scholarly journals Using Photo-Elicitation with Native American Students to Explore Perceptions of the Physical Library

2016 ◽  
Vol 11 (2) ◽  
pp. 56 ◽  
Author(s):  
Karen A. Neurohr ◽  
Lucy E. Bailey
Keyword(s):  
Native American ◽  
Academic Library ◽  
Photo Elicitation ◽  
State University ◽  
Student Work ◽  
Native American Students ◽  
Demographic Questionnaire ◽  
American Students ◽  
Questionnaire Form ◽  
The University

Abstract Objective – This research project explored Native American students’ perceptions of the Edmon Low Library at Oklahoma State University (OSU). The study sought to understand how Native American students perceived the role of the academic library in their lives, and which elements of the library students depicted and described as holding meaning for them. Methods – Photo-elicitation, a form of visual research and a participatory research method, was the primary method chosen to explore students’ perceptions of the library. To qualify for this study, students self-identified as Native American and as frequent library users. They also had completed three or more semesters of study at OSU. Five students followed a photo prompt for taking at least fifteen pictures of the library, then participated in two separate interviews with the primary researcher. Participants also completed a demographic/questionnaire form, answered semi-structured questions, and ranked the photos they took. Results – This study produced several emergent findings. First, students expressed uncertainty about the library’s books. Second, functional library tools such as express printers and library signage played a valuable role for facilitating student work. Third, the method of photo-elicitation was enjoyable for students and served as library discovery. Fourth, Native American resources and exhibits in the library had varied salience for students. Conclusion – Limited research focuses on Native American students in academic libraries, particularly on how students use and experience the library. Exploring how individual students who identify as Native American perceive the university library enhanced our understanding of how libraries in Predominantly White Institutions (PWIs) can best serve and support students. This study provided insight into the method of photo-elicitation interviews. This research also provided practical benefits for student participants through increased library knowledge.

A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Tom M. Buckmiller ◽  
Renee A. Cramer
Keyword(s):  
Native American ◽  
Conceptual Framework ◽  
Native Students ◽  
Native American Students ◽  
Effective Strategies ◽  
Starting Point ◽  
American Students ◽  
History Of ◽  
Education Today ◽  
The University

AbstractNative students often desire an education that will enable them to contribute to their home communities and facilitate tribal development, while retaining close ties to their cultural heritage and identity. We outline a conceptual framework that provides a starting point for non-Native American educators to consider as they engage Native American students in higher education. Four elements are critical for non-Native instructors to consider: his or her positionality; the history of educational delivery to Native populations – in particular the “Boarding School Era” – and its implications for education today; the presence of micro-aggressions felt by Native students on most college campuses; and how desires to increase and facilitate tribal sovereignty and self-determination may inform the education of Native students. By engaging in self-reflective pedagogy with positionality, history, and sovereignty in mind, non-Native instructors may be more likely to engage in effective strategies for Native learners.

scholarly journals Assessing and Improving the Experience of Underrepresented Populations: A Participatory Design Approach

2019 ◽  
Author(s):  
Scott W. H. Young ◽  
Hailley Fargo ◽  
Steve Borrelli ◽  
Zoe Chao ◽  
Carmen Gass ◽  
...  
Keyword(s):  
Native American ◽  
Design Process ◽  
Participatory Design ◽  
First Generation ◽  
First Generation Students ◽  
State University ◽  
Student Group ◽  
Underrepresented Populations ◽  
Native American Students ◽  
American Students

How can we ensure that underrepresented populations succeed at our institutions? Participatory Design offers one answer to this question. Participatory Design is a socially-active, values-driven approach to co-creation that seeks to give voice to those who have been traditionally unheard. A team of librarians from Penn State University (PSU) and Montana State University (MSU) followed a parallel design process with two different populations: PSU worked with first-generation students and MSU worked with Native American students. Each project team facilitated a series of 10 workshops with student participants that followed a three-phase process: exploration, generation, and evaluation.•During the exploration phase, we explored topics, concepts, and problems relating to the library experience of participants. •During the generation phase, we generated ideas and potential solutions around key topics explored in the first phase. •During the evaluation phase, we evaluated and implemented the most desirable, feasible, and viable solutions generated in the second phase. Through this process, the first-generation student group at PSU produced new service designs for engaging other first-generation students, while the Native American student group at MSU produced a seven-part poster series and social media campaign designed to welcome Native American students into the library. In addition to co-designing new services, Participatory Design also aims to generate political outcomes that focus on empowering participants. The foundational values of Participatory Design include mutual learning, power sharing, and the equal recognition of expertise among all participants. Within this equity-focused, participatory framework, the students participants became expert library users who expressed readiness to advocate for the library to their peers. More than that, the students—members of underrepresented populations who often feel at the margins—developed a stronger sense of place and confidence on campus that will contribute to their success at our institutions. And for the librarian facilitators, the in-depth co-design process enhanced our ability to understand these student populations. We gained new insights into the experience of our student participants that we can apply to better serve these important populations. Ultimately, the Participatory Design process equipped us with the tools and insights to assess and improve the conditions of their success.In this way, we found Participatory Design to be an empowering, compassionate, and effective approach for designing and assessing library services and experiences. This paper will present the principles of Participatory Design, our step-by-step process, and the challenges and limitations of this approach. The key takeaway of this paper will be practical recommendations for building a sustainable, participatory design and assessment program with underrepresented populations.

scholarly journals Integration of library services in the context of building university information environment. (Case study of Prioksky State University)

2016 ◽  
pp. 44-51
Author(s):  
Olga Borisova ◽  
Natalya Styopina
Keyword(s):  
Academic Library ◽  
Social Institution ◽  
State University ◽  
New Paradigm ◽  
The Social ◽  
Service Oriented ◽  
Quality Of Living ◽  
The University

The service-oriented approach of the university academic library is highlighted: The social institution of services is to increase quality of living, to be a tool of socializing and adaptation. The authors conclude that in the context of the education new paradigm the services make the focus of Prioksky State University Library to foster efficient library operation and coordination within the university divisions.

scholarly journals Evaluation of a health sciences internship for Latino and Native American library students

2017 ◽  
Vol 104 (4) ◽  
Author(s):  
Alla Keselman, PhD, MA ◽  
Sanjana Quasem, BS ◽  
Janice E. Kelly, MLS ◽  
Gale A. Dutcher, MS, MLS, AHIP
Keyword(s):  
Native American ◽  
Qualitative Evaluation ◽  
Health Sciences ◽  
Library Science ◽  
Graduate Level ◽  
Structured Interviews ◽  
Native American Students ◽  
American Library ◽  
Career Opportunities ◽  
American Students

Purpose: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations.Methods: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants.Results: The analysis suggests that the program increased participants’ interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship.Conclusions: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns’ interests in both health sciences librarianship and service to these communities.

scholarly journals STRENGTHENING TEACHER PREPARATION THROUGH A LIBRARY PROGRAM

2017 ◽  
Vol 21 (1-2) ◽  
pp. 11 ◽  
Author(s):  
John D'Amicantonio ◽  
Jordan M. Scepanski
Keyword(s):  
Academic Library ◽  
California State University ◽  
Annual Conference ◽  
State University ◽  
Long Beach ◽  
Future Teachers ◽  
Library Program ◽  
The Many ◽  
Support Teacher ◽  
The University

The following paper, which was originally presented at the annual conference of the International Council on Education for Teaching in July 1994, focuses on the importance of the academic library in preparing future teachers. As noted in this article, librarians and libraries, although omitted from the original discussion in Nation at a Risk, received full attention in the publications that responded to this seminal work. Drawing on the many documents that followed publication of Nation at a Risk the authors highlight the value of strong library programs, specifically those that support Teacher Education Departments. In particular, the experience of future teachers attending California State University, Long Beach (CSULB) and the University Library at CSULB are presented here. 

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