Ncslma presentation 2014 (1)
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An overview of considerations for creating libraries which are welcoming and address the needs of students of color
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Ncslma presentation 2014 (1)
- 1. It Does Matter! Creating Libraries that Meet the Needs of Youth of Color #DiverseLibraries Teresa Bunner, Academic Support Specialist, Blue Ribbon Mentor-Advocate Program, Chapel Hill-Carrboro City Schools Sandra Hughes-Hassell, Professor, School of Information & Library Science, UNC-CH
- 2. Goals for Today To understand the characteristics of a culturally relevant library in three areas: 1. Collections 2. Space & Atmosphere 3. Instruction
- 3. Library Collections: Exercise Activity
- 4. Culturally Relevant Collections Support Improved Literacy Outcomes ● Increases motivation to read & write ● Increases engagement in literacy activities ● Improves recall & comprehension ● Increases phonological awareness & fluency
- 5. Culturally Relevant Collections Support Racial Identity Development Racial Identity “Refers to a sense of group or collective identity based on one’s perception that he or she shares a common heritage with a particular racial group...” [Helms, 1990] 5-Stage Theory ● Pre-encounter ● Encounter ● Immersion/emersion ● Internalization ● Internalization/Commitment [Cross,1991]
- 6. Positive Racial Identity = Academic Success [Hanley and Noblit, 2009]
- 7. Resources for Diversifying the Collection Creating Global Library Collections ● Awards ● Blogs ● Electronic Resources ● Lists ● Print Resources ● Publishers Building a Bridge to Literacy ● African American Storytellers ● Author / Illustrator Websites ● Blogs ● Book Awards #WeNeedDiverseBooks Independent Bookstores (brick and mortar & online) ● Book Lists ● Publishers
- 8. Library Space & Atmosphere To consider: 1. What does a student of color see when they enter the library? 2. What do they hear? 3. What “vibes” does it give off - how does it make them feel?
- 9. What do youth of color say? “The librarian….she’s not opened- minded.” “It’s like the library is like her house.” “I would say I’m not a library user…the library is dull to me. You know, white walls and red carpet. It makes you sleepy, so I won’t work there. I try to avoid places that make me sleepy.” “I wasn’t a bad student, but I would always get disciplined in the library. The librarians…I guess they didn’t like me because I just talk too much.” “I got disciplined for talking. Also, moving around a lot. I couldn’t sit still, always going somewhere and looking at something or touching something.”
- 10. Afro-Cultural Ethos 1. Spirituality: approaching life as essentially vitalistic and conducting one’s life as though supreme forces govern it 2. Affect: placing a premium on emotions/feelings 3. Harmony: viewing one’s fate as being interrelated with other elements of life 4. Oral Tradition: emphasizing oral and aural modes of communication and cultivating oral virtuosity 5. Social perspective of time: an orientation of time as passing through a social space; time is seen as recurring, personal, and phenomenological
- 11. Afro-Cultural Ethos 6. Expressive individualism: the cultivation of a distinct personality and a proclivity for spontaneous, genuine personal expression 7. Verve: preferring intense stimulation, variability, and action that is energetic, alive, and colorful 8. Communalism: a commitment to social connectedness; being sensitive to the interdependence of people and committing to social connectedness over individual privileges 9. Movement: interweaving of the ideas of rhythm and percussiveness often associated with music and dance into daily life
- 12. “African American children participate in a culture that is highly dynamic. They thrive in settings that use multimedia and multimodal teaching strategies. And they favor instruction that is variable, energetic, vigorous, and captivating” [Hale, 2001, 117].
- 13. Think/Pair/Share Consider... 1. the design & layout of the library space - the furniture you choose, how it is arranged, etc. 2. displays, signage, & “decorations” 3. the “rules” - implicit and explicit 4. how librarians interact with African American youth REMEMBER “African American children participate in a culture that is highly dynamic. They thrive in settings that use multimedia and multimodal teaching strategies. And they favor instruction that is variable, energetic, vigorous, and captivating” [Hale, 2001, 117].
- 14. Creating Culturally Relevant Instruction Culturally relevant teaching -“a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes…” [Gloria Ladson-Billings] Use familiar metaphors and experiences from the children's own world to connect what students already know to school-taught knowledge. [Lisa Delpit] Funds of knowledge- “...historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being…” [Luis Moll,et al…]
- 15. Key Principles of CRP ● An authentic belief that students from culturally diverse backgrounds are capable learners and can become intellectual leaders. ● Legitimization of students’ real-life experiences as part of the curriculum. ● A commitment to enabling students to explore and make connections between their multiple identities. ● The creation of a community of learners. ● Engagement of students and teachers in a collective struggle against the status quo. ● The recognition of the political nature of teaching [Ladson-Billings, 2009, p. 126-128].
- 16. Bringing CRP to Life What We Do Now ❖ Read alouds ❖ Booktalks, displays, & booklists ❖ Book Clubs ❖ Author Visits ❖ Research topics ❖ Fact-based research New Way of Thinking ★ Read alouds ★ Titles by and about people of color ★ Book Clubs: focused; discussions around social issues such as race, power, privilege in the U.S. ★ Titles by and about people of color ★ Authors of color ★ Research from multiple perspectives ★ Big ideas/questions
- 18. Let’s Think….Westward Expansion ● What perspectives could we examine this from? ● How do we help teachers redesign research? ● How do “big ideas/questions” lead us in a different direction?
- 19. It DOES Matter “It’s necessary to talk about race because most of the time race takes the backseat to everything.” Jotham- HS Senior “It’s the effort (to talk about race) that’s important.” Erika- College student “Racial groups are not homogenous…” Alexa- HS Senior “It’s okay to feel uncomfortable.” Student Six facilitators, CHCCS HS students
- 20. Contact Information Teresa Bunner tbunner@chccs.k12.nc.us Sandra Hughes-Hassell smhughes@email.unc.edu
- 21. Selected Resources Building a Bridge to Literacy for African-American Male Youth: A Call to Action for the Library Community (bridgetolit.web.unc.edu) In addition to providing free downloadable copies of our report and additional information about the summit, our website includes many other resources including a bibliography of related research and lists of outside resources such as websites, blogs, book lists, and selection tools to help you. Libraries, Literacy, and African American Male Youth http://librariesliteracyandaamaleyouth.weebly.com/ This free professional development resource is for school and public librarians to help them develop programs and services that will best meet the needs of African American male youth. This resource, developed by Amanda Hitson, is divided into ten modules that focus on research-based strategies for working with African American male youth in school and public libraries.
- 22. Selected Resources Culturally Responsive Library Walk http://bridgetolit.web.unc.edu/?page_id=842 The Culturally Responsive Library Walk is designed to be a collaborative tool for school administrators, librarians, and teachers to assess the library’s responsiveness to the needs of the culturally and linguistically diverse (CLD) students who attend the school. It is an observation and planning document that is informed by research on culturally responsive pedagogy and is based on the philosophy of creating a student-centered library program. A Celebration of Identity Bibliography http://bridgetolit.web.unc.edu/files/2012/06/celebration-of-identity-ppt.pdf This list of 256 titles that feature black males was prepared by Jane M. Gangi, PhD (janegangi@snet.net) for the Summit. Building a Bridge to Literacy for Adolescent African American Males https://sites.google.com/site/bridgetoliteracy/ This website provides background information about Dr. Alfred Tatum’s research, and details the work we have done to bring his research to the attention of the library community. Our aim is to encourage the library community to join the national efforts of organizations such as the Council on the Great City Schools to support the literacy needs of African- American male adolescents.
- 23. References Bell, Y.R., & Clark, T.R. 1998. Culturally relevant reading material as related to comprehension and recall in African American children. Journal of Black Psychology, 24(4), 455-475. Boykin, A.W. (1983). The academic performance of Afro-American children. IN J. Spence (ed.), Achievement and achievement motives (pp. 321-371). San Francisco: Freeman. Boykin, A.W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (ed.), The school achievement of minority children (pp. 57-93). Hilsdale, NJ: Lawrence Erlbaum. Boykin, A.W. , & Noguera, P. (2011). Creating the opportunity to learn: Moving from research to practice to close the achievement gap. Alexandria, VA: ASCD. Conrad, N.K., Gong, Y., Sipp, L., & Wright, L. 2004. Using text talk as a gateway to culturally responsive teaching. Early Childhood Education Journal, 31(3), 187-192. Cross, W.E., Jr. (1991). Shades of Black: Diversity in African-American Identity. Philadelphia: Temple University Press. Delpit, L. (1998). What should teachers do? Ebonics and culturally responsive instruction. In T. Perry & L. Delpit (eds.), The real Ebonics debate: Power, language, and the education of African-American children (pp. 17-26). Beacon Press. Delpit,L. (2012). Multiplication is for White People: Raising expectations for other people’s children: The New Press, pp. xv
- 24. References Hale, J. (2001). Learning while black: Creating educational excellence for African American children. Baltimore: Johns Hopkins Press. Hanley, M.S., & Noblit, G.W. (2009). Culturally responsiveness, racial identity, and academic success: A review of the literature. Retrieved April 18, 2014, from http://www.heinz.org/UserFiles/Library/Culture-Report_FINAL.pdf Helms, J.E. (Ed.). (1990). Black and White Identity Racial Identity: Theory, Research, and Practice. Westport, CT:Greenwood Press. Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African-American students. San Francisco: Jossey-Bass, pp. 17–18. McCollin, M., & O’Shea, D. 2005. Increasing reading achievement of students from culturally and linguistically diverse backgrounds. Preventing School Failure, 50(1), 41-44. McCullough, R.G. 2008. Untapped cultural support: The influence of culturally bound prior knowledge on comprehension performance. Reading Horizons, 49(1), 1-30. Moll, L., et al ...(1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-41 Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent and Adult Literacy, 46(1), 72-77.
- 25. References Morrell, E. & Duncan-Andrade, J. (2002). Promoting academic literacy with urban youth through hip-hop culture. English Journal, 91(6), 88-92. Lazar, A., Edwards, P.A., & McMillon, G.T. (2013). The essential guide to social equity teaching. New York: Teachers College Press. Paul, D.G. (2000). Rap and orality: Critical media literacy, pedagogy, and cultural synchronization. Journal of Adolescent and Adult Literacy, 44, 246-251. Reynolds R.E., Taylor, M.A., Steffensen, M.S., Shirey, L.L., & Anderson, R.C. 1982. Cultural schemata and reading comprehension. Reading Research Quarterly, 17(3), 353-366. Tatum, A.W. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Portland, ME: Stenhouse. Tatum, A.W. (2011). Brother author: Writings from the African American Male Summer Literacy Institute. Retrieved from http://www.pbs.org/wnet/tavissmiley/tsr/too-important-to-fail/brother-author/ Tatum, A.W. (2009). Reading for their life: (Re)building the textual lineages of African American adolescent males. Portsmouth, NH: Heinemann. Tatum, B. D. (2003). Why are all the Black kids sitting together in the cafeteria: And other conversations about race. (rev. ed.) New York: Basic Books.
Notas do Editor
- Our goal for today is to understand the characteristics of a culturally relevant library program. We will do this through engaging in meaningful conversation - yes, we expect you to participate and contribute We will share current research with you and tie it practice Finally, throughout our 50 minutes together, we (us as a group) will be identifying actions you can take
- There are a number of studies that show that reading culturally relevant texts not only increases reading motivation but also leads to increased reading comprehension, recall, fluency, and even phonological awareness (sound structure of language, syllables, accents, etc). Simply using culturally relevant resources won’t close the achievement gap, but it does have an impact on literacy outcomes
- Read definition: Pre-encounter: children of color absorb many of the beliefs and values of the dominant White culture, including the belief that it is better to be White; Stereotypes, omissions, and distortions play a large role in socializing children of color to value role models, lifestyles, and images of beauty of White culture over their own Encounter: children of color become aware of impact of racism; stage usually occurs during late adolescence but can occur as early as middle school; children of color begin to wrestle with what it means to be member of a group that is targeted by racism. Often awakening precipitated by an event or series of events. Must answer questions: What does it mean to be a Black (Hispanic, Asian, American Indian)? How do I act? What should I do? Process for biracial teens more complicated: What am I?
- Research shows that for white students, positive academic success brings positive identity; for youth of color it is the opposite, positive racial identity leads to academic success – is a percursor to academic success.
- In terms of the atmosphere, school librarians should be sensitive to the fact that many youth of color feel like outsiders in library spaces and deem the school library as sole “property” of the librarian. Read slides. So...what does the research say? What might explain why they feel this way?
- Patricia Montiel Overall contends that “the current culture represented in many libraries is the culture of mainstream communities, even when those libraries are located in areas that are distinctly different from mainstream communities.” The majority of librarians are white, English speaking females and may not be aware of the impact culture has on the lived experiences of youth of color. Instead of considering the cultures of the students in their schools when designing library spaces, setting policies & rules, they operate libraries that fit with the dominant, in the case of the U.S., white, view of the world. To change this, librarians need to understand the culture of the youth they work with. A number of scholars have written about this, including Gloria Ladson Billings, James Banks, and Lisa Delpit. Today I’m going to focus on the work of Dr. A. Wade Boykin. Dr. Boykin is Professor and Director of the Developmental Psychology Graduate Program at Howard University, and he has identified 9 dimensions of African American culture that he believes must be incorporated into our work with African American youth in order for them to be successful. These themes are African in origin, and Boykin argues, have been maintained and transmitted across generations in communities and families of African descent throughout the world. He suggests that each of these dimensions is found in the lives of many African American children in the U.S., particularly those of low income background who are more likely to be more distanced from mainstream values and practices (Boykin, 1994, 5). These 9 dimensions include spirituality, affect, oral tradition, harmony, a social perspective of time, [change slide] Now we’ll explore a few of them in a bit more detail: Affect: In the African American community, Boykin argues there is an emphasis on emotions and feelings together with a special sensitivity to emotional cues and a tendency to be emotionally expressive. This means we need to understand the lived experiences of African American youth and how they respond to those experiences. It is important to be in touch with what is happening in their homes and communities and to allow students to read, write, and research about these topics/events We need to provide them with opportunities to read texts that connect to their lives and to write about what is meaningful to them. Later in the presentation, I am going to share some poems with you that two young black teens wrote. These poems convey strong emotions—feelings that might make us uncomfortable but if we want African American male youth to engage with libraries, then we must allow them to express their real selves, their real lives. Harmony, the idea that one’s fate is interrelated with other aspects of life, is another important aspect of the African American culture. This dimension suggests that African American youth will be more engaged and more successful when programs are meaningful and related to their lives We need to make explicit the implications literacy has for their lives, their futures, and their communities. Oral Tradition: Boykin argues that African American culture is steeped in oral tradition; that there is a preference for oral and auditory modes of communication in which both speaking and listening are treated as performances and in which the ability to use alliterative, metaphorically colorful, and graphic forms of spoken language are emphasized and cultivated.
- African American children have a propensity for relatively high levels of stimulation and for action that is energetic and lively. Rhythm, percussiveness, music and dance are seen as central to their psychological health. And there is an emphasis on spontaneous and genuine personal expression. This means literacy activities must be designed that enable African American youth to move as they learn. Spaces are needed where activity and noise are allowed. Boykin notes that in the African American community there is a commitment to social connectedness—that social bonds and responsibilities tend to transcend individual privileges. This means African American students engage better in small groups with a great deal of interaction between adults and youth, and between the youth and their peers. They also prefer to work in cooperative groups, rather than in situations where they are expected to compete with their peers.
- Turn to your neighbor. Spend the next X minutes brainstorming how the Afro Cultural ethos informs the library space. Consider: READ BULLETS Be prepared to share your ideas with the whole group.