louis Muñoz Jr.
Graduates from various library diversity initiatives will discuss their experiences and summarize their programs’ outcomes. Presenters and participants will then brainstorm and explore various strategies that their institutions can use to recruit, nurture, and retain more individuals from under-represented groups. At the conclusion of the program, participants will share their suggestions with the larger group. (These ideas will form the nucleus of a Wiki resource that librarians can use for furthering diversity efforts.)
Building cce’s capacity for cross cultural learningPaul Treadwell
This document discusses building CCE's capacity for cross-cultural engagement through international opportunities. It describes several programs that provide experiences in other cultures, including agriculture programs in India, Thailand, Latin America, and Peru that involve field work. Short consultancies and a program in Belize are also highlighted. The role of technology in connecting educators internationally through distance learning and digital media is discussed. Examples of activities during an immersion program in Nicaragua are provided.
Library futures: converging and diverging directions for public and academic ...lisld
The major influence on library futures is the changing character of their user communities. As patterns of research, learning and personal development change in a network environment so library services need to change. At the same time, libraries are focused on engaging with their communities more strongly - getting into their work and learning flows. This means that libraries are becoming more unlike each other, they are diverging as they meet the specific needs of their communities. Research libraries diverge from academic libraries, and each is different from urban public libraries, and so on.
At the same time, at a broader level libraries are experiencing similar pressures. The need to engage more strongly with their communities. The need to assess what they do. The need to configure space around experiences rather than around collections. Libraries are converging around some of these issues.
This presentation will consider the future of libraries from the point of view of convergence and divergence between types of libraries.
Similar to The Practicalities of Cultural Competence - CARL 2014 (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The Practicalities of Cultural Competence - CARL 2014
1. The
Prac)cali)es
of
Cultural
Competence
Katherine
Becvar
Adjunct
Reference
Librarian,
College
of
San
Mateo
Sarah
Naumann
Adjunct
Instruc:on
Librarian,
CSU
East
Bay
Research
Into
Prac)ce
session
CARL
2014
-‐
"Leadership
In
Ac)on”
2. What
we’ll
be
covering
today:
! Literature
review
and
background
! The
diversity
standards
&
the
development
of
cultural
competence
! Discussion
ac)vity
! Research
results
! Next
steps
and
ques)ons
3. Cultural
Competence
in
Professional
OrganizaBons
What
can
we
learn
from
them?
! AACN
-‐
American
Associa)on
of
Colleges
of
Nursing
! APA
-‐
American
Psychological
Associa)on
! NASW
-‐
Na)onal
Associa)on
of
Social
Workers
! NEA
-‐
Na)onal
Educa)on
Associa)on
! NIH
-‐
Na)onal
Ins)tutes
of
Health
! and
others...
4. Diversity
as
focus
“If
your
school
or
library
or
organiza)on
doesn’t
look
like
the
community
around
it,
if
it
doesn’t
mirror
the
world,
you’ve
got
some
work
to
do.”
(Shorter-‐Gooden)
5. Cultural
Competence
in
Academic
Libraries
Yes!
! Library
collec)ons
! Instruc)on
! Reference
“Not
everybody
learns
in
the
same
way...there
are
cultural
differences
in
learning
styles
and
approaches”
(Shorter-‐Gooden).
6. The
process
of
training
Challenges
&
Successes
! Resistance
! Who
is
going
to
be
the
diversity/mul)cultural
librarian?
! Charge
comes
from
higher
up
! Focus
on
individual
skills
8. ACRL
Diversity
Standards
:
Overview
and
Context
! Developed
by
ACRL’s
Racial
and
Ethnic
Diversity
Commiee
between
2008
-‐
2012,
released
in
2012
! Affirming
ACRL’s
commitment
to
“diversity
of
people
and
ideas”
and
making
libraries
reflec)ve
of
the
(diverse)
communi)es
they
serve
! Increasing
aen)on
to
concept
of
cultural
competence
in
service
professions
-‐
nursing,
social
work,
librarianship,
etc.
9. ACRL
Diversity
Standards:
Cultural
Competency
for
Academic
Libraries
! Standard
1.
Cultural
awareness
of
self
and
others
Librarians
and
library
staff
shall
develop
an
understanding
of
their
own
personal
and
cultural
values
and
beliefs
as
a
first
step
in
apprecia)ng
the
importance
of
mul)cultural
iden))es
in
the
lives
of
the
people
they
work
with
and
serve.
! Standard
2.
Cross-‐cultural
knowledge
and
skills
Librarians
and
library
staff
shall
have
and
con)nue
to
develop
specialized
knowledge
and
understanding
about
the
history,
tradi)ons,
values,
and
ar)s)c
expressions
of
colleagues,
co-‐workers,
and
major
cons)tuencies
served.
! Standard
3.
OrganizaBonal
and
professional
values
Librarians
and
library
staff
shall
develop
and
support
organiza)onal
and
professional
values
dedicated
to
culturally
competent
service.
! Standard
4.
Development
of
collecBons,
programs,
and
services
Librarians
and
library
staff
shall
develop
collec)ons
and
provide
programs
and
services
that
are
inclusive
of
the
needs
of
all
persons
in
the
community
the
library
serves.
! Standard
5.
Service
delivery
Librarians
and
library
staff
shall
be
knowledgeable
about
and
skillful
in
the
use
and
provision
of
informa)on
services
available
in
the
community
and
broader
society,
and
shall
be
able
to
make
appropriate
referrals
for
their
diverse
cons)tuencies.
! Standard
6.
Language
diversity
Librarians
and
library
staff
shall
support
the
preserva)on
and
promo)on
of
linguis)c
diversity,
and
work
to
foster
a
climate
of
inclusion
aimed
at
elimina)ng
discrimina)on
and
oppression
based
on
linguis)c
or
other
diversi)es.
10. ACRL
Diversity
Standards:
Cultural
Competency
for
Academic
Libraries
(cont.)
! Standard
7.
Workforce
diversity
Librarians
and
library
staff
shall
support
and
advocate
for
recruitment,
admissions,
hiring,
and
reten)on
efforts
in
libraries,
library
associa)ons,
and
LIS
programs
to
increase
diversity
and
ensure
con)nued
diversity
in
the
profession.
! Standard
8.
OrganizaBonal
dynamics
Librarians
and
library
staff
shall
par)cipate
in
and
facilitate
the
development
of
organiza)onal
dynamics
that
enable
individuals,
groups,
and
organiza)ons
to
con)nually
develop
and
exercise
cultural
competence.
! Standard
9.
Cross-‐cultural
leadership
Library
leaders
shall
influence,
support,
and
encourage
the
crea)on
of
proac)ve
processes
that
increase
diversity
skills;
empower
colleagues,
co-‐workers,
and
cons)tuents
from
diverse
backgrounds;
share
informa)on
about
diverse
popula)ons;
and
advocate
for
their
concerns.
! Standard
10.
Professional
educaBon
and
conBnuous
learning
Librarians
and
library
staff
shall
advocate
for
and
par)cipate
in
educa)onal
and
training
programs
that
help
advance
cultural
competence
within
the
profession.
! Standard
11.
Research
Research
shall
be
inclusive
and
respecdul
of
non-‐Western
thought
and
tradi)onal
knowledge
reflec)ng
the
value
of
cultural
ways
of
knowing.
11. The
Culturally
-‐
Competent
Librarian…
! “shall
develop
an
understanding
of
their
own
personal
and
cultural
values
and
beliefs”
(Standard
1)
! “shall
have
and
con)nue
to
develop
specialized
knowledge
and
understanding
about
the
history,
tradi)ons,
values,
and
ar)s)c
expressions
of
colleagues,
co-‐workers,
and
major
cons)tuencies
served”
(Standard
2)
! But
how?
…
12. Cultural
Competence
as
a
Process
! Star)ng
at
the
individual
level
! self-‐reflec)on,
iden)ty
forma)on,
power
and
privilege
! cogni)ve
flexibility
-‐
ability
to
shig
frames
of
reference
! Moving
to
interpersonal
level
! beyond
just
contact
or
knowledge
of
other
cultures
! Expanding
to
environmental
level
! impac)ng
our
organiza)ons
and
prac)ce
Informed
by
Patricia
Mon)el-‐Overall
and
Janet
M.
Benne
14. AcBvity:
The
Cultural
Shield
How
do
these
things
help
you
think
about
culture
or
diversity?
! Family
/
Heritage
/
Growing
Up
! Educa)on
/
Training
! Personal
Life
/
Friends
/
Life
Experience
! Work
Experience
Take
5
minutes
to
write
responses
on
your
handout,
then
discuss
in
small
groups
for
10
minutes
15. Cultural
competence
and
the
ACRL
Diversity
Standards
in
California
academic
libraries
Survey
Results
16. 59
14
0
10
20
30
40
50
60
70
Yes
No
Q2.
Is
service
to
diverse
populaBons
a
priority
for
your
library?
(n=72)
18
39
16
0
5
10
15
20
25
30
35
40
45
Yes
No
I
don't
know
Q3.
Does
your
library
have
a
Diversity
Statement
or
something
similar?
(n=72)
60
1
12
0
10
20
30
40
50
60
70
Yes
No
I
don't
know
Q4.
Does
your
college
or
university
have
a
campus-‐
wide
Diversity
Statement
or
something
similar?
(n=72)
Ins)tu)onal
Approaches
to
Diversity
17. 34
39
0
5
10
15
20
25
30
35
40
Yes
No
Q5.
Had
you
heard
about
ACRL’s
Cultural
Competency
Standards
for
Academic
Libraries
before
taking
this
survey?
(n=72)
6
42
25
0
5
10
15
20
25
30
35
40
45
Yes
No
I
don't
know
Q6.
Has
your
library
discussed
or
implemented
any
aspect
of
the
ACRL’s
Diversity
Standards?
(n=72)
Knowledge
of
ACRL’s
Diversity
Standards
18. 12
61
0
10
20
30
40
50
60
70
Yes
No
Q8.
Have
you
changed
any
aspect
of
your
pracBce
as
a
librarian
as
a
result
of
the
Diversity
Standards?
(n=72)
58
15
0
10
20
30
40
50
60
Yes
No
Q7.
Do
you
think
that
ACRL’s
Diversity
Standards
are
something
that
your
library
could
benefit
or
currently
benefits
from?
(n=72)
Impact
of
ACRL’s
Diversity
Standards
19. 65
7
0
10
20
30
40
50
60
70
Yes
No
Q11.
Do
you
feel
that
you
possess
a
sufficient
amount
of
cultural
competence
to
support
your
day
to
day
interacBons
at
the
reference
desk
or
in
the
classroom?
(n=72)
59
13
0
10
20
30
40
50
60
70
Yes
No
Q9.
Do
you
feel
that
you
have
a
strong
knowledge
of
or
familiarity
with
cultures
other
than
your
own?
(n=72)
Personal
Cultural
Competence
in
Reference
and
Instruc)on
38
27
2
5
0
5
10
15
20
25
30
35
40
Very
important
Somewhat
important
Less
important
Not
important
at
all
Q10.
How
important
is
it
to
you
to
have
a
common
cultural
understanding
with
students
that
approach
you
at
the
reference
desk
or
whom
you
teach
in
the
classroom?
(n=72)
20. 12
9
6
7
3
0
2
4
6
8
10
12
14
Language
differences
or
barriers
Differences
in
social
cues
and
interac)ons
(body
language,
asking
ques)ons,
etc)
Situa)on(s)
handled
differently
because
of
knowledge
about
a
specific
culture
Library-‐
or
informa)on-‐
specific
cultural
differences
teachable
moments
about
diversity
and
cultural
difference
Number
of
Responses
Coded
categories
from
free-‐text
responses
Q12.
Can
you
give
us
an
example
of
how
cultural
differences
have
presented
themselves
to
you
on
a
day
to
day
basis,
and
how
you
handled
the
situaBon?
(n=43)
21. Q12:
Can
you
give
us
an
example
of
how
cultural
differences
have
presented
themselves
to
you
on
a
day
to
day
basis,
and
how
you
handled
the
situa)on?
-‐
a
sample
of
responses
-‐
! “If
you
work
at
an
academic
reference
desk
in
a
community
college
in
California,
you
are
dealing
with
different
cultural
backgrounds
daily.
I
cannot
come
up
with
one
situa)on
specifically
because
I
do
not
think
of
them
as
situaBons,
but
as
reference.”
! “I
don't
think
I
understand
Japanese,
Korean,
or
Chinese
cultures.
Nor
can
I
(I'm
embarrassed
to
say)
tell
them
apart.
I
deal
with
many
people
of
Asian
descent
at
my
university,
but
lack
any
depth
of
cultural
knowledge.”
! “I'm
not
sure
this
counts
as
a
‘cultural
difference,’
but
at
my
last
place
of
work
a
male
student
of
color
asked
to
borrow
a
highlighter.
I
said,
"Sure,
just
be
sure
to
bring
it
back!"
and
he
replied,
"You
think
I'm
going
to
steal
it?"
and
I
realized
this
was
probably
yet
another
microaggression
in
his
life,
as
he
probably
ogen
encounters
people
who
treat
him
like
he's
going
to
steal
something
because
of
his
age,
gender,
race,
and
manner
of
dress.
Ader
that,
I've
been
more
sensiBve
to
how
I
say
things
like
that.”
22. 11
6
11
10
7
6
2
7
13
0
2
4
6
8
10
12
14
Ethnic/cultural
descent
Other
aspect
of
background
(ie.
Sexual
orienta)on
or
"how
I
was
raised")
Live
in
an
urban/diverse
place
Have
traveled
or
lived
overseas
Professional
development,
associa)ons,
or
training
Educa)on
-‐
anthro
and/or
other
cultures
Diversity
class
in
library
school
Rela)onships
-‐
friends
or
family
of
another
culture
Work
experience
-‐
serving
a
diverse
popula)on
Number
of
responses
Coded
categories
from
free-‐text
responses
Q
13.
Please
describe
any
aspects
of
your
background,
experience,
or
training
that
you
feel
have
most
impacted
your
sense
of
your
own
cultural
competence.
(n=43)
23. Q13:
Please
describe
any
aspects
of
your
background,
experience,
or
training
that
you
feel
have
most
impacted
your
sense
of
your
own
cultural
competence.
-‐
a
sample
of
responses
-‐
! “I'm
a
librarian
of
color
and
have
not
tried
to
be
or
pretend
that
I'm
of
another
race/
ethnicity.
I'm
not
ashamed
of
my
ethnicity
as
some
members
of
my
family
seem
to
be.”
! “I
have
worked
throughout
my
life
and
my
profession
years
to
develop
cultural
competencies
and
have
commifed
to
working
towards
building
diversity
in
librarianship.
I
am
mul)racial
and
queer
so
within
my
family
and
my
life
I
am
constantly
traversing
through
different
cultures.
I
was
a
Spectrum
Scholar
and
went
through
the
Spectrum
Leadership
InsBtute
which
addresses
some
of
these
issues
as
well.”
! “Living
in
a
diverse
metropolitan
area
during
college,
world
travel
from
a
young
age,
1
year
of
working
overseas
in
local
business
(not
US
company),
military
spouse
(very
diverse
popula)on
actually),
15
years
of
working
in
CA
community
college
libraries,
diverse
friends
and
colleagues,
generally
an
open
and
kind
person
to
all
people
(something
ins)lled
in
me
by
my
own
family
while
growing
up).
Professional
dialogue
on
these
topics
just
reinforces
all
of
this
for
me.
“
24. TentaBve
“To-‐Do”
checklist
! Be
ethnically
or
culturally
diverse
! Have
other
kinds
of
diversity
in
your
background
(ie.
sexual
orienta)on)
! Live
in
an
urban/diverse
place
! Travel
or
live
overseas
! Par)cipate
in
diversity-‐related
professional
development,
associa)ons,
or
training
! Study
anthropology
and/or
other
cultures
(ie.
Asian
studies)
! Take
a
diversity
class
in
library
school
! Cul)vate
diverse
personal
rela)onships
-‐
make
friends
with
someone
from
another
culture
! Serve
a
diverse
popula)on
in
your
workplace
(but
wait
a
minute…)
25. A
more
pragmaBc
“To-‐do”
checklist?
Things
we
can’t
change
! Be
ethnically
or
culturally
diverse
! Have
other
kinds
of
diversity
in
your
background
(ie.
sexual
orienta)on)
! Serve
a
diverse
popula)on
in
your
workplace
Things
we
CAN
change
! Live
in
an
urban/diverse
place
! Travel
or
live
overseas
! Study
anthropology
and/or
other
cultures
(ie.
Asian
studies)
! Take
a
diversity
class
[in
library
school]
! Cul)vate
diverse
personal
rela)onships
-‐
make
friends
with
someone
from
another
culture
! Par)cipate
in
diversity-‐related
professional
development,
associa)ons,
or
training
27. Works
Cited
Alexander,
David
L.
“American
Indian
Studies,
Mul)culturalism,
and
the
Academic
Library.”
College
&
Research
Libraries.
74.1
(Jan
2013):
60-‐68.
Print.
Benne,
Janet
M.
"Cul)va)ng
Intercultural
Competence:
A
Process
Perspec)ve.”
In
The
SAGE
Handbook
of
Intercultural
Competence.
Ed.
Darla
K.
Deardorff.
Los
Angeles:
SAGE,
2009.
121-‐40.
Print.
Hughes,
Amy
and
Carissa
Tsosie.
“Ya’
at’
eeh!
Serving
American
Indian
Students.”
American
Library
Associa)on
Conference.
Anaheim,
CA.
24
June,
2012.
Mestre,
Lori.
Librarians
serving
diverse
popula:ons:
Challenges
&
opportuni:es.
Chicago:
Associa)on
of
College
and
Research
Libraries,
2010.
Print.
Monteil-‐Overall,
Patricia.
“Cultural
Competence:
A
Conceptual
Framework
for
Library
and
Informa)on
Science
Professionals.”
Library
Quarterly
79.2
(April
2009):
175-‐204.
Mon)el-‐Overall,
Patricia.
"Developing
cultural
competence
to
create
mul)cultural
libraries."
Paper
presented
at
American
Library
Associa)on
annual
conference,
Chicago,
IL,
June
2009.
Oxley,
Rebecca.
“iDiversity
and
LIS
Educa)on:
Student-‐Based
Groups
Promo)ng
Cultural
Competence
as
a
Vision
for
the
Profession.”
Library
Quarterly
83.3
(July
2013):
236-‐242.
Ryan,
Marianne,
and
M.
Asim
Qayyum.
"Designing
an
Intercultural
Training
Framework
for
Informa)on
Professionals."
Reference
&
User
Services
Quarterly
51.3
(2012):
226-‐230.
Shorter-‐Gooden,
Kumea.
“The
Culturally
Competent
Organiza)on.”
Library
Quarterly
83.3
(July
2013):
207-‐211.
Tuleja,
Elizabeth,
A.
Intercultural
Communica:on
for
Business.
Mason,
Ohio:
Thomson
South-‐Western.
2005.