O. (For students entering from Spring 2015 onwards) Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being
INTRODUCTION
“The consequence of the single story is this: It robs people of dignity. It makes our recognition of our equal humanity difficult. It emphasizes how we are different rather than how we are similar” (Adichie, 2009, para. 32).
21st century Information Professionals, particularly school librarians, have an obligation to think globally, and strive to be effective intercultural communicators “cultural differences in communication affect the ability of everyone involved in the educational process to achieve their educational goals” (Lustig & Koester, 2003, p. 21). Intercultural goes beyond multiculturalism, or cross cultural communication, the “challenge of the twenty-first century is to understand and to appreciate cultural differences and to translate that understanding into competent interpersonal communication” (Lustig & Koester, 2003, p. 21). In order to understand what it means to be interculturally competent, the concepts of both culture and communication must be understood. As discussed in competency M, there are many different definitions of communication. Lustig & Koester (2003), believe this definition of communication is relevant to communicating interculturally, it describes communication as a “symbolic, interpretive, transactional, contextual, process in which people create shared meanings” (p. 10). Culture may be defined simply as the “daily activities shared by groups of people or organizations” (Montiel-Overall, Nuñez, Reyes-Escudero, 2016, p. 22), or using a more complex definition—culture is a “system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to interact with their world and one another” (Summers, 2010, p. 12). Culture does not need to be “defined in terms of race, ethnicity, or national boundary” (Summers, 2010, p. 12). Therefore, intercultural communication is an attempt to remove any barriers that affect communication, specifically, between different cultures, including: language, accent, culture, gender, sexuality, ethnicity, age, bias, symbolism, perspective, and ability. Furthermore, intercultural competency is “a highly developed ability to understand and respect cultural differences and to address issues of disparity among diverse populations competently” (Montiel-Overall, 2009, p. 176). This document will discuss how school library teachers may become competent in intercultural communication, providing the entire school community equitable access to materials and resources.
INTERCULTURAL COMPETENCY
As our world becomes increasingly diverse, and technology continues to rapidly improve our ability to communicate globally, it was determined necessary for all types of libraries to create their own strategies, in order to ensure that they are fulfilling the goals and missions of the library. No matter the type, or location of a library, the number one goal should be, and generally is, to serve and provide information to the entire community. This mission does not place restrictions on who that community is, making it the responsibility of every library professional to practice, promote, and appreciate diversity, as well as respect and treat all library users equitably and with a sense of empathy. School librarians “must be able to embrace the diversity of all communities regardless of race, ethnicity, gender, sexual orientation, or socioeconomic status” (Montiel-Overall, et al., 2016, p. 21). Therefore, it is imperative that library teachers make a concerted effort to become interculturally competent. According to Montiel-Overall, et al. (2016), cultural competence is:
the capacity to recognize the significance of culture in one’s own life and in the lives of others; to acquire and respectfully use knowledge of diverse ethnic and cultural groups’ beliefs, values, attitudes, practices, communication patterns, and assets to strengthen LIS programs and services through increased community participation; to bridge gaps in services to communities by connecting them with outside resources; to recognize socioeconomic and political factors that adversely affect diverse populations; and to effectively implement institutional policies that benefit diverse populations and communities (p. 23).
Montiel-Overall, et al. (2016), also suggest a three prong framework for developing intercultural competence: cognitive, interpersonal, and environmental (p. 32).
COGNITIVE
One of the most important aspects of becoming interculturally competent, and the first part of every cultural training, is understanding your own culture and how that influences your thinking and actions “the purpose of cultural self-awareness is to examine unconscious cultural values, norms, and ideas” (Montiel-Overall, et al., 2016, p. 34). This is done in order to understand and gain a respect for how others are influenced by their own cultures, beliefs, ideals, and views “cultural competence develops over time as individuals examine themselves and recognize the need to know and understand others” (Montiel-Overall, et al., 2016, p. 33). Gaining a true understanding of personal culture can be done through genuine reflection, along with using one or more of the variety of strategies, tools, and curriculums such as the Harvard Implicit Bias test, Association of College and Research Libraries (ACRL) bias in libraries curriculum, American Academy of Family Physicians’ Cultural Competence Self-Test, Project Ready’s Module on Cultural Competence & Cultural Humility, or CT3’s school culture quiz, that have been developed to help individuals understand their cultural leanings and biases. School librarians should also “endeavour to put the rights of library users before their own comfort and convenience and to avoid being biased by their personal attitudes and beliefs in providing library service” (IFLA, 2015, p. 7).
It is also important for the organization itself to have cultural awareness “self-reflection within the profession provides an opportunity to examine the extent to which institutions are actually carrying out culturally competent practices and policies” (Montiel-Overall, et al., 2016, p. 34). Conducting a cultural evaluation that assesses the policies, values, mission, and actual practices, is integral to achieving and maintaining intercultural competency for the school library. The following questions are suggested when evaluating the library’s overall cultural competency:
What are the institution’s espoused values and practices?
Are those values and practices consistent?
Do those values include knowledge and appreciation of the
culture of the communities associated with the institution?
How can institutional value be improved?
Are there standards in place to determine adequate practices within the institution? (Montiel-Overall, et al., 2016, p. 34).
School librarians should also use evaluation to assess and bridge any gaps in the system “between espoused and practiced values” (Montiel-Overall, et al., 2016, p. 34). In order for an evaluation to be effective, it is necessary to have students, faculty, parents, and stakeholders involved throughout the entire process. Another component of intercultural competence that needs to be addressed is forming relationships, or the interpersonal aspect.
INTERPERSONAL
Developing and building relationships is a crucial component of expanding intercultural competence, which involves trust, empathy, and respect “meaningful knowledge of diverse cultures is not possible without relationships with members from diverse communities” (Stivers, 2017, p. 12). It also “requires understanding on multiple levels” (Montiel-Overall, et al., 2016, p. 35). Every interaction—professional and personal, has the potential of contributing to an understanding of different cultures, which is paramount to intercultural competence. Professional development such as “seminars, workshops, and coursework” (Montiel-Overall, et al., 2015, p. 35), may also lead to a deeper understanding and appreciation of diverse cultures. In order to be both useful and effective, cultural training should be developed with input from a variety of people that represent diverse cultures, ethnicities, religions, gender, sexuality, and abilities “cultural fluency, which includes the ability to listen, learn, exchange ideas, and understand local needs in the global context, is essential for all those working in the library and information field” (Ford, 2018, p. 274).
Gaining an “awareness of another person’s thoughts, feelings, and experiences” (Lustig & Koester, 2003, p. 73) is integral to building relationships. This includes being conscientious, mindful, and understanding, which further leads to appreciation of other cultures.
Appreciation of and building relationships with diverse cultures additionally requires both the “acknowledgment and approval of the cultural values, events, actions, and objects that are important to groups and individuals” (Montiel-Overall, et al., 2016, p. 35). It is also imperative school librarians are authentic in all communication, activities, and programming, having an “ethic of caring [which] recognizes the inherent goodness in providing culturally appropriate services and the inherent goodness in diverse cultural groups” (Montiel-Overall, et al., 2016, p. 35). When a school library teacher is able to cultivate meaningful relationships, the library becomes a welcoming, inclusive atmosphere for all members of the school community.
ENVIRONMENTAL
Students in the United States are becoming increasingly diverse, therefore, school librarians must have the capacity to communicate and serve a diverse population “it is essential for these librarians to be prepared to identify and meet the needs of a patron population that is becoming increasingly diverse” (Cooke & Hill, 2017, p. 56). For instance, 43% of students in Massachusetts (the state I live and work in), are regarded as non-white, 23% have a first language other than English, 10% are English Language Learners (ELL), 18% have disabilities, 36% are considered economically disadvantaged, and 478 have declared they are nonbinary (DESE, 2021). Having a clear understanding of the community a school library resides in—urban, suburban, rural, as well as the demographics that make up the community, is crucial to providing culturally appropriate and sensitive materials, services, and resources to all students and faculty. “Also vital is ensuring that school libraries acquire resources that have been created both locally and internationally and that reflect the national, ethnic, cultural, linguistic, indigenous, and other unique population identities of members of the school community” (IFLA, 2015, p. 7).
Students do not leave their culture at the door when they enter the school, or more specifically, the school library. Therefore, in order for students to develop trust in the library, it is up to the library teacher to make each and every student feel as if they have something to contribute, and that their culture matters “trust is built when students feel valued and cared about just as they are. If students feel valued, student achievement will increase” (Summers, 2010, p. 12). There also needs to be action to “support culturally competent practices” (Montiel-Overall, et al., 2016, p. 37). Actively seeking out and gathering input from all students on designing, planning, delivering, and evaluating the programs and services they need and want helps reinforce the library’s commitment to being interculturally competent.
Building and growing a diverse collection of materials—print and electronic, is only a starting point. School libraries must incorporate and celebrate diversity in all endeavors—displays, programs, book-trailers, and reader’s advisory. According to the American Library Association (ALA) (2012):
Diversity is an essential component of any civil society. It is more than a moral imperative; it is a global necessity. Everyone can benefit from diversity, and diverse populations need to be supported so they can reach their full potential for themselves and their communities (para. 2).
Additionally “reflective and ownvoices literature helps teens—and us—fill in the gaps in the dominant narrative that is typically taught in our schools and reinforced by our media” (Stivers, 2016, p. 13). Encouraging students to become globally literate or intercultural learners is a crucial component of being a school librarian. The youth of today have the opportunity to define the future using tolerance, understanding, and empathy if they are given tools to help them achieve that ideal.
ACCESS TO INFORMATION
Another aspect of becoming culturally competent is connecting to other cultures and school libraries outside the United States, as well as understanding how other communities across the globe access information. Living in the United States, it is easy to take uninhibited access to information for granted, however, not all access is equitable. According to the Federal Communications Commission, in 2019 “more than 20 million Americans lacked internet access” (Padget, 2021, p. 22). Furthermore, the Pew Research Center reports “almost two of every 10 children do not have access to a home computer, and more than 20% of children have to use some form of public Wi-Fi to complete their schoolwork” (Padget, 2021, p. 22). These statistics are even more alarming and disturbing when broken down by race. A 2017 U.S. Census report states “21% of white households do not have access to broadband or a computer at home, compared to 36% of African American households and 30% of Hispanic households” (Padget, 2021, p. 22). Thus, it is up to the school librarian to help bridge the digital divide as well as the global information gap for all students in their community “ubiquitous, open, free access to information is a key prerequisite for a peaceful, equitable world in the 21st century” (Ford, 2018, p.267).
It is also important to realize that even with seemingly unlimited access to information in the United States, that information being received needs to be looked at critically. An inordinate amount of information is influenced by the media and personal bias—intentional or not “another key issue, experts say, is that information comes from myriad sources, some ranging from not reliable to deliberately inaccurate” (Kletter, 2020, p. 39). Therefore, it is the responsibility of the school librarian to educate students on how to accurately assess and evaluate information. Several tools school librarians can show students to help them learn to independently determine the accuracy of information, are: Currency, Relevance, Authority, Accuracy, Purpose (CRAAP) Test, Civic Online Reasoning (COR), and Stop, Investigate the source, find better coverage, trace the original context (SIFT). Using tools such as these, along with critical thinking, allows students to acquire media literacy skills, a vital 21st century skill.
EVIDENCE
Info 204 Information Professions - Strategic Plan Comparison
For this assignment we were required to form a group, and choose two libraries—one in the U.S., and one in another country, then evaluate, compare, and contrast each library’s strategic plans. The group I joined chose to assess the Vancouver, Canada Public Library (VPL) and the Thomas Crane Public Library in Quincy, MA. We chose Canada because one of our group members lived in Canada, and I suggested Thomas Crane as I was impressed with their citizenship corner, and their work with multilingual programming. My role in the group was to be the secretary or scribe, taking all of our meeting minutes. I also did extensive research on both libraries, wrote the executive summary, a good portion of the Thomas Crane part, and contributed to the Vancouver portion. We all edited, both separately and together. One night we had a 3 hour editing session together! (which was fun). This assignment helped me realize my own ignorance, broadening my “American” view. As people from the United States, we tend to simply say we are Americans, like there are no other Americans. Of course, Canadians are also Americans, North Americans at that. What about South Americans, could they not also refer to themselves simply as Americans? Having a teammate from Canada, and hearing her perspective on the U.S. was enlightening and made me realize how very crucial it is to learn about different cultures and regions. This assignment also taught me to look globally for ideas, information, and resources when conducting a strategic plan in my own library, not just look to local or national libraries and library organizations.
Webinar - Global Library Webinar Exchange (GLEX) with Accompanying Slides
Dr. Bernier sent an email to his info 285 Research Methods in Youth Services class informing us of the opportunity to attend the first ever GLEX, which took place live on June 8, 2020. The webinar was sponsored by the East Carolina University MLS program. The four main speakers were: Audrey Chapuis, Director of the American Library in Paris; Bruno Eiras, Head of Department of Public Libraries Network in Portugal; Liliana Silva, School Library Adviser, School Library Network Program in Portugal; & Dr. Anna Maria Tammaro, Professor, University of Parma (Italy) and Editor-in-Chief of Digital Library Perspectives. The webinar discussed the various ways the libraries from different countries were handling the pandemic and supporting their patrons, while transitioning to all virtual services. Attending this webinar was interesting, informative, and reinforced the idea that no matter where in the world a library is, the main premise is supporting and serving the community by providing information, programs, and resources. It also inspired me to step outside of my comfort zone and think and look globally for information, ideas, and inspiration. (I am also including a screenshot of the email I received after attending the webinar - they did not offer a certificate)
Info 237 School Library Media Materials - Reflective Journal
For this course we were required to respond to 10 different journal prompts throughout the semester. I chose to submit weeks 5 & 6, because I believe they show that I am interculturally competent, dedicated to ensuring the library is a welcoming, inclusive, judgment free, safe space, for all students and faculty. I also believe it shows I value diversity, capable of being empathetic and compassionate to everyone.
CONCLUSION
Becoming interculturally competent is a process that includes inner and outer reflection. It does not mean you put up a display for black history month, gay pride month, Asian heritage month…and you’re good to go. It means being mindful of incorporating all of the cultures that make up the school community and incorporating them into all services, programs, and resources the library provides, making sure to gather input from students, staff, parents, and stakeholders. It means communicating mindfully and thoughtfully, building relationships that promote trust and respect. It also means bridging the digital divide by giving students the resources they need to become respectful, competent, global 21st century digital citizens. As a school library teacher, I will continue to learn about other cultures, implicit bias, and make a sincere attempt to represent and honor the various cultures that make up the diversity of the school.
References
Adichie, C. N. (2009, July). The danger of a single story [Speech transcript]. TED Ideas Worth Spreading. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en
American Library Association (ALA). (2012, May 4). Diversity standards: Cultural competency for academic libraries. http://www.ala.org/acrl/standards/diversity
Cooke, N. A., & Hill, R. F. (2021). Considering cultural competence. Knowledge Quest, 45(3), 54-61. https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=120539472&site=ehost-live&scope=site
The danger of a single story [Speech video]. (2009). TED Ideas Worth Spreading. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/transcript?language=en
Ford, B. J. (2018). LIS professionals in a global society. In K. Haycock & M.-J. Romaniuk (Eds.), The portable MLIS: Insights from the experts (2nd ed., pp. 267-276). Libraries Unlimited, an imprint of ABC-CLIO.
International Federation of Library Associations and Institutions (IFLA). (2015, June). IFLA school library guidelines (B. Schultz-Jones & D. Oberg, Ed.). https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Kletter, M. (2020). Fighting the infodemic. School Library Journal, 66(8), 38-41. https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=144738676&site=ehost-live&scope=site
Lustig, M. W., & Koester, J. (2003). Intercultural competence: Interpersonal communication across cultures (4th ed.). Allyn and Bacon.
Massachusetts Department of Elementary and Secondary Education (DESE). (2021). School and district profiles. https://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00000000&orgtypecode=0&
Montiel-Overall, P. (2009). Developing cultural competence to create multicultural libraries. American Library Association International Papers Committee 2009 Annual Conference-Chicago, 1-14. http://www.ala.org/rt/sites/ala.org.rt/files/content/irrtcommittees/irrtintlpapers/Patricia_Montiel-Ove.pdf
Montiel-Overall, P., Nuñez, A. V., & Reyes-Escudero, V. (2016). Latinos in libraries, museums, and archives: Cultural competence in action! An asset-based approach. Rowman & Littlefield.
Padgett, L. (2021). In other words. Information Today, 38(3), 22-23. https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=149425661&site=ehost-live&scope=site
Stivers, J. (2017). The critical piece: Building relationships with teens of color and native youth. Young Adult Library Services, 15(2), 12-15. https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=120958528&site=ehost-live&scope=site
Summers, L. L. (2010). Culturally responsive leadership in school libraries. Library Media Connection, 28(5), 10-13. https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=503004577&site=ehost-live&scope=site.