This document outlines efforts at the University of Kent to diversify library collections and make curricula more inclusive in response to student demands. It discusses a student success project from 2015-2020 that identified a need for more diverse resources. Library liaisons then conducted a pilot project auditing reading lists and found them to be predominantly white and male. Students reported being unaware they could contribute to reading lists and assumed limited representation was unavoidable. The library is now developing a diversity toolkit, engaging networks, and working to promote discovery of more diverse materials to embed these practices and support academics and students.

1. Toolkit for change: diversifying library collections
SarahField & Emma Mires Richards, LiaisonLibrarians

2. Background
• Student Success Project 2015 – 2020
• Kent Union – ‘Diversify my curriculum’
Decolonise UKC manifesto
• OPERA Project using reading lists
• Collaborative approach
“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)

4. Diversity
Mark

5. Looking at the evidence
Pilot Project with SECL Led by Dr Laura Bailey with student researchers: Miriam Jeyasingh & Wayne Laviniere

6. “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.”

7. 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)

8. • Diversity Mark
Award
• Rolled out to
additional
schools for
2019/2020.
• Establishing
criteria for
achieving the
award

9. 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.

10. Developing networks
Internal
Sharing knowledge and practice to inform our guidance and collection development.
Developing a range of methods of reaching the same goal
External
LIS Decolonise
Decolonizing Alliance DECOLONIZING-ALLIANCE@JISCMAIL.AC.UK
HE Race action group HERAG@jiscmail.ac.uk
Diversity in libraries conference Monday 20 April 2020 #InfoFestKent20

11. Next Steps
• Critical literacy skills to support
staff and students i.e workshops,
CPD, extra curricular events
• Develop toolkit
• Interrogate process for
acquisitions work with suppliers
• Technical development to
promote and help discovery
Moodle and Talis

12. Feedback and thoughts
Join the discussion - https://padlet.com/sf434/bimlav1awch

13. 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