FSU Libraries News

Cultural Diversity for Dialogue and Development

mango-may-2018-celebrate-diversityOn November 2, 2001, the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted the Universal Declaration on Cultural Diversity in Paris, France. This Declaration defines “Cultural Diversity” or “Multiculturalism” as the harmonious co-existence and interaction of different cultures, where “culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and that it encompasses, in addition to art and literature; lifestyles, ways of living together, value systems, traditions and beliefs”. This Declaration lead to the United Nations first ever celebration of the United Nations Year for Cultural Heritage. In December 2002, the 57th Session of the United Nations General Assembly adopted Resolution 57/249 that declared May 21 each year as the World Day for Cultural Diversity for Dialogue and Development. This day is intended to give an opportunity to help communities understand the value of cultural diversity and learn how to live together. It’s an occasion to promote world culture and highlight the significance of diversity as an agent of inclusion and positive change. It celebrates not only the richness of the world’s cultures, but the essential role of intercultural dialogue for achieving peace and sustainable development.

This is important to libraries for many reasons. Libraries serve diverse interests and communities. We function as learning, cultural, and information centers driven by our commitment to the principles of fundamental freedoms and equity of access to information and knowledge for all. This point was also buttressed in UNESCO’s first ever Cultural Diversity Publication Series, launched at the World Summit on Sustainable Development in Johannesburg in 2002, in which UNESCO states that libraries and cultural centers, as part of their new missions, must “strive to promote the actors and expressions of cultural diversity in such a way as to ensure that as many people as possible are exposed – and enjoy access – to the wealth of that diversity”.

These values were further expanded on in the IFLA/UNESCO Multicultural Library Manifesto that stipulates that each individual has the right to a full range of library and information services, and that libraries should adhere to 4 main principles of cultural diversity:

  1. Serve all members of the community without discrimination based on cultural and linguistic heritage;
  2. Provide information in appropriate languages and scripts;
  3. Give access to a broad range of materials and services reflecting all communities and needs;
  4. Employ staff to reflect the diversity of the community, who are trained to work with and serve diverse communities.

This Manifesto supports ALA’s interpretations of “Diversity Standards: Cultural Competency for Academic Libraries” (2012), which advocates to “support diversity skills training and diversity education—including the exploration of social justice, privilege and oppression, and fear and anger around cultural diversity issues—in a safe environment that allows for discussion and reflection”. Libraries are in the unique position to celebrate culture’s manifold forms, from the tangible and intangible, to the diversity of cultural expressions, and reflect on how these contribute to dialogue, mutual understanding, and the social, environmental and economic vectors of sustainable development. The core activities of library and information services for culturally and linguistically diverse communities are central, not “separate” or “additional”, and should always be designed to meet local or specific needs.

In 2013, The United Nations Alliance of Civilizations (UNAOC) in partnership with UNESCO and a wide coalition of partners from corporations to civil society launched the world campaign “Do One Thing for Diversity and Inclusion”, aimed at engaging people around the world to Do One Thing to support Cultural Diversity and Inclusion. This campaign:

  • Raises awareness worldwide about the importance of intercultural dialogue, diversity and inclusion;
  • Build a world community of individuals committed to supporting diversity with real and everyday-life gestures;
  • Combat polarization and stereotypes to improve understanding and cooperation among people from different cultures.

Do one thing today to support cultural diversity. Read a book by an author from a different culture, reach out to a diverse staff and let them know how much you appreciate their presence at work, be creative, and as always, feel free to reach out to the FSU Libraries Diversity and Inclusion Committee with your ideas.  

Written by Mohamed Berray, Social Sciences Librarian | Coordinator for Government Information, Florida State University Libraries

Resources

  1. United Nations World Day for Cultural Diversity for Dialogue and Development: http://www.un.org/en/events/culturaldiversityday/
  2. UNESCO World Day for Cultural Diversity for Dialogue and Development: https://en.unesco.org/commemorations/culturaldiversityday
  3. IFLA/UNESCO Multicultural Library Manifesto: “The Multicultural Library – a gateway to a cultural diverse society in dialogue: https://www.ifla.org/node/8976
  4. UNESCO Cultural Diversity Series No. 1. Universal Declaration on Cultural Diversity: A Vision, A Conceptual Platform, A Pool of Ideas for Implementation, A New Paradigm. A Document for the World Summit on Sustainable Development, Johannesburg, 26 August – 4 September, 2002. http://unesdoc.unesco.org/images/0012/001271/127162e.pdf.
  5. Diversity Standards: Cultural Competency for Academic Libraries (2012): http://www.ala.org/acrl/standards/diversity

Curriculum Mapping: An Overview

Guest blog by FSU Student, Carolyn Dang.

Curriculum mapping is a method of analyzing an academic program to find important motifs between courses (Buchanan et al., 2015). Based on the analysis, a support system can be created to help students achieve the learning objectives. Curriculum mapping seeks to answer three main questions:

  • What is taught?
  • How is it taught?
  • When is it taught?

By collaborating with faculty members and identifying core skills, the perception of the library can also change. The library is traditionally seen as giving scholarly products. However by using curriculum mapping, students can begin using the library for scholarly processes (Booth and Mathews, 2012).

Curriculum mapping + Student = ?

For most courses, I print out the two most important pages of the syllabus; the first and the last. Why? As a student, I care about the grading scale, textbook requirement, and the list of due dates. I think those are the three main pillars a student needs to be successful in a class, but what are supporting those pillars? How do we connect those pillars to create a better foundation for students?

The daily schedule for a student may include (1) attending lecture, (2) finding the assignment/exam that is due, (3) crying in the library trying to figure out what they don’t know, (4) going home, (5) rinse and repeat.

FSU libraries provides resources to students such as late night tutoring, software tutorials (through Lynda.com), and research assistance. Having worked at the Learning Common’s circulation desk for the past two and a half years, I have noticed that some students are more reactive rather than proactive. Students tend to run into major problems closer to the deadline. For instance, not understanding how to use a program or cramming five textbook chapters before the night of an exam.

I think that curriculum mapping will have positive effects on students academically and professionally. By providing resources that are catered to student’s classes, students have the opportunity to be more prepared for deadlines. This may help alleviate a burden on technology and tutoring staff with an influx of students the night before. By curriculum mapping courses, library staff have more time to prepare resources based on the course schedules and provide higher quality services to students. As mentioned by Moser et al. (2011), curriculum mapping is a method to help students connect the dots between the skills they have learned. A tight collaboration between librarians and faculty will help staff identify gaps within the student’s learning. Therefore, the library can provide supplemental resources and events to help students.

One of the resources created can be workshops. Although the main reason for workshops would be to teach students different resources, it can be an additional networking opportunity. By clustering students from the same departments in a workshop, this gives students a chance to create connections with their peers.

As a student, I think that curriculum mapping has the potential to create positive outcomes. It would construct a more collaborative, in-sync learning and teaching environment for students, faculty, and library staff. It will be interesting to see how curriculum mapping will work with a diverse set of courses and number of departments.

Sources: 

Booth, C., & Mathews, B. (2012, April 7). Understanding the Learner Experience: Threshold Concepts … Retrieved from http://www.carl-acrl.org/conference2012/2012CARLproceedings/Understanding%20the%20Learner%20Experience_BoothMathews2012.pdf

Buchanan, H., Webb, K. K., Houk, A. H., & Tingelstad, C. (2015). Curriculum Mapping in Academic Libraries. New Review Of Academic Librarianship21(1), 94-111. doi:10.1080/13614533.2014.1001413

Moser, M., Heisel, A., Jacob, N., & McNeill, K. (2011, April 2). A More Perfect Union: Campus Collaborations for Curriculum Mapping Information Literacy Outcomes. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/more_perfect_union.pdf

The Pride Student Union Records, 1964-2015

By: Hannah Wiatt Davis

We are excited to announce our most recently processed collection, the Pride Student Union Records, 1964-2015. Now a major fixture in the Student Government Association, the collection documents Pride’s predecessor organizations and their steps towards becoming an official agency, introducing non-discrimination policies on campus, and empowering FSU’s LGBTQ+ population.

In 1969, gay and lesbians in Tallahassee organized the People’s Coalition for Gay Rights, which later became the Alliance for Gay Awareness, as a response to the Stonewall Riots. The group was primarily a political organization active in the gay rights movement of the 1970s. In 1973, staff of the University Mental Health Center (now the Student Counseling Center) formed Gay Peer Counseling to provide support and counseling for gays and lesbian students. It became the most active LGBTQ+ group on campus in the early 1970s. In 1978, the group evolved into the Gay Peer Volunteers (GPV), which provided students opportunities for services in the community outside of the counseling environment. To include all students directly served by this student organization, the Gay Peer Volunteers changed its name to the Gay/Lesbian Student Union (GLSU) in 1989, Lesbian/Gay/Bisexual Student Union (LGBSU) in 1994, Lesbian/Gay/Bisexual/Transgender Student Union (LGBTSU) in 1998, and finally Pride Student Union in 2005.

dragwarsThere are several other auxiliary groups at FSU that have served the LGBTQ+ population. In 1984, Gay/Lesbian Support Services formed to continue and expand upon the goals and services of the preceding organizations.  In the 1990s, a specialist in student counseling continued the mission of GPV by founding Gay and Lesbian Allies (GALA), which was later absorbed by Tallahassee LGBTQ+ community center, Family Tree. Safe Zone-Tallahassee was founded in 1997 as a response to FSU administration to fund an LGBTQ+ committee or office space. In 2012, Safe Zone was revamped into Seminole Allies & Safe Zones, and provides workshops to students, faculty, and staff.

The collection contains administrative records, promotional materials, artwork and banners, newspapers, and journal and magazine clippings produced and collected by the organization since the late 1960s. Spanning from meeting minutes to posters for drag shows, protest banners and queer literature, the Pride Student Union Records provide a varied look at the voices of the LGBTQ+ community in Tallahassee.

To see more photographs, ephemera, and artifacts related to the history of Florida State, check out the FSU Heritage Protocol Digital Collections or like the Heritage Protocol Facebook page.

FSU Libraries’ Celebration of Newly Tenured Faculty

Florida State University President John Thrasher and the FSU Libraries will host a Celebration of Newly Tenured Faculty and Showcase of the Library Endowment Book Collection at the President’s House this week. This special initiative serves the dual purpose of honoring the great achievement of earning tenure, while also helping to sustain the University Libraries’ ongoing efforts to develop collections that support teaching, research, and intellectual inquiry.

Every year, members of the new class of tenured faculty hand-pick an item for the libraries to purchase or from the FSU Libraries’ vast collections. These new and current library holdings are then book plated and inscribed with the faculty member’s name and the year. In addition, the faculty members are asked to contribute a brief paragraph explaining why the book they selected is meaningful to them.

Each of the books will be on display at the President’s House during a special reception.

To view a list of honored faculty and the books they selected, please visit lib.fsu.edu/celebrationoftenure.

FLORIDA STATE UNIVERSITY JOINING OPEN TEXTBOOK NETWORK TO ADDRESS AFFORDABILITY CONCERNS

Florida State University Libraries is joining the Open Textbook Network (OTN) to encourage broader adoption of free, openly licensed textbooks and course materials that are available at no cost to students. The OTN is an alliance of 600 institutions working together to promote access, affordability, and student success through the use of open textbooks.

The cost of commercial course materials has risen at 300% the rate of inflation since 1978, and research suggests that this trend has a number of negative impacts on student success. According to the College Board, undergraduates spend an average of $1200 on textbooks annually. Faced with these costs, many students choose to not buy a required text, make do with an older edition, or take fewer courses — and some even drop or fail a course completely.

In addition to hosting the Open Textbook Library, arguably the premier source of peer-reviewed open textbooks, the OTN promotes broader adoption of these resources at member institutions through:

  • Faculty development workshops to support instructors in identifying and adopting open textbooks for their classes;
  • Staff training to enhance institutional support for open textbook adoption on campus;
  • Collecting data to demonstrate the impact of open textbook adoptions on affordability and student success.

“As only the second university in Florida to join the OTN, FSU is positioned to become a statewide leader on textbook affordability,” said Julia Zimmerman, Dean of University Libraries. “We believe that this membership will yield significant benefits for faculty and students across the University, providing our faculty and staff with expert training on how to find, evaluate, and implement open textbooks, and generating tremendous savings to students as a result.”
To date, OTN member institutions have saved their students over $8.5 million dollars on course materials. The Open Textbook Library includes over 400 titles, the vast majority of which have been peer-reviewed by experts across the country. Further, the OTN reports that approximately 40% of participants in its faculty development workshops go on to adopt open textbooks in their courses, resulting in near-immediate savings for students without compromising academic freedoms or integrity.

FSU Libraries plans to host OTN workshops for faculty and staff in Fall 2018, during International Open Access Week, Oct. 22-28. These workshops follow the University’s first Open Education Symposium, which the Libraries hosted in March 2018. More details about the Fall 2018 workshops will be announced as they become available.

For more information about FSU’s OTN membership or the Libraries’ Open & Affordable Textbook Initiative, contact Devin Soper (dsoper@fsu.edu | 850.645.2600). For more information about open textbooks and educational resources, more generally, visit http://guides.lib.fsu.edu/oer.

2018 FSU Great Give

1.pngFSU’s Great Give is a 36-hour online giving campaign in support of academic programs, scholarships and student activities at Florida State University. Florida State supporters can make gifts from 9 a.m. on Thursday, March 22 until the campaign ends at 9 p.m. on Friday, March 23.

This year the FSU Libraries will be focused on two very important funds.

1.  Support the Heritage Fund: Your gift to the Heritage Museum will be used to take care of the Museum, open it more often with longer hours, enhance and update its exhibits, upgrade the space including improving lighting, and creating ways to safely display valuable objects. Learn More: http://fla.st/2prGvTS

2.  Textbooks for C.A.R.E. Students: The Text Book Fund will purchase text books to be borrowed by students throughout the semester at no cost to them.  Students who are already receiving financial aid or are on scholarship may still be eligible for this fund. Learn More: http://fla.st/2FNXrPf

To learn more about our funds and how you can help, please visit the links above. Remember, giving starts at 9 a.m. on Thursday, March 22!

2017 FLORIDA BOOK AWARDS WINNERS ANNOUNCED

With its twelfth annual competition now complete, the Florida Book Awards has announced winners for books published in 2017. More than 200 eligible publications were submitted across the eleven categories of competition.

iStock-847752824Coordinated by the Florida State University Libraries, the Florida Book Awards is the nation’s most comprehensive state book awards program. It was established in 2006 to celebrate the best Florida literature. Authors must be full-time Florida residents, except in the Florida nonfiction and visual arts categories, where the subject matter must focus on Florida.

Setting the standard for future cash prizes, the “Gwen P. Reichert Gold Medal for Children’s Literature”, now in its third year, is awarded to Brandon resident, Rob

Sanders for Rodzilla (Simon and Schuster) This $1000 cash award is in memory of Gwen P. Reichert and serves as a lasting tribute to her accomplishments as a rare book collector, nurturer of authors, and educator of children. Also awarded were the Richard E. Rice Gold Medal Award for Visual Arts to Jared Beck and Pamela Miner for River and Road (University of Florida Press) and the Phillip and Dana Zimmerman Gold Medal for Florida Nonfiction to Arlo Haskell for The Jews of Key West (Sand Paper Press). These two category winners each receive a $500 cash award.

The winning authors from across the state will be honored at the Abitz Family Dinner, the annual awards banquet, which will take place in Tallahassee on April 12th at the Mission San Luis. The public is invited to attend. More information will be available on the Florida Book Awards website.

Florida Book Awards 2017 Winners by Category

GWEN P. REICHERT GOLD MEDAL AWARD FOR YOUNGER CHILDREN’S LITERATURE: Rob Sanders

RICHARD E. RICE GOLD MEDAL AWARD FOR VISUAL ARTS: Jared Beck and Pamela Miner

Phillip and Dana Zimmerman Gold Medal Prize for Florida Nonfiction: Arlo Haskell

 

YOUNGER CHILDREN’S LITERATURE

Gold: Rob Sanders (Brandon),Rodzilla (Simon and Schuster)

Silver: Carrie Clickar (Gainesville), Dumpling Dreams (Simon and Schuster)

Bronze: Marianne Berkes, (Orange City), Baby on Board: How Animals Carry Their Young

 

OLDER CHILDREN’S LITERATURE

Gold: Ed Masessa (Florida), Wandmaker’s Apprentice (Scholastic)

Silver: R.M. Romero (Miami Beach), The Dollmaker of Krakow (Penguin Random House)

Bronze: Rodman Philbrick (Florida Keys) Who Killed Darius Drake? (Scholastic)

 

COOKING

Gold: Norman Van Aken (Miami) Norman Van Aken’s Florida Kitchen (University of Florida Press)

 

FLORIDA NONFICTION:

Gold: Arlo Haskell, (Key West) The Jews of Key West (Sand Paper Press)

Silver:  Frank Cassell (Sarasota), Suncoast Empire (Pineapple Press)

Bronze: Julio Capó Jr., Welcome to Fairyland (UNC Press)

 

GENERAL FICTION

GOLD: Laura Lee Smith (St. Augustine), The Ice House (Grove Press)

SILVER: Elizabeth Sims (Bradenton), Crimes in a Second Language (Spruce Park Press)

BRONZE: Randy Wayne White (Sanibel), Mangrove Lightning (G.P Putnam Sons)

 

GENERAL NONFICTION:

GOLD: Edwidge Danticat (Miami),The Art of Death (Graywolf Press)

SILVER: D. Bruce Means (Tallahassee), Diamonds in the Rough (Tall Timbers Press)

BRONZE: Kristine Harper (Tallahassee), Make it Rain: State Control of the Atmosphere in Twentieth-Century America (University of Chicago Press)

 

POETRY

GOLD: Kaveh Akbar (Tallahassee), Calling a Wolf (Alice James Books)

SILVER: Terry Ann Thaxton (Winter Springs), Mud Song (Truman State University Press)

BRONZE: Michael Hettich (Miami Shores), The Frozen Harbor (Red Dragonfly Press)

 

POPULAR FICTION:

GOLD: Patrick Gussin (Longboat Key), Come Home (Oceanview Publishing)

SILVER: Robert Macomber (Pine Island), An Honorable War (Pineapple Press)

BRONZE: Ward Larsen (Sarasota), Assassin’s Code (Forge Books)

 

SPANISH LANGUAGE

GOLD: Pedro Medina León (Coral Gables), Varsovia ( Sudaquia Editores)

SILVER: Carlos García Pandiello (Miami), Jaspora (Aduana Vieja Editorial)

 

VISUAL ARTS:

GOLD: Jared Beck (Naples) and Pamela Miner (Fort Myers), River and Road (University of Florida Press)

 

YOUNG ADULT:

GOLD: Jenny Torres Sanchez (Orlando), Because of the Sun (Delacorte Press)

Submissions for the 2017 awards were read by juries of three members, each nominated from across the state by co-sponsoring organizations. Jurors are authorized to select up to three medalists (including one gold winner, one silver runner-up and one bronze medalist) in each of the eleven categories; jurors are also authorized to make no selections in a given year.

The Florida State University Libraries coordinate the Florida Book Awards with assistance from co-sponsors including the Florida Center for the Book; the State Library and Archives of Florida; the Florida Historical Society; the Florida Humanities Council; the Florida Literary Arts Coalition; the Florida Library Association; the Florida Association for Media in Education; the Center for Literature and Theatre @ Miami Dade College; the Florida Chapter of the Mystery Writers of America; Friends of FSU Libraries; the Florida Writers Association; the Florida Literacy Coalition; and “Just Read, Florida!”

Learn more about the Florida Book Awards at floridabookawards.lib.fsu.edu.