Purpose & Goals

While attempts have been made to include indigenous resources in library collections and programming, little has been discussed in the academic library sphere about making indigenous students feel welcome. Our assessment focuses on how academic libraries can use assessment to combat embedded colonial systems, starting with evaluating the inclusivity of the University of Washington Libraries. We propose adopting the IDEAS framework from the University of Washington Information School to ensure indigenous students are included and thrive in the academic dialogue. Public institutions, like the University of Washington, have a responsibility to provide inclusive spaces and resources, as mandated by the Revised Code of Washington, RCW 27.12.285. Establishing reciprocal relationships between academic and tribal libraries is key, supported by numerous case studies. Our preliminary assessment metric aims to center sovereignty in diversity, equity, and inclusion efforts, focusing on the indigenous user and their community.

Design & Methodology

Scope Dr. Sandy Littletree and Cindy Aden's project at the University of Washington Information School helped establish the project's geographical focus by identifying Washington Tribal Libraries and professionals willing to collaborate (Duarte & Belarde-Lewis, 2015). We drew inspiration from "Leading by Diversifying Collections: A Guide for Academic Library Leadership" by Bledsoe et al. for our assessment approach. Inspiration from 'The Library and Beyond: Decolonization as a Student/Academic Co-Created Project' guides aim to empower indigenous students (Hopkins et al., 2023). Models from the University of Montana's Tribal College Librarians Institute (TCLI) and Princeton University Library's Indigenous Collections Working Group (ICWG) inform partnership and ethical stewardship in Indigenous collections within academic library settings (Bledsoe et al., 2023). Justification Notable absence of discourse regarding increasing sense of belonging for indigenous students in academic library collections (Bucy, 2022). Colonial legacies persist within the library profession, impacting organization and dissemination of indigenous knowledge (Agrawal, 2002; Ghaddar & Caidi, 2014). Academic libraries must actively partner with tribal libraries and prioritize outreach efforts to foster reciprocal relationships with indigenous communities (Duarte & Belarde-Lewis, 2015). Diversifying library content and language important to goal of inclusivity (Webster & Doyle, 2008). University of Washington's dedication to supporting American Indian and Alaska Native students' success evident in various initiatives (UW Libraries, 2020). Ethical Frameworks and Theoretical Positions Indigenous research methodologies and theoretical understandings used to conduct ethical research and develop frameworks (Littletree, Belarde-Lewis & Duarte, 2020; Cajete, 2000; Duarte & Belarde-Lewis, 2015; Haworth & Knight, 2015; Lee, 2019; Wilson, 2008; Loyer, 2018; Doyle, 2013). Guidelines adapted from the 2020 Guidelines for Ethical Research in Australian Indigenous Studies by AIATSIS (AIATSIS, 2020). Emphasis on principles of rights, respect, and recognition of Indigenous knowledge (AIATSIS, 2020). Framework fosters mutual understanding and partnership, prioritizing community benefits and responsible data management (AIATSIS, 2020)

Conclusions

Our preliminary research has made it a point that indigenous students do not feel comfortable accessing the library. Effective librarianship centers the user and serves the entire community. While larger institutions in various countries have attempted to right the injustices indigenous communities have faced, academic libraries have focused solely on how they promote and organize the indigenous resources they have. An assessment method for academic libraries that measures libraries’ success at building reciprocal relationships with the community's indigenous members is key. We propose doing so through tribal libraries is a strong opportunity for such collaboration. Our project will research how best to do this and provide a suggested plan of action. We anticipate our method needing to change once we begin working with tribal libraries and better understand their needs in a way only they can know. The best assessment is informed by stakeholder needs. Most of all we must ask, what do indigenous stakeholders need from academic libraries to feel comfortable participating in and therefore enriching academic knowledge as a whole?

Implications & Value

This work will act as a guide for academic libraries to approach their relationship and outreach efforts with the indigenous members of their community beyond the collection. As with any assessment, the primary goal will be to establish where a library is currently successful and where there are growth opportunities. Most importantly we hope this work will increase the number of Indigenous students who feel welcome in academic libraries