LIS 693Indigenous Librarianship

Summer 2012

Summer 2012: Meets Mondays through Fridays, 2 July through 20 July 2012, 9:00 – 11:40 p.m. Hamilton Library, Room 3-F

Instructor: Loriene Roy, Ph.D., Visiting Professor, Anishinabe (Enrolled: White Earth Reservation; Member: Minnesota Chippewa Tribe)Voicemail: Fax: 956-5835Email: loriene@ischool.utexas.eduOffice: Office hours: Monday through Friday, after class, 11:40 a.m. – 12:10 p.m.

Course Description

The course provides a forum for introducing and discussing issues, activities, philosophies, and orientation to working with and for indigenous populations in providing services through cultural centers including libraries and information centers. Students will discuss protocols, policies, issues, communities, key organizations and events, public services, resources, and settings. Along the way, students will prepare and deliver presentations on tribal settings and issues, abstracts of prospective conference presentations, abstracts of fundable services, and a mini-pathfinder of resources on selected topics, and contribute day-to-day to in-class participation. Prerequisite: None.

Student Learning Outcomes Addressed

This course is structured to assist students in achieving the following learning outcomes:

SLO 1: Understand, apply and articulate the history, philosophy, principles and ethics of library and information science and the related professions.

1a) Apply LIS theory and principles to diverse information contexts1b) Demonstrate understanding of the historical context of information services and systems1c) Develop and apply critical thinking skills in preparation for professional practice1d) Craft and articulate a professional identity

SLO 2: Develop, administrate, assess, and advocate for information services by exercising principled communication, teamwork and leadership skills.

2b) Work effectively in teams2c) Develop, manage, and assess information services for specific users and communities2d) Create instructional and outreach programs

SLO 5: Engage in projects and assignments dealing with multicultural communities and representing diverse points of view

5b) Demonstrate understanding of the social and cultural context of information services and systems5c) Apply LIS principles to meet the needs of Native Hawaiian and Asia-Pacific communities and to promote cultural sustainability

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Professional Expectations

All students in this course are expected to become familiar with and adhere to the Professional Expectations linked from http://www.hawaii.edu/lis/students/profexp.html.

Course Objectives

The course is structured to assist students in achieving the following objectives. Students will be able to: Begin or augment a life-long study of indigenous culture(s) within the framework of cultural protocol

and the ethical standards of librarianship; To begin to understand and discuss ethical guidelines that impact library services to and with

indigenous populations; To recognize and discuss some of the issues impacting indigenous information services. To develop skills in locating and evaluating formal information, including demographics, and informal

information, including oral testimony, of selected tribal communities; begin to understand how to develop public services in tribal information settings; To identify and evaluate selected information resources appropriate for use in tribal communities. To start to identify the professional communities, including organizations, involved in developing,

documenting, and advocating for indigenous information services; To become aware of the process involved in preparing grants to support indigenous information

services through preparation and review of abstracts of prospective grant applications. To identify at least one topic on indigenous information services for a professional conference

presentation; To recognize the spectrum of public services offered by tribal information settings. To develop, through the design of a mini pathfinder, techniques in providing library instruction that

direct patrons to satisfactory resources while teaching skills in searching for and using library resources.

Teaching Methods

We will follow an indigenous model of exploration, mirroring Dr. Gregory Cajete’s seven orienting processes of indigenous fulfillment/wellness: being, asking, seeking, making, having, sharing, and celebrating. These processes will be manifest through:

Observing cultural protocol in introducing ourselves and our discussions; Small group discussions; Group reviews that aim for constructive input and consensus; Large group reporting out that focuses on balanced input and communal learning; Modeling presentations and discussion; Celebrating benchmarks and achievement.

Research Methods

Students will use the following research methods within the class: case study, study of evaluation research, information retrieval, and study of applicable needs assessment.

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Requirements

Course Assignments and Responsibilities: Summary

Assignments: Due Date: Point Value

Tribal/Native Community Mini-Profile . . . . . . . . . . . . . . . . . . . July 6 . . . . . . . . . . . . . . . . . . . . . 100Tribal/Native Information Settings Issues Panel: Presentation July 16 . . . . . . . . . . . . . . . . . . . . 150Tribal/Native Information Settings Issues Panel: Syllabus . . . . July 16 . . . . . . . . . . . . . . . . . . . . 150Conference Proposal Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . July 17 . . . . . . . . . . . . . . . . . . . . 50Conference Proposal Abstract Review Team . . . . . . . . . . . . . . . July 17 . . . . . . . . . . . . . . . . . . . . 50Grant Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 18 . . . . . . . . . . . . . . . . . . . . 50Grant Abstract Review Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 19 . . . . . . . . . . . . . . . . . . . . 50Mini-Pathfinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 20 . . . . . . . . . . . . . . . . . . . 200Class Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Each day . . . . . . . . . . . . . . . . . . 200

Total points possible: 1000

Work is due at or before the start of class. The late penalty is a deduction of 50% of the points for every 24 hour an assignment is late. No letter grades are assigned to individual assignments. Instead, each assignment will be worth a certain number of points, as designated above. Points will be totaled at the end of the semester.

Calculation of Final Letter Grades: 940-1000+% = A; 900-939% = A-; 891-899% = B+; 840-890% = B; 800-839% = B-; 791-799% = C+; 740-790% = C; 700-739% = C-

I will award partial credit when possible. Totals are not rounded up. For example, a cumulative score of 899.5 points receives a final grade of B+. Grades are submitted online.

Readings

Readings are noted in the course schedule; other readings may be assigned. Most sources should be available online. You might need to verify urls using google and search skills.

Optional text book: Roy, Loriene, Anjali Bhasin, and Sarah K. Arriaga, editors. Tribal Libraries, Archives, and Museums: Preserving Our Language, Memory, and Lifeways. Lanham, MD: Scarecrow, 2011. ISBN 978-0-8108-8194-5

Style Manual

Please follow the Chicago Manual of Style in creating the citations in your class assignments. For guidance see the Chicago Manual of Style website (http://www.chicagomanualofstyle.org/tools_citationguide.html) or the Owl at Purdue University (http://owl.english.purdue.edu/owl/resource/717/01/).

You may follow this citation or the Chicago Manual of Style:

The Chicago Manual of Style. 16th ed. Chicago: U of Chicago P, 2010. Print.

Technology Requirements

Students are expected to: Communicate with Dr. Roy and fellow students in a timely manner using email.

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Prepare reports using word processing software on either a Mac or PC platform. Use electronic resources including relevant databases and other reference sources. Create presentations using PowerPoint or other presentation applications such as Prezi.

Notes on Class Participation

Each student's contribution to class discussion and group work is important to provide a positive learning experience for everyone. Class participation is also counted in calculating your final grade. A good rule of thumb is to make a useful contribution to class discussion each day. Students may accrue class participation credit through the followingactivities. Note that most assignments also require written submissions.

[a] definition of indigenous (10 points)[b] indigenous knowledge document (10 points)[c] indigenous library association or event (10 points)[d] indigenous knowledge center setting (10 points)[e] indigenous information center architecture (10 points)[f] indigenous reference sources (50 points)[g] research centers and notable collections (10 points)[h] Technology and Indigenous Culture (10 points)[i] class discussion and small group work (80 points).

Note: 10 points will be deducted for each class absence.

Course Schedule

1/Monday: 2 July: Indigenous Librarianship: Preparing/Being

•Introduce cultural protocol •Introduce ourselves •Introduce the class •Cajete’s seven orienting processes •Tribal Information Setting Scenarios (small group activity)

***Class discussion: tribal information setting scenarios ***Sign up for class discussion on indigenous knowledge documents ***Sign up for Tribal/Native Community Mini-Profile ***Sign up to introduce association/organization ***Sign up for Tribal/Native Information Settings Issues Panel

For in-class active learning activity:

Scenario #1: “San Carlos Public Library: The Power of Two and a Half.”

Scenario #2: “Winnebago Public Library (NE): Little Library on the Prairie.”

Scenario #3: “Lillooet Library: Digitizing the St’at’imc Language: A British Columbia library uses its Web site to preserve and promote local cultural heritage.”

For the next class, read :

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A. excerpts of Greg Cajete’s Look to the Mountain at: http://www.ischool.utexas.edu/~vlibrary/edres/index.html

B. Martin, Karen, “Ways of Knowing, Ways of Being and Ways of Doing: Developing a Theoretical Framework and Methods for Indigenous Re-Search and Indigenist Research,” Journal of Australian Studies 76 (2003): 203-214. Available at: http://eprints.qut.edu.au/7182/

C. IFLA. Indigenous Matters Special Interest Group. “Developmental Issues and Key Questions.” Available at: http://www.ifla.org/en/indigenous-maters/developmental-issues. Accessed on 4 April 2012.

D. Roy, Loriene, “Indigenous Matters in Library and Information Science: An Evolving Ecology,” Focus in International Library and Information Work 40 (2) (July 2009): 8-12. See the excerpt at: IFLA. Indigenous Matters Special Interest Group. “Background Readings. Topic: ‘Who is Indigenous?’” Available at: http://www.ifla.org/en/indigenous-matters/background. Accessed on 4 April 2012.

E. Burns, Kathleen, Ann Doyle, Gene Joseph, and Allison Krebs, “Indigenous Librarianship,” In Encyclopedia of Library and Information Sciences, 3rd ed., 2010. Available at http://www.library.ubc.ca/xwi7xwa/indigenouslib.pdf. Accessed on 5 April 2012.

Note: For next class locate a definition of indigenous. Select a definition that is not introduced in one of your class readings, cited above.

2/Tuesday: 3 July: What/Who is Indigenous?: Being/Asking

***Student task: Submit definition of indigenous

In 1999, the organizers for the first International Indigenous Librarians Forum used the following definition for indigenous: "those who have become minority peoples in their places of cultural origin."

Source: Makoare, Bernard and Chris Szekely. International Indigenous Librarians' Forum 1999 [Preliminary Program] (Auckland, New Zealand: National Library of New Zealand, 1999), 8.

Consider: how inclusive is this definition? What is the impact of considering a definition based on minority or majority representation? Why is geographic place included in this definition? How do you ascertain cultural origin?

Locate another definition for indigenous. Be prepared to briefly (2-4 minutes) introduce your definition for indigenous. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (What is Indigenous?). On the second page, provide your definition, the source for your definition, and cite in full the style manual you followed in creating your citation (i.e., the Chicago Manual of Style). Your source can be a published bibliographic source or a traditional source, such as an oral tradition. Please do NOT submit ANY additional information. ***Class discussion: what/who is indigenous

3/Wednesday: 4 July: Holiday!

4/Thursday: 5 July: What is Indigenous Knowledge?: Asking; What is protocol?: Asking

***Class discussion: indigenous knowledge documents

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Lead discussion about a specific indigenous knowledge document. By leading discussion, you (and one or more classmates) will provide a brief summary of the document and will ask the class a discussion question.

All students should also be able to comment on the Library Bill of Rights (locate on ala.org) and ALA’s Draft principles on “Librarianship and Traditional Cultural Expressions: Nurturing Understanding and Respect.”

Documents under discussion:

A. Library Bill of Rights.1948. Available at: http://www.ala.org/advocacy/intfreedom/librarybill.

B. Assembly of Alaska Native Educators. Guidelines for Respecting Cultural Knowledge. 2000. Available at: http://www.ankn.uaf.edu/publications/Knowledge.pdf.

C. Mataatua Declaration on Cultural and Intellectual Property Rights. 1993. Available at: www.landislife.org/pages/mataatueng.doc.

D. Society for American Archivists. Protocols for Native Archival Materials. 2007. Available at:http://www2.nau.edu/libnap-p/protocols.html.

E. Aboriginal and Torres Strait Islander Library and Information Resources Network Protocols. 2005. Available at: http://www1.aiatsis.gov.au/atsilirn/protocols.atsilirn.asn.au/index0c51.html?option=com_frontpage&Itemid=1.

F. ALA. DRAFT Principles. Librarianship and Traditional Cultural Expressions: NurturingUnderstanding and Respect. 2009. Available at: http://wo.ala.org/tce/wp-content/uploads/2010/02/tce.pdf.

5/Friday: 6 July: Focus on Communities: Sharing

***Student task: Tribal/Native Setting Mini Profile due***Student task: presentation of Tribal/Native Mini Profile with PowerPoint (or Prezi) slide set

6/Monday: 9 July: Focus on Communities: Sharing

For this class, read:

A. Roy, Loriene and A. Arro Smith, “Supporting, Documenting, and Preserving Tribal Cultural Lifeways: Library Services for Tribal Communities in the United States,” World Libraries 12 (1) (Spring 2002). Available at: http://www.worlib.org/vol12no1/roy_v12n1.shtml.

B. Szekely, Chris, “Te Ara Tika: Maori and Libraries in New Zealand – Staying the Distance,” World Libraries 12 (1) (Spring 2002). Available at: http://www.worlib.org/vol12no1/szekely_v12n1.shtml.

C. Sinclair-Sparvier, Wendy, “Improving & Delivering Effective Library Services for Aboriginal Peoples in Saskatchewan: A Canadian Province’s Approach to Answering the Needs of the Aboriginal Community,” World Libraries 12 (1) (Spring 2002). Available at: http://www.worlib.org/vol12no1/sinclair_v12n1.shtml.

D. Sarri, Peter, “Creating a Library Plan for the Sami in Sweden,” World Libraries 12 (1) (Spring 2002). Available at: http://www.worlib.org/vol12no1/sarri_v12n1.shtml.

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E. Lindi, Liv Inger, “Sami Library Service in Norway,” World Libraries 12 (1) (Spring 2002). Available at: http://www.worlib.org/vol12no1/lindi_v12n1.shtml.

F. State Library of Queensland. “Welcome Kit.” Available at: http://www.slq.qld.gov.au/info/publib/inclusive_communities/indigenous/welcome.

7/Tuesday: 10 July: Indigenous Library Associations or Events: Sharing

***Be prepared to briefly (2-4 minutes) introduce your indigenous library organization or event. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Library Association or Event). On the second page, provide the name of your association or event and the url for your association’s or event’s website (following Chicago Manual of Style). Please do NOT submit ANY additional information.

Organizations: Examine the websites for: *AILA *ATSILIRN *Te Ropu Whakahau *IFLA, SIG on Indigenous Matters *ALA. OLOS Subcommittee on Library Services for American Indians *ALA. Council. Committee on Rural, Native, and Tribal Libraries of All Kinds *Association of Tribal Libraries, Archives, and Museums

Events: Examine the websites for: *WIPCE *International Indigenous Librarians Forum *Sequoyah Research Center Symposium *Tribal College Librarians Professional Development Institute

For this class read: Roy, Loriene, “The International Indigenous Librarians’ Forum: A Professional Life-Affirming Event,” World Libraries 10 (1/2) (Spring/Fall 2000). Available at: http://www.worlib.org/vol10no1- 2/roy_v10n1-2.shtml.

8/Wednesday: 11 July: Indigenous Knowledge Center Settings: Having

Tribal/Native schools Tribal/Native community libraries Tribal colleges

***Be prepared to briefly (2-4 minutes) introduce an indigenous knowledge center setting where you have not worked in a paid or volunteer capacity. Focus on the setting’s mission, location, staffing, and services. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Knowledge Center Setting). On the second page, provide the name of your indigenous knowledge center setting and the url for your setting’s website (following the Chicago Manual of Style). Please do NOT submit ANY additional information.

Check major websites such as AIHEC (American Indian Higher Education Consortium), Bureau of Indian Education (http://www.bie.edu/), or tribal/native education department websites.

For this class read:

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“Guide to Building Support for Your Tribal Library Toolkit.” Available at: http://www.ala.org/offices/olos/toolkits/triballibrary. Accessed on 5 April 2012.

9/Thursday: 12 July: Indigenous Information Center Architecture; Setting: Making

***Select another indigenous information center setting (library, museum, or archive) where you have not worked or volunteered, focusing on the physical structure. Discuss indigenous aspects of the physical environment from the building’s footprint, grounds, service areas, floor covering, interior decoration, furniture, and other elements. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Information Center Architecture). On the second page provide the name of your library and the url for your setting’s website, following the guidelines of the Chicago Manual of Style. Please do NOT submit ANY additional information.

10/Friday: 13 July: Indigenous Library Services: Seeking, Making, Sharing

***Compile an unannotated bibliography of your top five reference sources on indigenous cultures. What is a reference source? Consider this brief discussion in Casell, Kay Ann and Uma Hiremath’s textbook, Reference and Information Services in the 21 st Century: An Introduction 2nd ed. Rev. (New York: Neal-Schuman Publishers, 2011):

“ … reference books are those texts set aside to be consulted for specific information rather than to be read as a whole. In other words, reference books contain content meant to be ‘looked up.’” (p. 9)

Typically reference sources include dictionaries, encyclopedias, indexes and bibliographic databases, handbooks, almanacs, yearbooks, atlases and gazetteers, biographical sources, directories, and statistical sources rather than specific book titles, websites, or journal articles.

Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Indigenous Reference Sources). On the second page provide the citations for your five sources and a full citation to the style manual you used as your citation guide, the Chicago Manual of Style. Be prepared to discuss your choices in class. Please do NOT submit ANY additional information.

For this class read: 1. “Selective Bibliography and Guide for “I” is Not for Indian: The Portrayal of NativeAmericans in Books for Young People.” Available at:http://www.ailanet.org/publications/inotindian.htm.

2. “Guidelines for Evaluating Media About Media Peoples.” Available at:http://www.pbs.org/weshallremain/libraries. See pages 20-21 of this .pdf document.

11/Monday: 16 July: Native/Tribal Information Settings Issues Panels

***Native/Tribal Information Settings Issues Panels ***Native/Tribal Information Settings Issues Panels Syllabi due

12/Tuesday: 17 July: Research Centers and Notable Collections; Conference Abstracts and Reviews

***Identify a noteworthy physical collection of indigenous materials such as an archival or museum collection. Sample collections include The Newberry Library, Labriola National American Indian Data Center, and the Sequoyah Research Center Be prepared to discuss your selection. Submit 2 pieces of

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paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Research Centers and Notable Collections). On the second page, provide the name of your research center and notable collection and the url for your setting’s website following the Chicago Manual of Style. Please do NOT submit ANY additional information.

***Conference presentation abstracts and Review Teams ***Conference presentation proposal abstract ***Work in teams to select conference presentation proposals

13/Wednesday: 18 July: Organization of Knowledge; Technology and Indigenous Culture

Technology and Indigenous Culture

Identify an example of applying technology to indigenous cultural heritage. This could include a virtual museum exhibit, web portal, cultural map, or other product. Be prepared to discuss your selection. Submit 2 pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Technology and Indigenous Culture). On the second page, provide the name of your indigenous knowledge center setting and the url for your example, following the Chicago Manual of Style. Please do NOT submit ANY additional information.

For this class read:

A. Mukurtu.org. Available at: http://www.mukurtu.org/. Accessed on 5 April 2012.

B. Te Puna Matauranga O Aotearoa/National Library of New Zealand. Cataloguing Tools (including Maori Subject Headings). Available at: http://www.natlib.govt.nz/services/specialist-tools/cataloguing.

C. University of British Columbia. Xwi7xwa Library. “First Nation Libraries & Librarianship.” Available at: http://www.library.ubc.ca/xwi7xwa/fn_lib.htm.

D. Roy, Loriene and Peter Larsen, “Oksale: An Indigenous Approach to Creating a Virtual Library of Education Resources,” D-Lib Magazine 8 (3) (March 2002). Available at: http://www.dlib.org/dlib/march02/roy/03roy.html.

E. “Linking Culture and Community in the Navajo Nation.” 2004? http://www.gatesfoundation.org/nr/public/media/annualreports/annualreport04/programs/libraries/grantee.html

F. Digital Divide in Navajoland. Native American Access to Technology Program (NAATP). 1999. www.sir.arizona.edu/lso/archives/symposium06/papers/LSO_presentation.ppt

14/Thursday: 19 July: Funding

***Grant proposal abstract due ***Work in teams to select grant proposals

15/Friday: 20 July: Celebrating!

***Mini-Pathfinders due

For sample pathfinders, you might check the following source. NOTE: you will prepare unannotated bibliographies. The Oksale Virtual Library project developed in Spring 2001 for Northwest Indian

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College in Lummi, Washington; look under the “Education Resources.” http://www.ischool.utexas.edu/~vlibrary

Celebrate our community!

Assignment Descriptions

Tribal/Native Setting: Mini Profile

Objectives: 1.To locate information about tribal communities available through formal resources such as theU.S. Census and formally published sources;2.To consider information provided through tribal/native resources such as tribal/native community websites;3.To consider the types of information not readily available through formal resources including oral history and traditional expressions.

Assignment description:1. Select a native or tribal community. Each student should select a unique setting. Sample communities selected in the past include the Ute, Pokagon Band of Potawatomi, Blackfeet, Choctaw, and Nez Perce or Nimipu. 2. For Census go to http://www.census.gov/.3. Examine the data available through American FactFinder at: http://factfinder.census.gov/home/saff/main.html?_lang=en4. Browse this page and examine these links:

A. American Indian and Alaska Native (AIAN) Data and Links http://factfinder.census.gov/home/aian/index.htmlB. See the link to the Tribal Government Website

5. Locate 10 data elements on this native community or tribe through the U.S. Census Web site. Sample data elements might include:

A. Total populationB. School enrollment in college or graduate school C. Language spoken at home

6. Find one source of narrative information about your selected native/tribal community. You might locate this information, for example, through the tribal government website. 7. Be prepared to discuss your findings in class. You might be asked to demonstrate an online resource such as a tribal website. 8. Submit to me two pieces of paper. The first page is your cover sheet with your name, the title of the course, the date, and the title of this submission (Native/Tribal Setting: Mini Profile). On the second page, list the source of your data elements (e.g., American FactFinder) and your 10 data elements (e.g., Total Population) from the U.S. Census. A sample data element for the Nez Perce is: “Employment: 71.5% of Nez Perce ages 21-64 without disability are employed.” Add a citation for your source of narrative information, following the Chicago Manual of Style. Please do not submit any additional information.

Evaluation:1. Was an acceptable native or tribal community selected?2. Were 10 data elements listed (-5 points for omitting each data element)including the variable name (e.g., employment) and the figure (e.g., 71.5% )3. Was the source of the narrative information cited? (-20 if not provided)4. Were mechanical details followed regarding the cover sheet and style manual.

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Tribal/Native Information Settings Issues Panel: Presentation

Objectives:1. To identify issues of current interest and potential impact to indigenous library services2. To gain experience in preparing and delivering formal presentations3. To add to team building skills.

Assignment Description:

Develop as a team of 3 to 4 students a panel to acquaint the class with an issue related to indigenous information services. Since panels will present during only one class session, please group yourself into no more than five panels.

Suitable panel topics include:1. Staffing Indigenous Information Centers (including recruitment into the field);2. Indigenous Language Revitalization;3. Funding in Difficult Economic Times4. Gaming in Libraries5. Other topic, approved in advance

Each team will present a 30 minute panel presentation to the class. Panel should address:A. Relevant historical backgroundB. An overview of key material on the topicC. An overview of a supporting or pro stance on this issueD. An overview of a contrary stance on this topicE. Other relevant information, approved in advance.

While this is a group project, you may find that preparation can be done largely on an individual basis and/or through email. Each student will be evaluated on the following criteria

A. Each student will submit a detailed three to four page syllabus for his or her portion of the program.

This syllabus is in essence your presentation notes and any relevant information you are not able to impart in your allotted time. Please do NOT submit a written narrative/essay of your presentation. Instead, follow an outlining format recommended by the Chicago Manual of Style. You should provide at least 150 words of text on each page of your outline.

A typical outline style calls for listing content in levels, with roman numerals (e.g., I, II) demarcating the highest level, followed by capital letters (e.g., A, B), then numbers (e.g., 1, 2), and lower case letters (e.g., a, b). Each line of text in your outline should be no more than one sentence of content. Do NOT connect sentences using semicolons, colons, hyphens, or dashes.

A bibliography of consulted sources must be attached to your syllabus. The bibliography must follow the recommended style manual for print and electronic sources. Cite also the Chicago Manual of Style in your bibliography.

Make sure that your team develops a set of PowerPoint slides (or Prezi presentation) or website to support your panel presentation. Lack of a PowerPoint slide presentation will result in a deduction of 50 points from the student's grade for this assignment.

B. Your oral presentation will also be evaluated. See the checklist for lecture delivery distributed in class.

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Please stick to the stated time limits. Each student should be responsible for no more than 10 minutes of the presentation. Deductions will be made if presentations run over the time limit or are shorter than expected

Please speak clearly and loudly enough for all to hear.

Creative presentations may earn more credit. Be prepared to handle questions from your audience. Questions must also be answered within your time limit.

Evaluation FormTribal/Native Information Settings Issue Panel

(total points possible: 150 for outline; 150 for presentation)Student Name:Issue Topic:Date:

Your Score: 150-Duration of panel:

Group Time:Student’s adherence to allotted time:

I. EVALUATION OF OUTLINE: 150 points possible

A. Is the outline of sufficient length? (at least 3 pages and no more than 4 pages, at least 150 words/page). (Deduct: 30 points for each page lacking.)B. Is the outline sufficiently detailed?C. Does the outline format follow a uniform style (e.g., I, A, 1, a)? (Deduct: 1 point for each non-hierarchical line.)D. Is the information provided as an outline rather than as a narrative? (Deduct: -1.0 for each non-narrative sentence.)E. Does the student avoid run-on sentences, such as those using semi-colons, hyphens, colons, or dashes to connect two or more concepts? (Deduct: -1.0 for each run-on sentence. )F. Is the topic well covered?G. Does the content support the student’s presentation?H. Is there minimal overlap with other student outlines?I. Did the student stick to important issues?J. Were important writers/thinkers mentioned?K. Was information accurate? (Deduct: -1.0 for each error)L. Was the content well documented with internal references cited to end notes. Make sure that you indicate direct quotations if you draw five or more words from a source. (Deduct: -5 points for each sentence not attributed; -2.5 points if the source is not cited.) M. Are definitions provided when needed?N. Are the pages numbered? (Deduct: -1.0 for each unnumbered page. Deduct: -2.0 if numbering starts with the cover sheet.)O. Is there a cover sheet attached to the outline? (deduct 10 points if missing)P. Is the cover sheet unnumbered?Q. Are abbreviations and acronyms explained when needed?R. Is an introductory section provided and so labeled? (Deduct: 10 points if not provided)R. Is a conclusion section provided and so labeled? (Deduct: 10 points if not provided)

Bibliography

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A. Are an adequate number of sources cited? (3 or more)B. Are selections reasonable?C. Are recent publications cited?D. Do selections represent an appropriate variety of authors, types of sources?E. Do the selections focus on major sources rather than outdated or collateral sources?F. Has complete bibliographical information been given? (Deduct: -1.0 for each field omitted—such as publisher, place of publication, or date.)G. Has good bibliographical form been used consistently?H. Is the style manual used cited in full? (Deduct: 5 points if omitted; Deduct: 3 points if not cited in full)I. Is the student’s bibliography unique and sufficiently different from those submitted by others on the panel?

SUPPORTIVE MATERIALA. Did the student include a copy of any supportive material he/she prepared?B. Does his/her name appear on this supportive material?C. Is the material well written?D. Is the material well organized?E. Is there sufficient white space?F. Are sources cited if appropriate?

Oral Presentation: 150 points possibleAdherence to time limitations: (10 minutes per person)Your time limit:

Range: 10 minutes +/- 2 minutes. Deduct 5 points for each minute over or under.

CONTENTA. Was the topic well covered?B. Did the student stick to important issues?C. Were important writers/thinkers mentioned?D. Was information accurate? (Deduct: 5 points for each error)E. Was content well organized?F. Was content up-to-date?G. Was content related to topic?H. Did content relate well to assigned panel coverage?

QUALITY OF ORAL PRESENTATIONA. Was the panel topic introduced?B. Were panel members introduced?C. Did each student introduce himself/herself?D. Did student overly rely on notes?E. Did the student maintain a comfortable pace?F. Did the student introduce variety (change pace, incorporate media or realia, if appropriate)?G. Was the student’s presentation well written?H. Did the student refer to any handout or supportive material?I. Did members of the audience receive handouts before they were discussed?J. Did the student speak loudly?K. Did the student speak clearly?L. Did student minimize use of iterative such as um and ah. (First 9 iteratives: no deduction. 10-19 iteratives: deduct -1.0 point)M. Did student face the audience and not turn his/her back (Deduct: -1.0 each time the student turns his/her back to the audience.)N. Did student avoid uttering soft asides. (Deduct: -1.0 for each aside).

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Conference Proposal Abstract and Abstract Review

Objectives:

1. To identify research topics for possible future investigation.2. To gain experience in responding to calls for conference papers/presentations.3. To add to team building skiklls.

Assignment Description:1. Each student will prepare a one page (100 to 250 word) abstract describing a paper that you would like to present at a conference. Your abstract should have some relevance to indigenous library services. Bring a copy with a cover letter for Dr. Roy. Also, make enough paper copies of your proposal to distribute to each student in the class.

Evaluation of Abstracts:

1.Identification of conference (e.g., ALA, PCAACA, LIANZA, Association of Tribal Libraries, Archives, and Museums)2. Identification of type of conference presentation (e.g., poster session or panel)3. Creativity; Novel idea4. General popular appeal5. Writing mechanics:

ClarityChoice of wordsPunctuationVarietyGrammarSpellingSpell out contractionsAvoid weak connectives (e.g., however)

II. Students will work in review teams to select presentation proposals. Review teams will report on their process and results. Teams will select the proposals based on the following criteria:

1. Creativity/Novel approach3. Relevance4. Timeliness5. General popular appeal.

Teams will submit peer and self-evaluation form if needed.

Evaluation of teams:1. Ability to complete task on time2. Contribution of all team members in decision making3. Contribution of all team members in reporting out

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Grant Abstract and Grant Abstract Review Team

Objectives:

1. To identify potentially fundable projects for an indigenous information setting2. To gain experience in preparing abstracts for grant proposals3. To aid in team building skills

General Description: Each student will prepare a one page (100 – 250 word) abstract describing a grant proposal he or she would like to submit as part of an Enhancement Grant application to the U.S. Institute of Museum and Library Services. Each proposal should indicate:

1. Amount of the grant funding request, capped at $150,0002. An outcome3. Project requirements4. One sample evaluation model5. At least one sample activity

Sample Grant Proposal Abstract

The White Clay Tribal Community Library “Beginning to Read Together” project will provide beginning reading kits and a reading-aloud training workshop for licensed child care providers on the reservation. A secondary audience is the caregivers of these children. The library staff will develop and offer a three-hour Saturday workshop for all ten currently licensed child care providers. Workshop attendees will learn about the importance of individual and family reading, the basics of reading aloud and reading together, and selection of appropriate books and reading activities. Each child care provider attending the workshop will receive a resource kit including a set of five early-reading books, “Beginning to Read Together,” stickers, and brochures to distribute to parents. One outcome of the project will be greater parent involvement in reading activities in the home. Parents and care givers will be asked to record the amount of time spent reading during two sample weeks. The $50,000 in grant money requested for this project will be used for the production and mailing of promotional material and the purchase of books, stickers, and tote bags.

Please bring a copy of your grant proposal abstract with a cover letter for Dr. Roy. Also, make enough paper copies of your proposal to distribute to each student in the class. Students will work in review teams to select two proposals for recommended funding.

Evaluation of abstracts will be based on:1. Indication of amount of the grant funding request, capped at $150,0002. Indicated outcome 3. Identification of project requirements4. One sample evaluation model5. At least one sample activity 6. Creativity7. Relevance to Indigenous library services8. Writing mechanics:

ClarityChoice of wordsPunctuationVariety

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GrammarSpellingSpell out contractionsAvoid weak connectives (e.g., however)

Students will work in review teams to select presentation proposals for the conference. Review teams will report on their process and results. Teams will select the proposals based on the following criteria:

1. Creativity2. Matching to grant specifications3. Relevance

Teams will submit peer and self-evaluation form if needed.

Evaluation of teams:

1. Ability to complete task on time2. Contribution of all team members in decision making3. Contribution of all team members in reporting out

Mini-Pathfinder

Objectives:

1. To explore resources available on a topic of relevance to indigenous librarianship2. To acquire experience in developing library resources for in-house use3. To demonstrate skills in reference, collection management, and library instruction

General Description of the pathfinder:

A “pathfinder” is a means by which libraries help their patrons to find information on a particular topic or to find particular kind of information. The total length of your completed project will be from 5 to 6 double-spaced, typed pages.

There are three parts of the assignment.Part I is a brief (1 page; 250 word) discussion of the pathfinder topic, scope of the pathfinder, and the audience. Mention the criteria you used to select your sources and the subject headings you used in your search.

Part II is an UNANNOTATED bibliography of 15 to 20 sources on your topic.

Part II is the Pathfinder itself. The pathfinder is no more than 2 pages long, capable of being reproduced (without condensed type) on both sides of an 8 1/2'” by 11” sheet of paper.

Parts I through II should be word processed. See the course schedule for links to websites with sample pathfinders.

How to Prepare a Pathfinder

STEP 1. Begin by choosing a topic. In general, the best pathfinder topics are those subjects that are broad enough to have 15 to 20 distinct and important sources but small enough to be well covered by this number of sources. Pathfinder topics completed in the past covered the following topics:

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Repatriation in the United States Native Radio Resources for Two Spirit Youth and Their Advocates Navajo Language Resources for Librarians Enthobotany Ruling Hawaiian Monarchs, 1795-1893 American Indian Sovereignty The Native American Graves Protection and Repatriation Act Understanding Treaties Tribal Colleges American Indian Sacred Sites Indian Boarding Schools Anishinabe Women Introduction to American Indian Women’s Studies Robert Sullivan, Maori writer

STEP 2. Compile a working bibliography. Consider what types of sources provide the kind and level of information your audience needs. It may be necessary/appropriate to rely on some general sources (e.g., databases such as America: History and Life).

STEP 3. If your topic is too broad, you might narrow it by audience (young adults), by geography, by culture, by medium, or by time period.

STEP 4. Once your bibliography is complete you can begin to make the difficult decisions: which sources will you include and which will you delete from the pathfinder?

STEP 5. Tailor your pathfinder instructions for an imaginary client. Students using the pathfinder to help locate resources on a first term paper will need more instruction than more experienced researchers.

STEP 6. Make final revisions. Review the assignment description and evaluation form.

STEP 7. Check the due date for the final draft of the pathfinder. Bring a paper copy to class.

Checklist:

1. NATURE OF THE TOPIC: what are you talking about?How would you briefly define the Navajo Long March? When did it take place? Who was involved? Here you briefly define the topic, perhaps identify a key individual, discuss the history of the topic, and/or quote someone who knew the topic well. Remember that quotations should be fully cited to an endnote at the end of the introduction (bottom of page 2). Do note devote too much space in the introduction to a discussion of the nature of the topic.

2. SCOPE: How much of the topic are you covering?

3. INFORMATION NEEDS: what sort of questions does your patron want to have answered about the Pathfinder topic? Do not answer this question in terms of the types of sources available on the topic. That is, do not say, “the patron wants as handbook, a dictionary, and a website.” Instead, indicate that the patron wants, for example, to identify local resource people teach woodland beading.

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4. VARIETY IN SOURCES: Unless you have an actual client who specifies a preference for particular types of sources, include a wide range of types of courses. Remember that it is usually better to include an index than journal articles. Consider including subject encyclopedias, databases, or general reference sources.

5. The Pathfinder is not a list of sources but includes instructions on how to find the sources and how to find information within the sources.6. Avoid library jargon in your Pathfinder, unless your patron is a librarian. Examples of words that constitute library jargon include: monograph, key-word search, hits, serial, reference source. Add definitions when appropriate.7. Provide a helpful closure to your pathfinder. Be sure to add your name and the date you completed your work.

Mini-Pathfinder Evaluation Sheet

5=excellent; 4=very good; 3=good; 2=weak; 1=poor; 0=no credit HIGH MIDDLE LOW TOTAL 5 4 3 2 1 0 PART I: INTRODUCTORY MATERIAL A. Is the topic narrow enough to be well covered in 15-20 sources? ____ ______ ____ B. Is a statement of the nature of the topic included? (1 paragraph) ____ ______ ____C. Is the scope of project clearly defined? . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____ D. Is the intended audience clearly defined and reasonable given the nature of the topic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____ E. Are the questions the patron might want answered identified rather than the sources that might provide info.?(statement of information needs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____F. Is the type of library for which the pathfinder is intended clearly stated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____

Scoring:Part I: Part II: Part III: ____ X 5 = ____ X 5 = _____ X 5 = ____ X 4 = ____ X 4 = _____ X 4 = ____ X 3 = ____ X 3 = _____ X 3 = ____ X 2 = ____ X 2 = _____ X 2 = ____ X 1 = ____ X 1 = _____ X 1 = ____ X 0 = ____ X 0 = _____ X 0 =

Subtotal: _____/14 Subtotal: _____/18 Subtotal: _____/17Part I (_______) + Part II (_______) + Part III (_______)= ______ Total: _______/ 3 = ______% % X 30 points = ________ Any deductions?=

G. Are the criteria used in selecting sources listed? (Why include some types of sources and not others.) . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____H. Is it clear how sources were selected: Is a chronology of steps taken in locating sources provided? . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____I. Are the subject headings used in the search for sources listed? . . . . ____ ______ ____J. Does the intro. stay to 1 page? (double spaced; 250 words/page) ____ ______ ____ K. Does the student avoid using right justification? . . . . . . . . . . . . . . . . ____ ______ ____ L. Writing style: clarity; choice of words; punctuation; variety; word usage; grammar; spelling; spell out contractions; avoid weak connectives like however . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____ M. Are statements supported by documentation, when needed? . . . .____ ______ ____

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N. Do citations appear at the bottom of the introduction? . . . . . . . . . .____ ______ ____

PART II: UNANNOTATED BIBLIOGRAPHYA.Is the style manual cited? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____B. Are style manuals indicated and correctly and completely cited? ____ ______ ____C. Is an adequate number of sources included? (15 to 20) . . . . . . . . . ____ ______ ____ D. Are selections reasonable (see scope,audience, & type of library)? ____ ______ ____E. Do selections represent an appropriate variety of types of sources? ____ ______ ____ F. Do the selections focus on major reference sources rather than just a listing of monographs and journal articles? . . . . . . . . . . . . . . . . . . ____ ______ ____G. Has complete bibliographic information been given? . . . . . . . . . . . ____ ______ ____H. Has good bibliographic form been used consistently? . . . . . . . . . . . ____ ______ ____I. If call numbers are given, are they correct? . . . . . . . . . . . . . . . . . . . ____ ______ ____J. Are sources numbered? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____K. Is numbering of entries consecutive? . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____

PART III: PATHFINDERA.Is there a `scope note' or other definition of the subject for the patron? (may not be needed if the title of the pathfinder is descriptive) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____B. Is the purpose of the pathfinder clear? . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____C. Have appropriate selections been made from the bibliography? ____ ______ ____ D. Are all the sources included in the bibliography? (NOTE: all sources in the bibliography need not appear in the pathfinder.) ____ ______ ____ E. Are sources arranged in a meaningful way so the user understands the concepts behind finding material on the topic? ____ ______ ____F. Are transitions used that lead the patron through the pathfinder?____ ______ ____G. Is the text library jargon-free? . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____H. Is there sufficient white-space to make the text easy to read? . . . ____ ______ ____I. Originality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____J. If call numbers are given, are they correct? . . . . . . . . . . . . . . . . . . ____ ______ ____K. Does the pathfinder "save the time of the client"? . . . . . . . . . . . . ____ ______ ____L. Does the pathfinder serve as a library instruction device? . . . . . . . ____ ______ ____M. Is this section within 2 pages? (Can be single spaced) . . . . . . . . . ____ ______ ____N. Is there an appropriate closure to the pathfinder? . . . . . . . . . . . . ____ ______ ____O. Is the pathfinder well written (sentence clarity, variety, word usage, grammar, punctuation, spelling)? . . . . . . . . . . . . . . . . . . . . ____ ______ ____P. Does the student's name also appear on the pathfinder? . . . . . . ____ ______ ____Q. Is the pathfinder dated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ____ ______ ____

OTHER COMMENTS THAT MAY BE CONSIDERED IN THE CALCULATION OFYOUR GRADE:

NOTE: one half point will be deducted OFF THE TOP from each sentence that is drawn too closely from a source. Five bonus points can be earned if the student prepared the pathfinder for an actual patron or library.

BONUS POINT FOR CLIENT: ______________________________________ANY DEDUCTIONS: ______________________________________________

IS THE PATHFINDER TOPIC APPROPRIATE? IF NOT, DEDUCT 1-40 POINTS.

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Does the student select resources that would be available to the client? If not, deduct 1 point for each source.

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