Tag Archives: Diversity

Applications sought for 2018 Coretta Scott King Book Donation Grants

From the American Library Association:

Contact:

Jody Gray Director; Office for Diversity, Literacy and Outreach Services; jgray@ala.org

CHICAGO — Underfunded libraries, schools and non-traditional organizations that provide educational services to children are invited to apply to receive one of three Coretta Scott King Book Donation Grants. Every year, in the process of choosing the Coretta Scott King Book Award winners and honor books, the Ethnic and Multicultural Information Exchange Round Table (EMIERT) of the American Library Association receives multiple copies of approximately 60-100 titles by African American authors and illustrators

Awarded by the Coretta Scott King Book Awards Committee, the grant program provides books submitted for consideration for the Coretta Scott King Book Awards to libraries and other organizations to expand their collections.

Each year, three organizations that demonstrate need and potential benefit from receiving the collection are selected. All three libraries will receive copies of titles submitted for consideration for the 2018 awards, including a full set of the 2018 winning titles.

Applications will be accepted through January 31, 2018 and winners will be announced by late March. For more information, and to apply, please visit http://www.ala.org/rt/emiert/cskbookawards/bookgrant.

The Coretta Scott King Book Awards are presented annually by the Coretta Scott King Book Awards Committee of the ALA’s Ethnic and Multicultural Information Exchange Round Table (EMIERT) to encourage the artistic expression of the African-American experience via literature and the graphic arts.

ALA Recap: Libraries are Not Neutral Spaces

School Library Journal Logo

from School Library Journal, by

“This past Sunday I had the honor of presenting with a panel of fabulous librarians about how libraries are NOT neutral spaces. Like most librarians, I spent a major part of my career proclaiming that we were. But over time, I have come to realize that we are, in fact, not. For example, if during the month of December you put up a Christmas tree or a Christmas display but don’t acknowledge that any other holidays exist, you are making a non-neutral statement and highlighting certain faiths and traditions over others. Did you choose to avoid putting up a Black Lives Matter display? That was not a neutral decision. This month is Pride, did you put up a Pride display? Whether you answer yes or no to this question, your answer is not a neutral decision. Every decision to do or not do something in our libraries is not a neutral decision, and it often reflects our own personal, cultural or institutional biases.

It has been a process for me to learn how to examine and break down my personal biases in considering everything I do in my library, from putting up a display to deciding when, where, and how to program. The work of being inclusive and advocating for my teen patrons – ALL of my teen patrons – is ongoing and never done. It takes some intentionality on my part and I am working on training my staff to have that same type of intentionality.

In fact, for me, displays and collections are a big part of how I try and be intentional and inclusive. I didn’t have a term for it until this weekend thanks to someone on Twitter, but I regularly perform diversity audits of my YA collection. I will sit down monthly with some type of topic or focus in mind and go through my collection to make sure I have a well represented number of titles and authors that represent that topic. For example, with Pride approaching, I spent the month of April going through every single letter in GLBTQAI+ to make sure that I had a good representation of titles for each letter in my collection. And when doing so I go through and make sure that they include as many POC, LatinX, Native American, Asian and more authors as possible. I don’t want to just be diverse in having GLBTQAI+ titles, I want to make sure that those titles are as diverse and representative as possible. Continue reading ALA Recap: Libraries are Not Neutral Spaces

Librarians in the 21st Century: It Is Becoming Impossible to Remain Neutral

Interior view of Stockholm Public Library
This article is from lithub.com. I highly suggest you click here to read the entire thing, after looking at the excerpt we posted below.

I will add that the author is one of my former students in library school, and she was absolutely great there! I was fortunate to have her in classes, and valued both her contributions to class and the time I was able to spend with her. So I’m not neutral at all on the value she brings to the library profession!

Stacie Williams on
How to Confront Microaggressions in the Library

Library neutrality sounds innocuous, but it’s not, if you’re a librarian. Although neutrality has long been regarded and taught as an important ethic of the profession, a growing number of librarians have begun questioning whether it is preferable—or even possible—for libraries to be neutral. In this essay, Stacie Williams makes the case that it is neither.

–Stephanie Anderson

I love working the reference desk. Like most people, it was my first introduction to librarians as a little kid: the smiling person behind a desk, asking me if I needed help finding anything. In my last semester of graduate school, I took a job working the access services desk at a medical library, where I could meet new people and help them the way that I had been helped in libraries throughout my life. Even as I gained more experience in archives, I continued to look for opportunities to assist at a reference or access point of service.

Working in such a visible position, over the years, I have been constantly reminded that my interactions with patrons are a reflection of my body: my black, female-presenting body. In ways small and large, I have been reminded that nothing about libraries is neutral. Not the desks or furniture that are sometimes built by incarcerated individuals who can’t protest their labor. Not the buildings, some of which lack physical access for individuals who can’t climb stairs or walk over uneven stones and bricks. Not the collections development theories, not the leadership opportunities, not the vacation and break schedules, or the computer use policies. Not our co-workers, our funding models, and certainly not the patrons we serve. Neutrality as we use it in libraries leaves people standing at the margins, demanding to be acknowledged as capable and professional, as human, as having histories and lived experiences reflective of the bodies we inhabit. Our bodies, like the bodies of knowledge we provide access to, are not and never were neutral. Continue reading Librarians in the 21st Century: It Is Becoming Impossible to Remain Neutral

Beyond the Welcome Sign: Tailoring Immigrant Services for Success

May 11, 2017 live, and available as a recording later

“In this webinar, learn strategies from two LJ Movers & Shakers who help new immigrants feel welcomed by library and community.

There is much more to supporting immigrants and refugees than hanging out a “welcome” sign at your library. Successful programs and services are specifically tailored to meet the needs of the range of populations who may come through your doors. Hear from Movers & Shakers who work with communities to empower vulnerable and often underserved populations with a sense of belonging and self-reliance. Learn innovative approaches to identifying and celebrating immigrant leaders; how to foster networking between native-born and newcomer populations and between immigrant groups of varying national origins; how to highlight immigrant-positive narratives; and more. You’ll be sure to find practical ideas among the multi-pronged strategies that these librarians have used to ensure that new immigrants really do feel welcomed by the library and the community.

This webinar is part of a series highlighting the work of recent LJ Movers & Shakers and is hosted in collaboration with Library Journal.

Continue reading Beyond the Welcome Sign: Tailoring Immigrant Services for Success

Application open for USBBY Bridge to Understanding Award

Do you have a program that expands understanding of cultures/countries outside the US?
·      Consider applying for the Bridge to Understanding Award

 What is the Bridge to Understanding Award?

 This prestigious award was established in memory of Arlene Pillar, an educator who served USBBY as newsletter editor from 1984 until 1990.

The award recognizes a program that promotes reading as a way to expand understanding of one or more cultures or countries outside of the United States. Preference is given to programs that focus on contemporary life and culture.

Organizations eligible for this award include schools, libraries, scout troops, clubs and bookstores. The program may be a one-time event or an ongoing series that serves children ranging in age from kindergarten through tenth grade.

This award carries a monetary prize of $1,000 and a certificate.

How to apply for the Bridge to Understanding Award

Applications and criteria for the 2017 Bridge to Understanding Award are available at www.usbby.org or from the USBBY Secretariat at Secretariat@usbby.org. Phone: (224) 233-2030. To be considered the program must occur during the year 2017.

 Deadline for submissions is January 31, 2018.

USBBY, the United States National Section of the International Board on Books for Young People (IBBY), is dedicated to promoting high quality literature for young people throughout the world.

Nancy L. Hadaway, Ph.D.

Professor Emerita, University of Texas at Arlington
hadaway@uta.edu
Co-author, Matching Books and Readers: Helping English Learners in Grades K-6, Guilford Press, 2010
Co-editor, Breaking Boundaries with Global Literature: Celebrating Diversity in K-12 Classrooms, International Reading Association, 2007
Co-editor, Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms, International Reading Association, 2005
Co-author, What Teachers Should Know about English Language Learners, Allyn & Bacon Longman, 2004
Co-author, Literature-Based Instruction with English Language Learners, K-12, Allyn & Bacon Longman, 2001