Diversity, Equity, & Inclusion

Joan Lippincott: Welcome to the CNI digital scholarship planning webinar series. And if you’ve participated in previous sessions. Welcome back. Joan Lippincott: I know many of you are working from home, and some of you are back on campus. I hope you’re all doing well during this difficult time of the pandemic. Joan Lippincott: I’m Joan Lippincott associate executive director America of CNI and I’m moderating the nine sessions of the series. Joan Lippincott: Each of you is registered for all sessions and if you’ve missed some or would like to rewatch or share the presentations.

01:23 - Joan Lippincott: We have recordings available already for the first six sessions as well as a set of questions to guide planning discussions on your own campus and the resources for the remainder of the sessions will be available soon. Joan Lippincott: We have two speakers for this session. And we’ll take questions after each please type your questions in the chat box at any time. Joan Lippincott: In addition, after the formal one hour session is over will open the mics in case some of you wish to verbally ask questions of the speakers. Joan Lippincott: The chat box is also available to communicate with each other or with me or our technical lead Beth Seacrest during the presentations all participants will be muted.

02:09 - Joan Lippincott: For this Seventh Session our presenters will discuss a wide range of issues and programs related to diversity, equity, and inclusion as it applies to digital scholarship Joan Lippincott: I’m pleased to welcome our presenters today. Janice welburn Dean of Marquette University Libraries and Sarah DuPont from University of British Columbia, where she is head librarian of the Joan Lippincott: Library. The only indigenous branch library at a post secondary institution in Canada, their bios are on the webinar site, and I won’t take any more time with introductions in order to give our speakers more time. So, over to you. Janice Janice Welburn: Thank you, Joan. I want to begin by thanking CNI for the opportunity. Janice Welburn: To talk to all of you today about how Janice Welburn: Diversity matters in our digital world, you know, I was pleased and excited to learn that there’s such a strong interest in the subject.

There is a growing community of experts on this subject, but I am giving my presentation from the perspective of a dean. Janice Welburn: Tasked with bringing people together and finding resources to advance our digital initiatives. Janice Welburn: So if you watch this year’s Emmy Award. You might have seen renowned director and producer Tyler Perry received a Lifetime Achievement Award Janice Welburn: And his acceptance speech Perry talked about his grandmother’s patchwork quilt and how in his Travers travels. He just honored her gift to him. I want to tell them I to Janice Welburn: This honor my grandmother by ditching the quote that she made for me and I wish I could get it back. Janice Welburn: In later years.

He came to realize the beauty of the quilt one just like this one from the famous African American guilders at GS been been 04:15 - Janice Welburn: The evidence and knowledge across diverse cultures and communities, it’s transmitted from one generation to the next across multiple formats capturing those experience experiences requires an exploration of worlds beyond print Janice Welburn: A quote made for practical use can also tell important stories. Janice Welburn: I argue that new generations of students and perhaps faculty want to make use of digital tool for multiple reasons. Janice Welburn: Including documenting the stories of their elders, families, and communities research and capturing their further disseminating social movement activism that exist in our current environment, especially in our moments of unrest and distress. Janice Welburn: Diversity is a function of dissimilarities whether we’re talking about language race, gender, and other socially constructed identities ability or geographic location. Janice Welburn: It can also reside at the intersections of identities where power and privilege have deep effects on one’s daily work life at work home school and so forth.

05:47 - Janice Welburn: A little about market, market was founded in 1881 and is a Jesuit medium sized are to university located in the heart of Milwaukee. We have a student body population of around 11,500 that includes undergraduates and graduate students. Janice Welburn: Now the status of our digital programs. Janice Welburn: Can be at Marquette can be divided in three areas. Janice Welburn: How we work with people in our communities to create original digital work. Janice Welburn: Second, how our ongoing commitment. Janice Welburn: Commitment to digitizing historical collections and three Janice Welburn: Assembling the digital artifacts of social movements. Janice Welburn: To create stories. As previously stated our library is primarily concerned with two things, the work we’re doing to help Janice Welburn: Create original digital work with students and faculty in the ongoing digitization of printed materials that contribute to our understanding of history. Janice Welburn: And culture. We do this against a reality that we can’t figure out that we haven’t figured out I should say we are faced with the fact that in our society numerous digital artifacts are appearing across the web. And there are no better examples than those that have been generated in Janice Welburn: capturing what we did during the coronavirus pandemic, how we marched against racial and justice and social inequality fires raging our forces and the battle for the soul of science.

07:50 - Janice Welburn: And 2016 we read directed resources in the rain. A Memorial Library to form the digital scholarship lab. Janice Welburn: We planned and open the lab to coincide with a series of digital scholarship symposium we co hosted with a group of our faculty Janice Welburn: A lot of interest was generated in doing digital projects and our lab was designed to serve anybody any faculty any student who had a vision for some kind of project whether a visual project a podcast or classroom presentation. Janice Welburn: The digital scholarship lab again was established to better support faculty, students and staff interested in creating digital projects. Janice Welburn: The lab serves the campus at part media studio part maker space and park Digital Research Center.

08:48 - Janice Welburn: It now supports data visualization with tools like tablo and digital methodology, such as text mining and topic modeling the open expansive space includes a classroom with mobile wallets a touch panel display 3D printers augmented reality and virtual and br hit sets. Janice Welburn: Faculty mainly in the humanities and social sciences routinely during their classes to the DS lab for orientation project planning workshops and software done demonstrations. Our students largely use the space for collaborative group work and study Janice Welburn: I know I want to shift a little to talk about a few of the projects that the DS lab has engaged in Janice Welburn: In 2017 and digital scholarship lap collaborated with have a faculty member who has since left to university, Dr. BETH God, these Janice Welburn: Are writing for social justice, a community based learning class and they had two partners. One was the black Holocaust Museum located in Milwaukee and the YWCA of Southwest Wisconsin’s racial racial justice program.

10:10 - Janice Welburn: For the why students created educational and promotional materials they produce a wide range of advertising event planning and promotional material, including videos banners posters for a public stand against racism campaign, the campaign thing that year was women of color leading change. Janice Welburn: It. The campaign was designed to build community among those who work for racial justice it raise awareness about the negative impact. Janice Welburn: Of institutional as structural racism in our communities that campaign was one of their national strategies for the wise national strategy for Janice Welburn: I’m fulfilling their mission of eliminating racism and it was a project that I think all of us benefited from. And what’s very exciting in our students learned a lot from engaging and working with that project. Janice Welburn: Next, the near West Side digital archive six to tell a story of a neighborhood through the histories of its institution schools and organization.

11:26 - Janice Welburn: Documents and images explore the relationship of those institutions. Janice Welburn: The neighborhood, special attention and the neighborhood and special attention has been given to the ways in which demographic and political changes along with economic transformation affected those relationships. Janice Welburn: Documents and images are contextualize and not intended to provide a comprehensive history of the neighborhood, rather they suggest some of the tensions and collaboration. Janice Welburn: As well as the accomplishments and challenges that have characterized the relationship between residents of the near West Side in Marquette University, which is located in there near West Side community. Janice Welburn: This is a long term project funded by markets Center for Urban research, teaching and outreach and organized in collaboration with the libraries and archives and the digital scholarship.

Let 12:37 - Janice Welburn: Another one protest at em you descend on the market campus for this student led project that digital scholarship laps staff work with student interns from the history department. Janice Welburn: The ideal of this project was inspired by 200 nights of freedom a program which commemorated the 50th anniversary of the march on Milwaukee. Janice Welburn: The interactive digital media project draws from the pages of the market Tribune our student newspaper, the university archives and oral histories of community members who participated in the March. Janice Welburn: Protests in him you offers glimpses of some of the events during campus protests about civil rights racial justice and the Vietnam War. Janice Welburn: Through combining archival research and modern digital media’s tools, the creators have created and present ways in which students Janice Welburn: faculty and administrators at Marquette interacted with issues of racial inequality and military intervention raised during what can be viewed as one of the most trans period periods in American history.

14:11 - Janice Welburn: Next, the Arab and Muslim women’s research and resource community resource Institute is a community archives created with omega Janice Welburn: The Archives documents, the cultural construction of disability among immigrant Muslim populations. A GREATER MILWAUKEE AND Chicago and the social implications of these constructions for first and second generation immigrant Muslim girls and women. Janice Welburn: The digital scholarship lap continues to work with an interdisciplinary team of market faculty and the Arab and Muslim women research and resource Institute. Janice Welburn: Um, as community partners who are collecting and analyzing data, the oral histories generated by the project are archived and openly accessible in the digital archive. Okay. Janice Welburn: Now I want to turn to some examples from our digitized collections that are used by students and scholars who are exploring diverse communities.

15:31 - Janice Welburn: These slides highlight collections that are part of our Special Collections and Archives faculty and students in disciplines that range from history theology communications and literature are are beginning to use and integrate these collections into their digital projects. Janice Welburn: I’ve chosen these slides to draw attention to our collection folks that focused on indigenous people. They include Catholic mission records Native American school records black and Indian mission records and tribal photograph. Janice Welburn: Researchers on and off campus can access these materials that support and enhance research, teaching and the exploration of indigenous cultures that have been developed into digital projects. Janice Welburn: Up to this point, I talked about projects that are familiar to us as libraries and librarians.

16:43 - Janice Welburn: But we are now living in a world where smartphones now enable people to document events in our society and disseminate through social media. Janice Welburn: In our students mind in your book has now been replaced by their own digital collection and a lot has been Janice Welburn: Generated and I would say the same is true for us. How many of us at conferences pull up our, our smartphone to show photos of our families or we use it to take capture slides, when we’re at a conference as opposed to taking notes. I do. Janice Welburn: Social media has the primary purpose of transmitting information anywhere. Janice Welburn: In 2020. This has meant everything from musicians performing in their living rooms to amateur video arg refers recording the spread of social movements.

17:44 - Janice Welburn: Many people are saying that we are in a defining moment in our history media are watching all all of this very closely. Janice Welburn: Be deaths at the hand of police officers rallies and marches through neighborhoods. All are being observed through the lenses of smartphones and upload it to our alternate media. Janice Welburn: SO WE HAVE WE HAVE TO ACTUALLY WORRY ABOUT SOMETHING THAT THE LATE collection development scholar Ross Atkinson warned us about 30 years ago that it is the anti collection that is the materials out there that may be insignificant or very important Janice Welburn: at Marquette. We want to ensure that some of these information artifact have a place in digital collections that we create.

18:45 - Janice Welburn: So, Janice Welburn: As I try to bring my presentation to a close, I urge you to think about how to make sure that diversity matters as we develop strategies in our digital world, I encourage you to think about Janice Welburn: Four issues. Janice Welburn: The first how we can engage students in the creation of digital content. Janice Welburn: Second, how can we improve the work that faculty do in advancing digital scholarship Janice Welburn: Third, how can we make sure that in digitization projects that we practice inclusion. And to me, that’s one of our biggest challenges. Janice Welburn: And finally, Janice Welburn: How do we keep an eye on social media. Janice Welburn: So that concludes my presentation again I want to thank you for taking time out of your schedule to listen to what a dean in a medium sized institution has to offer on the topic. And again, thank you john for the invitation. Joan Lippincott: Janice.

That was really excellent though the variety of things that you showed us is so impressive. Joan Lippincott: And the first question from one of our participants is actually just a question that I wanted to ask you. Joan Lippincott: Can you please speak to how these projects are generated and maintained, whether by the library, the faculty or some of the neighborhood or other community associations that you’ve worked with, or does it vary by project. Janice Welburn: Most of them we have maintained in our library and certainly what we do in the digital scholarship. Wow lab, we encourage people that we want to how some of that impulse when possible, in our Janice Welburn: digital repository, whether it’s presentations or the nature of it or in our digital archives and most people have been very open to that.

Some of that is shared with the community, it just varies, but our purposes, creating 21:05 - Janice Welburn: Projects that will be available for researchers at our universities and beyond for Janice Welburn: decades to come. Long after I’m gone. So it is a variety Joan Lippincott: And for some things like the projects that classes are doing Joan Lippincott: Who’s involved in working with the faculty, the digital scholarship Joan Lippincott: People, as well as your subject specialists or your instruction librarians how and do they go out and find the projects or do faculty come to them or, again, is that a mix. Okay. Janice Welburn: It’s a combination and I need to give credit to my star Tara Baron von a Canadian, who is our assistant dean for digital scholarship and also head of research and Instructional Services. So sometimes faculty come to us. We work with subject liaison. Janice Welburn: To make sure that they understand the purpose of the digital Janice Welburn: Scholarship lab. They bring when they’re doing instruction to bring those classes into the digital scholarship lab.

If the faculty member has not initiated it 22:20 - Janice Welburn: And talk about how we can assist them in terms of what it is that they’re trying to do and also introducing them make sharing that that there were special collections as a resource. So it’s a combined effort, but Janice Welburn: I’m terrorists are star there and she represents us on campus. We’re currently working with data science project with northwest mutual Janice Welburn: And so wherever things are tear is there and she has her ear to the ground. I just need to find the resources. Janice Welburn: Right now we have two positions open our coordinator for the lab and our coordinator for our institutional repository both came at the same time. And unfortunately he Janice Welburn: Recently left us so we’re, we’re in the midst of just holding until we can those physicians out there. So look for them help us out.

23:18 - Janice Welburn: Help tear out, but I can’t take credit for that. It’s her, and it’s the subject liaison since the faculty in all of this started with a relationship. Janice Welburn: A conversation I had with the chair of the history department. I was leaving the library and he was coming in and I asked, Well, what are you up to, what’s new in history and we started and we realized we had this join interest in digital scholarship Janice Welburn: And then we started we brought people to your first Institute job to help us get started and it’s just grown Janice Welburn: And it is a priority and thanks to faculty who helped promote it and we really appreciate it. Joan Lippincott: Thank you. We have a comment and a question from one of the presenters. In an earlier session.

24:06 - Joan Lippincott: She says this was so well organized and presented Janet with great examples. Thanks for providing clear ways for us to think about Joan Lippincott: How we’re ensuring diversity, equity inclusion in our own work and then asks a question. Can you talk a bit more about how you select projects with diversity in mind. Are you being intentional about selecting according to criteria related to social justice. Janice Welburn: Yes and no. Janice Welburn: I mean, my whole career I focus on diversity in different ways in terms of Janice Welburn: being inclusive, in terms of the staff that we hire Janice Welburn: The collections that we build have always been an interest.

And this is just 24:55 - Janice Welburn: Another face of that I think diversity. Janice Welburn: And inclusion is certainly a goal at our university. Janice Welburn: Is it’s it’s in our goals. Janice Welburn: And I happen to live with the person who’s responsible for helping market achieve that goal. And so it’s also a part. It’s a goal within our strategic plan. And so we look at that as, how can we help the University Janice Welburn: meet that goal beyond just ordering journals.

25:28 - Janice Welburn: Trying to diversified our staff and so we do that and we look at the as we’re recruiting newer faculty we try to look at what that interest is and we look at opportunities when we go into their classroom. Janice Welburn: To talk about what we have and we don’t necessarily have a lot. One of the things that we don’t have. We don’t have a lot that depicts a history. Janice Welburn: Black alumni. It was photographers, they took photos for the year book, but any other events. We’re not there. So we’re working as we engage with ethnic alumni that help us tell your story. Think about residing I’m Janice Welburn: A the positing photos or anything that you have there, we’re making some headway there so we we tried to do that when I’m out at meetings and on meeting new faculty Janice Welburn: Terrorists out there.

We want to know and we tell them about the capabilities we try to promote the digital art of scholarship lab as a way that will support their research. They’re teaching and it’s it’s so it’s all of that. Um, so it has been on the number one. Janice Welburn: And another number areas intentional and soundly looked upon Janice Welburn: People came to us and it just helps enhance what we we did Joan Lippincott: Thank you Janice will do one final question, and then move on to Sarah’s presentation. Joan Lippincott: At the question is how do you go about finding adequate technical expertise or support for the variety of digital tools and platforms that faculty may want to use because the burden fall on the library on the university it unit or college it unit or the faculty themselves. Janice Welburn: It’s usually it’s been us.

We have trained our 27:24 - Janice Welburn: Staff in our libraries to use those tools as we try to figure out what’s there. There is Janice Welburn: A digital media studio in the College of communication. And we do have what we call the hub that situated and Janice Welburn: A separate building and Janice Welburn: Tara and her staff, they work with them to coordinate training to make people were up to. Janice Welburn: We talked to faculty. So it’s been a combination, but mainly we have an instructional designer, we have a percentage of an IT staff that’s devoted to work in the digital scholarship lab and just an amazing staff member right now. We actually have Janice Welburn: Two masters one in the humanities and I think one in education or history and all of that comes together and hiring graduate students to help with the training. Joan Lippincott: Perfect jazz. Thank you again for really wonderful presentation.

I know you took time out of a schedule that included an important meeting. Joan Lippincott: Today and you took the time to be with us. And I truly appreciate it and I know all of our participants do as well. So thank you. And you can end your screen share and I’ll invite Sarah then Sarah DuPont to bring up her slides. Janice Welburn: Thank you. And I want to stick around. I’m glad I’m here because I want to hear. Sarah I’m very impressed with what she’s doing. So again, thank you. Sarah Dupont: Janice I I’ve still got your screen shared Joan Lippincott: Okay. Very good. Thank you, Sarah. Sarah Dupont: Okay. Great. Thank you so much.

29:34 - Sarah Dupont: Wow, what an inspiring act to follow. Sarah Dupont: I’m really honored to be on this panel. Sarah Dupont: With Janice. Thank you so much for for sharing about your work at the University and I was particularly inspired by the quilt and the transmission from one generation to the next. That is something that we care very deeply about in Indigenous librarianship. Sarah Dupont: So, Sarah Dupont: I have my slides up now and I want to thank the audience for taking time out of their day as well.

It’s, it’s a world of webinars right now and it’s wonderful to be 30:17 - Sarah Dupont: Able to develop ourselves professionally and to learn what people are doing. Despite some of the challenges we have with traveling during this time I’m going to stop my video because I’m slightly concerned about internet bandwidth issues, but I will turn my video back on for the QA Sarah Dupont: So thank you again. JOHN AND Janice for your proceeding introduction and remarks. Sarah Dupont: I’m really honored to have been invited by Joan and the Coalition for networked information to present on this panel theme on diversity, equity, and inclusion. Sarah Dupont: In the digital digital scholarship planning Webinar Series my pronouns are she, her and hers, and my Twitter handle is at DuPont, Sarah.

31:11 - Sarah Dupont: It is protocol indigenous circles to recognize, on whose territory. You are situated. Sarah Dupont: This protocol has in the last decade become much more commonplace in academia government and media in Canada and as a matey scholar, it’s particularly important, important to me to take the time to do this well. Sarah Dupont: I’m currently physically situated on clearly today territory which is about 900 kilometers or 500 miles northeast of Vancouver, British Columbia. This is a photo of the Fraser River in the heart of the city of Prince George which occupies clearly today’s unseated lands. Sarah Dupont: Were Prince George’s not far from the headwaters of the Fraser River, must we am territory is on the rivers delta arms in what is now commonly known as the cities of Vancouver Richmond and other Lower Mainland municipalities, you can see UBC lens.

32:12 - Sarah Dupont: On the unseeded lens of the home cadmium speaking must be and people in this photo. If you follow your eyes to the edge and there’s a point that’s where UBC campuses. Sarah Dupont: When we do work at the university we abide by the cultural protocols of the Muslim who have been generous and guiding our steps. Sarah Dupont: The story of the week while library begins in 1974 in a room in this building, known as a Quonset hut, the hut was home to the native Indian teacher education program which is still operating today under a different name. They swapped out the I for Indian and replaced it with indigenous Sarah Dupont: The collection in that little library supported the nightcap program and it would later form the core of the first collection of we saw Sarah Dupont: In the early 1990s Cree scholar, Dr Verner curtness brought together prominent elders to advise on the building of the longhouse and the library.

33:14 - Sarah Dupont: These are photos of the workshop notes that give us a summary of the design objectives. Sarah Dupont: One of these objectives is that the spaces should be welcoming for indigenous peoples and this remains one of the core values of the library and the longhouse today. Sarah Dupont: Everything from how librarians staff and students interact with the longhouse community patrons to how we design our physical and digital spaces contributes to the sense of welcoming Sarah Dupont: In 1993 buildings were completed and the nightcap library moved to its current home alongside the UBC First Nations longhouse during its opening ceremony. The library was given the name we call meaning echo by Chief Kula cha of the Squamish nation. Sarah Dupont: The architecture of this unique place represents the cat Cooley or pit house of the interior Salish people’s This image shows the exposed logs that represented the roof and the smoke whole Sarah Dupont: Usually covered with Earth tree needles and other foliage, the entrance to the kid Cooley was traditionally via a central beam with notches carved into it for a ladder.

34:34 - Sarah Dupont: Not only is this special building. The only indigenous academic branch library in Canada, but it also serves as a window into the perspectives and values of the elders. Sarah Dupont: Who worked tirelessly to make the vision of the library and the longhouse a reality. It teaches us. What can come of working together of advocacy and cooperation. Sarah Dupont: And I’m excited to share some of the things that I have learned while working in this building with the people who care deeply about its form and functions.

35:10 - Sarah Dupont: As part of the First Nations house of learning unit that serves the longhouse and its community. We want integrates the teachings of the elders as part of our practice. Sarah Dupont: For example, The longhouse was built to serve as a home away from home for the first nations students attending UBC we eat with the staff and students and participate regularly in events at the longhouse Sarah Dupont: And so along those lines. We are all work, family, and I would like to briefly introduce you to the team from top left to right, we have Carlene Thomas and Kayla, who happened to be the other indigenous members of our team. Sarah Dupont: The middle row starts with Eleanor, then goes to student librarians Rio and Bronte and the bottom row is myself and our newest student Maya working together in supportive the library longhouse campus and community goals is what defines our approach to everything we do.

36:11 - Sarah Dupont: Here was a picture in our orange shirts and supportive orange shirt day yesterday, which happens every September 30 in Canada as a tribute to all of those who attended and survived residential schools. Sarah Dupont: I was asked to speak about some of the values and ethics of my work as head of what we call library, but I would be remiss if I did not share the campus context in which we are able to realize them. Sarah Dupont: These are some of the key points from the UBC strategic plan that are easy to see the role of libraries and Sarah Dupont: We work with Indigenous students. We have collection description practices that are fraught with colonial biases. Sarah Dupont: We work with faculty to support courses and research and we have work to do.

Among all library employees to be able to say that we truly have a shared understanding of indigenous peoples and histories 37:12 - Sarah Dupont: Recently the indigenous strategic plan was approved it was created with input from more than 2500 students, faculty and staff across our campuses, both Indigenous and non indigenous as well as from indigenous community partners. Sarah Dupont: Then we have the library strategic framework which commits to incorporate indigenous perspectives in all of its five strategic directions. Sarah Dupont: All three of these strategic plans privilege indigenisation and decolonization priorities, I recognize that not every institution is as fortunate as UBC to have this much support for indigenous initiatives, but it took a long time and a lot of advocacy from those who came before. Sarah Dupont: Well there have been many missteps before. And there are continued frustrations for indigenous peoples at UDC the continued expansion and resources to support this work is very inspiring and hopeful.

38:16 - Sarah Dupont: The diversity of my work as head of law has also afforded me opportunities to think about the questions of decolonization and indigenisation from the perspective of week was position. Sarah Dupont: Of interconnected. Oh. Sarah Dupont: Just making sure. I’m still connected Joan Lippincott: Yes. Thank you. Sarah Dupont: I’m from the interconnected relationships and complex impact impacts in many areas of indigenous information practices. Sarah Dupont: When applied in the appropriate ways indigenisation and decolonization work can be factored into everything we do in libraries and archives Sarah Dupont: I will start with collections, as that is one of the core activities of we want to build collections that are by four and about indigenous peoples in Canada with a particular emphasis on materials, written by us. Sarah Dupont: These collections support teaching, research and personal and professional development. One of our most carefully curated collections is our films through DVD videos and streaming media licenses.

39:36 - Sarah Dupont: Pictured here is a new story from just this week of the First Nations mother of seven Joyce each icon. Sarah Dupont: She used a video posted on Facebook Live to record the racist treatments and inaction that appears to have led to her death, she died on September 29 just a few days ago. Sarah Dupont: Joyce’s another tragic reminder that there is so much work to be done before indigenous peoples are safe from the legacies of racism that have perpetuated all professions, even the ones that are supposed to heal. Sarah Dupont: We privilege indigenous voices in our library so that patrons can see and hear our truth so that they have a place to go to seek information related to the injustices that we hear about in the media. Sarah Dupont: So how can libraries work against racism.

It is truly a battle to fight and we cannot afford to be complicit in the perpetuation in how our collections are described 40:48 - Sarah Dupont: We will library. We have been working on some of this over the years, but we have not yet been able to dedicate enough time to get us to a state where we can offer it to others. Sarah Dupont: This is our goal in the next four years to present a working for source to other academic libraries that has been developed with other indigenous librarians and subject matter experts and community consultations. Sarah Dupont: I don’t want you to leave here thinking that this work is easy to do because it really isn’t. It’s mired with layers of identity politics naming and claiming Sarah Dupont: language and cultural literacy and fluency is that all need community and cultural validating Sarah Dupont: There are all these terms that are, for example, the subject of the sports team renaming things that need to be changed, but the less obvious ones may not come to mind.

41:43 - Sarah Dupont: To give you some of these examples I turned to the late Dr. Greg Young’s book called The elements of indigenous style where he discusses the problem of meta data messes. He offers us the following Sarah Dupont: When you see the word artifact. It could be replaced with the word belonging Sarah Dupont: Where band clan and tribe are located in meta data us nation people or society. Sarah Dupont: Where folklore legends myths or tails are in the meta data we can consider oral traditions and traditional stories.

And finally, where we see ritual in meta data we can use ceremony. Sarah Dupont: This is just a small example of the words that we can indigenous Sarah Dupont: The risk of not doing this work for meta data is not only that it is egregious to Indigenous students and scholars Sarah Dupont: In and community members using your collections, it can lead to an accuracies and any new research being produced. Sarah Dupont: Here is an example from our own UBC libraries open collections, the spelling of slaver tooth nation is incorrect and its representation in Hulk mail them as seen in the second bullet point is not present in the metadata. Sarah Dupont: I also want to share with you about how we want library hasn’t digitized its approach to organizing its collection through a classification system. Sarah Dupont: I decided that the most succinct and interesting way to do this would be via a fabulous video developed by to UBC I school students Bronwyn Mickey and Jordan circ for a class project, but you may only be able to hear the audio because I need to switch to a different screen.

43:44 - Sarah Dupont: So bear with me while I do that. Sarah Dupont: Welcome to we while library. We will libraries collections and services prioritize indigenous approaches to teaching, learning and research. Sarah Dupont: Is important to understand call numbers and information organization and we will library or to locate research material. Sarah Dupont: Like other UBC libraries, we will use this call numbers assigned by a classification system to organize resources on the shelves.

44:21 - Sarah Dupont: Other UBC libraries use call numbers, based on the Library of Congress classification system. Sarah Dupont: He was different. It uses call numbers, based on the Brian dear classification system or be DCS developed by gonna walk a librarian Brian deer in the 1970s. This classification system assigns unique call numbers to items in the libraries collection. Sarah Dupont: PCs is a library classification system us to organize materials and libraries with specialized indigenous collections to reflect a First Nations worldview. Sarah Dupont: subcategories demonstrate their relationships among First Nations by grouping them geographically, as opposed to alphabetically, as is often seen in the Library of Congress ossification.

45:13 - Sarah Dupont: Other indigenous collecting centers are also looking to offer support in addition to using their classification systems. Sarah Dupont: This project with the carriers, the county tribal council here in Prince George recently received a lot of media attention. I am proud to say that Clicquot is featured in the article as we assisted archivist Catherine Lula row in this project. Sarah Dupont: When thinking about indigenous Andy colonizing academic libraries, archives and digital collections. Sarah Dupont: We need to think critically about the privilege held by those working in institutions where there is, for example, reliable internet Sarah Dupont: More people to share the workload.

And in the case of many First Nations employees who have more than a high school education and who have chosen to work in remote locations. Sarah Dupont: So I asked you to think about this, not in theoretical terms but in practical ones where goals expressed by indigenous peoples are genuinely listened to an action. Sarah Dupont: That is the mechanism by which in digitization was started through a community question about equipment for audio cassette digitization Sarah Dupont: Partners in the institution came together and with input from three pilot projects done in First Nations communities the program grew into several components. One of these is an online manual with digitization best practices and workflows available on our new website at in digitization.ca Sarah Dupont: And another is portable digitization equipment sourcing and loaning Sarah Dupont: Next we put together matching grant funds for startup projects which was put forward by the Irving K barber learning center of the UBC Library Sarah Dupont: I am pleased to share with you that to date 48 grant projects with 34 partners from across the province have digitized over 11,000 tapes and received over 420 $2,000 in grant money.

47:25 - Sarah Dupont: But none of this would have been possible without training that brings the manual and the equipment to life. Sarah Dupont: Here is Jerry Lawson, the digitization technical lead and member of our steering committee, he’s teaching participants. Everything from how to work with the analog media when sections of damage tape need to be spliced Sarah Dupont: To how to organize the digital files. Sarah Dupont: We do this in a very condensed 3.5 day training week which brings together people from different First Nations across British Columbia.

48:01 - Sarah Dupont: While we have tried to design a program that has as few barriers as possible to learning this work, asking people to leave homes and families for this time is very challenging. Sarah Dupont: Well coven mess with our ability to deliver in person workshops. This year it granted us an opportunity to focus on developing replicable training. Sarah Dupont: Currently we are working on a large National Research Council contract in support of indigenous language revitalization. Sarah Dupont: Our goal is to develop with Muslim and the health set cultural education center, a series of online teaching resources for a variety of media digitization formats specifically for community settings.

48:48 - Sarah Dupont: We do this because the knowledge is needed now. And we know that the tapes will degrade with time. Sarah Dupont: But the only way that this program could be as successful as it has been is because we asked what kept people from accessing other community digitization routes. We confirmed as we suspected that it was because of access control. Sarah Dupont: At the time grants would only support digitization that enabled products that were public. This is a non starter for most indigenous communities in Canada.

49:20 - Sarah Dupont: Who may not have trust with relation or relationships with the digitizing grantor and who have not had capacity to define what cultural heritage needs to be protected and what can be shared on their terms. Sarah Dupont: So some concluding thoughts. Sarah Dupont: We want has relationships with a large network of departments programs and services on both campuses as well as with Muslim Sarah Dupont: Other First Nations and Aboriginal organizations and allies in the information professions across Canada and the world. We are fortunate to work with many indigenous scholars, students, staff, alumni and community members and only a few are represented by the logos. Sarah Dupont: Of these programs. Sarah Dupont: You can help by investing in the recruitment and retention of indigenous people in the information professions.

50:23 - Sarah Dupont: The work of decolonization and indigenisation requires us to take care of ourselves as indigenous individuals and as a team. Sarah Dupont: To continue learning our own cultures and languages for the purpose of personal and professional development. Sarah Dupont: At we while we also need to think about how we can enhance existing capacity to try to match the pace of growth of indigenous initiatives at the university with our abilities to respond. Sarah Dupont: In digitalization and decolonization takes time to figure out, and should be done in a thoughtful and community engaged way. Sarah Dupont: While I have given you some ideas based on our work. There are steps that cannot be skipped.

51:07 - Sarah Dupont: There are many issues that can be explored and addressed, and it is important to remember that the process is just as important to the relationship as the end results. Sarah Dupont: As Muslim elders have said there are no shortcuts. This photo shows a boulder with a Muslim phrase engraved on it first in their language of homecoming. Sarah Dupont: Than English and it says, Remember your teachings. Welcome to the ancestral homeland of the home can meet him speaking must be in people, we must continuously be mindful of the importance of the connection to place and people in all of the work that we do.

51:48 - Sarah Dupont: When you think about it, Vancouver has only been around for a couple of hundred years while Muslim has been here since time immemorial UBC is so new compared to First Nations establishment in this place, and there’s so much that we need to humbly listen to Sarah Dupont: And without I thank you and welcome questions. Joan Lippincott: Sarah. That was just fascinating. Thank you so much for really thoughtful and interesting presentation. Joan Lippincott: Let’s start off with this question for you from one of our participants. Why is the metadata heading Aboriginal Canadians rather than indigenous Canadians. This refers to your segment on metadata. Sarah Dupont: Thank you for that question.

And I really appreciate the opportunity to talk about contested terminology 52:44 - Sarah Dupont: There are many instances of metadata changes that have been upgraded from the Library of Congress subject heading Indians of North America to indigenous peoples, we took the step of going to Aboriginal Canadians, because there are people Sarah Dupont: Particularly from my own community that matey, people who do not claim the word indigenous as part of our identity it discredits or does not acknowledge the settler Sarah Dupont: Elements of not only our genetics, but also have our culture. And so to claim just indigenous would do a disservice to the settler influences on our community. Sarah Dupont: So we chose to go with Aboriginal not without careful consideration. It is a legal term and Canada used to represent the first nations. Sarah Dupont: matey, and any what peoples and we’re not opposed to upgrading to indigenous at a later date, but the most important thing was to change the existing heading.

53:50 - Sarah Dupont: Indigenous out sorry Indians of North America and First Nations where that existed for a number of years to be a little bit more inclusive. Joan Lippincott: Thank you, Sarah. I wanted to return to the part of your presentation where you talked about the university’s you be sees mission and values and goals. Joan Lippincott: And you said this didn’t happen overnight. It took a lot of advocacy. Do you have any insight into some of the ways that this advocacy when happened. Sarah Dupont: Yeah I of course I have come along. I’ve been with the university for for about nine years now and I have come along. After decades of work that really started with Sarah Dupont: Founding elders, such as dr Verner correctness and chief Dr. Simon Baker chief Coolidge Shaw and many others. We have elder Larry grant still with us as the longhouse elder. He’s a Muslim elder Sarah Dupont: So having their continued presence and influence, despite the fact that some of them are no longer teaching at the University has been been a really big help, because we can we can reach back Sarah Dupont: There’s a teaching by Muslim elder Dr. Vince slogan and its hands forward hands back and the teaching Sarah Dupont: asks us to reach back with our left palm to the ancestors and those who have come before us for their teachings and then pass them forward with our right hand. So when we stand in a circle. This is how our arms. Sarah Dupont: Our hands our class.

And so when I think about, you know, all of the advocacy work that went into those the strategic planning it really did take 55:39 - Sarah Dupont: A lot of clear explanations and sometimes answering very challenging questions I myself was asked on several occasions to explain Sarah Dupont: Why should the university fund digitization in communities. If it’s not going to form content as part of our digital collections. Sarah Dupont: And so I had to really advocate for the colonial foundations that have led to the mistrust and that we needed to Sarah Dupont: Not look through a colonial lens when developing our programs in order to build that trust, we need to take a different approach. Sarah Dupont: And we need to trust that the content that’s being digitized is going to get to where it needs to go and that the cultural revitalization and the language revitalization that comes out of it is truly worth investing in Joan Lippincott: Excellent and and if any others would like to type questions in the chat. Please go ahead. In the meantime, I’m going to ask about a topic that I think about a lot in terms of library spaces.

56:48 - Joan Lippincott: You have a beautiful library and it looks very welcoming. I love this idea that you have lunch with the students and others who come in. Joan Lippincott: Creating again this welcoming inclusive atmosphere. Joan Lippincott: Do you have any suggestions, though most people participating today have a large library with you know that serving you know many, many groups of students. Do you have any thoughts on how to make those spaces more welcoming and more inclusive to a broader range of students.

57:23 - Sarah Dupont: All thank you so much for that question. I truly love advising on how spaces can be designed or attitude to make the atmosphere feel more welcoming Sarah Dupont: Art is a big one. When we see representations that reflect our cultures in spaces. It is an immediate welcoming Sarah Dupont: Feeling that we have and also having representations of the language in spaces. You know, there’s some really great low hanging fruit low cost ways of having vinyl printed working with museum professionals has been a really great thing for us because we’ve learned how they build Sarah Dupont: Exhibits and you can have semi permanent or permanent ways of having language in the space.

58:13 - Sarah Dupont: Working, of course, with the community on or communities on whose territory, your institutions reside is is a big part of it. And so, you know, contracting out a specific piece of artwork. Sarah Dupont: To a specific artist and having, having an opening ceremony of whatever way that should look for example it may look like a pipe ceremony on the prairies or it may look like a cedar brushing on the coast. Sarah Dupont: Having some way to officially and and Sarah Dupont: Ceremonial we dedicate that space is very important, but the other really important factor is in creating a welcoming space is having a staff who, if they can’t look like indigenous people. Sarah Dupont: Understand the the the barriers or the, the anxieties that indigenous peoples might have when coming to a library.

Libraries are part of the system of education, which was used for for many, many, many, many decades. Sarah Dupont: As an oppressor as a system of oppression for indigenous peoples in the residential school system. And so we are still representing and can look like part of that system today. So making sure that the staff understand that people may have anxieties about coming to the desk. Sarah Dupont: And really emphasize that there should be very excellent public service given to everybody, but in particular to Sarah Dupont: Anybody identifying as indigenous is very important to that welcoming atmosphere as well.

59:51 - Joan Lippincott: That’s really a terrific answer. Thank you so much. I’m going to reflect on that I was taking some notes as you gave your examples. Joan Lippincott: And we have one more question in the chat. And as I said, I’m also open to verbal questions, but first I want to end the formal part of our program. Joan Lippincott: And thank our speakers who are really wonderful and I thank all the participants for their attention for their good questions and for their very positive comments about the presentations.

00:25 - Joan Lippincott: Our next webinar is on Tuesday, October 6 and our speakers will discuss space and place as they relate to digital scholarship. .