Tag Archives: knowledge creation

Diversity, Uncategorized

Decolonizing Our Library System: The Living Librarians (Baansi) of Dagbon, Northern Ghana

Reviewed By: Estefani Bowline, Diego Coaguila, Solia Martinez-Jacobs, Angelina Moiso, Yesenia Navarrete, Nicole Norman

Link to article: digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3754&context=libphilprac

Synopsis and article representation of international perspective
Decolonizing Our Library System: The Living Librarians (Baansi) of Dagbon, Northern Ghana explores the knowledge production and transmission of the baansi, who are “termed living librarians”, while drawing a contrast to Western systems and ideas. Plockey and Ahamed (2016) introduce the concept of “library” in indigenous cultures as one not established through books or computers, but instead through music and performance as information. This article introduces us to the baansi of Dagbon, who are indigenous court musicians in northern Ghana. As such, they have historically sang praises to royals in this region Through their songs and instruments, they carry on important cultural knowledge, history, and traditions, which is thus passed down to generations. This study uses interviews, group discussion and other qualitative techniques to gather information from baansi on aspects such as the role and categories of baansi. The study concludes by asserting that the baansi, as living librarians, hold the history of Dagbon in their memory. This study offers an international perspective by focusing their exploration on indigenous musicians of Ghana. At the same time, the researchers, who are Ghanaian themselves, draw a contrast with traditional Western views of libraries and knowledge production, asserting oral traditions and indigenous people as living libraries.

Core research question(s)
Plockey and Ahamed (2016) point to previous research regarding information existing in other forms besides our modern understanding of libraries. Indigenous cultures, in particular, are exemplary of these models of information sharing, due to long-standing structured oral tradition, where individuals themselves stand in for documentation and repositories. The term “living librarian” is explored to a degree in this paper, with examples outlined through the explicit exploration of the categorization of the baansi. Other research questions explored through the article include, “the categories of the baansi ; the role of the baansi and Knowledge acquisition process of the baansi” (p. 3). The article also examines the way in which the baansi produce knowledge and disseminate it amongst others within the community. Plockey and Ahamed further elaborate on the baansi by seeking out their origins, the relationships between these information keepers and the ways in which their specified tools – the instruments – organize and categorize the information being shared. The article also challenges preconceived notions of information literacy and organization, ultimately considering whether or not the baansi should be considered librarians.
Methods used to answer the research question(s).
The researchers used a mixed-methods approach, including ethnography, historical analysis, and community focus groups, to their study of the baansi of Dagbon. Their results are discussed thematically around the three “most recognized and important” categories of baansi (p. 4). This limited the study population to the Lunsi, the Akarima and the Goonje in the Yensi Municipal District in Ghana.
Each category of baansi is studied in-depth using “focus group discussions, observations, storytelling, phased assertion, documents’ analysis, field notes, historical profiling, and acoustic appreciation” (Plockey & Ahamed, 2016). Information was collected over a one-year period to build an understanding of the baansi’s role in the community, their historical origins, how their knowledge was acquired, and how they provide access to the information to their community through music. The study also noted the differences in types of musical instruments used by each category of the baansi, and how some instruments are gendered as male or female by their pitch. It is important to note that this portion of the study only encompasses the categories of the baansi and their classifications, and does not analyze the information retained by the baansi, however
Findings and conclusions.
Plockey and Ahamed (2016) sought to disprove the Western idea that African tribal communities do not create and store information by highlighting the rich oral traditions of these communities. The authors found that the drumming class they examined, the baansi, actually held all of the tribe’s historical information and traditions, and disseminated that information through particular drumming patterns. As individuals who have and share knowledge, the baansi are unquestionably the “living librarians” of their communities. The authors also found that the baansi comprise several different subgroups of drummers, and that all of those subgroups perform a slightly different function. They discussed their finding that the lunsi, one of the baansi subgroups, communicate the most detailed history of the Dagbon people, and as such, are regarded as the most knowledgeable drumming group. This study supports the idea that information professionals need not be trained at a university or work in a library or office. Knowledge passed down through the ancestors and stored in the memories of those who share the past with present community members is just as important as any information stored in a book or database. Oral historians and disseminators of knowledge fill the role of librarian in Dagbon tribal communities.
What American libraries can learn from global practice about designing services for diverse populations?
Libraries have the power to allow access of information to patrons that can allow them to not only better educate themselves, but to also create a better community for themselves. This power can be increased by providing library workers with support in implementing programs and resources that can then be offered to the community. The concept of “living librarians” and understanding orally-based cultures and societies are elements that American libraries could benefit from incorporating into their services. As cities continue to become more multicultural, libraries should make concerted efforts to meet patrons from diverse backgrounds in a way that shows care for the variety of modes in which information is shared around the world. American libraries could hold programming within the community utilizing the living library model. Organizations such as The Human Library utilize an oral history approach, by allowing people to ‘check-out’ individuals by having a conversation with them and listening to their stories. This valuable approach allows people to experience different viewpoints on issues, and could easily be adapted for libraries in American communities.

References
Plockey, F., & Ahamed, B. (2016). Decolonizing Our Library System: The Living Librarians (Baansi) of Dagbon, Northern Ghana. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3754&context=libphilprac

Unjudge someone. (n.d.) Retrieved from https://humanlibrary.org/

Uncategorized

Transforming Knowledge Creation: An Action Framework for Library Technology Diversity

Transforming Knowledge Creation: An Action Framework for Library Technology Diversity

Synopsis

The article focuses on forming an action framework, or plan, to increase diversity in library technology. The action framework developed consists of five dimensions, people, content and pedagogy, embeddedness and global perspective, leadership, and weaving it all together. The action framework is to be developed through knowledge creation. According to Dewey (2015), “the process of knowledge creation needs be inclusive and expansive if its purpose is to advance understanding, solve global problems, and advance the human condition” (p. 1).

Core Research Questions

Each dimension of the action framework has a diversity issue it was designed to improve. Dimension one, people, is designed to improve the lack of diversity and gender equity in computer and information students. Dimension two, content and pedagogy, is intended to improve the gaps in the content of academic libraries’ collection. Dimension three, embeddedness and global perspective, is designed to improve integration and understanding of other groups. Dimension four, leadership, is designed to have librarians play a leadership role by embracing people and their ideas. The fifth dimension, bringing everything together, is an approach to advance knowledge creation through thought, practice, and diverse cultural perspectives.

Methods Used to Answer the Research Question(s)

In dimension one, people; Dewey discusses the Penn State Library Diversity Residency Program. This program is a two-year program that allows graduates from “historically underrepresented groups” to be placed into a two-year academic library position (Dewey, 2015, p. 3). These placements allow the participants to “…develop collegial relationships with Penn State faculty members and provide support in a variety of ways for students” (Dewey, 2015, p. 4). If positions are available, residents of the program are encouraged to seek continued employment with the university after their initial two years.

Dimension two, content and pedagogy, discusses the University of Texas Libraries Human Rights Documentation Initiative, which is used to collect “radically different but critically important content and the importance of their use” (Dewey, 2015, p. 4). Dewey also looks at Judy Chicago’s The Dinner Party, an exhibit permanently housed at the Brooklyn Museum. This exhibit provides insight into women’s culture from a feminist perspective.

Dimension three, embeddedness and the global perspective, Dewey (2015), emphasizes “’knowing’ from within groups, cultures, regions and perspectives” (p. 6). This involves looking at the framework from a “global perspective” and acknowledging “the broad context of scholarship, as well as the imperative for diverse perspectives and connections” (Dewey, 2015, p. 6). Looking at the framework from this point of view allows it to be seen with a more critical lens and allows for different perspectives.

Dimension four, leadership, discusses how a leader must be if they wish to be a part of the global framework of diversity. Dewey (2015) states “the leadership traits in dimension four are empathy, strategic vision, and commitment to collaboration” (p. 6). Without these characters, leaders will not be effective within the global framework.

Dimension five is about bringing all of the dimensions together and making the Framework for Library Technology Diversity. All of these dimensions, when brought together, create an effective framework for diversity in the library world.

Findings and Conclusions

Fostering diversity must be recognized as being a core component of the academic institution’s ongoing mission. Contending that knowledge creation is essential to keeping the institution’s libraries relevant, it is critical that this knowledge needs to be inclusive and expansive. In order to accomplish this, it is suggested that academic libraries and institutions must embrace and develop a strategy that addresses training and preparing library technology workers in order to meet the challenges of building and maintaining “a diverse, inclusive, and equitable institution” (Dewey, 2015, p. 1).

As a means of working to accomplish this, libraries must identify training needs and procedures for recruitment in order to develop and retain a knowledgeable staff regarding diversity and inclusion. The five dimensions, as part of the Framework for Library Technology Diversity, work to provide a basic foundation for achieving this goal. With challenges framed within the five dimensions, an approach is provided that will allow organizations to develop a plan of action for technology diversity in the library workplace.

Unanswered Questions You Have and What Future Research Might Address

While the dimensions of the framework are thorough, the article still leaves the question of how well this framework would perform once implemented. Implementation and its effects will not happen overnight, but even at a slow pace there is still a solution. As these dimensions are put into action, research can be done to assess how close each one is to achieving the desired results. Information also appears to be missing regarding how these implementations will be marketed to the community.

Many references are made to improving services for women, but lacks mention of other minority groups or poverty. Also, there is the question of how much input from diverse community members was gathered for the creation of the framework. Did the author do research to find out exactly what positions and programs are desired? Aside from the aforementioned feminist perspective, where else would the proposed indigenous knowledge come from? Most importantly, where will the new leadership come from, and how will the positive traits of that leadership be maintained? It may be important to address potential failures within the framework and how those failures would be handled, especially in regards to bad leadership.

The programs designed to increase diversity in the LIS field were well presented but seem heavily dependent on technology. What is being done to reach those without such capabilities, either by choice or circumstance? If technology is not central to a culture what will be done so it is not forgotten in the greater world of knowledge? Will the diverse hires be encouraged to bridge that gap more often than their non-diverse peers?

Future research must be focused on how the desired programs will be run. It is not wise to assume that applied diversity will result in instant and miraculous changes. What will be done to address existing bias, prejudice and discrimination? If the environment is not willing to welcome diversity, then the newly hired person will not feel comfortable and may leave. An overall adjustment of an organization’s structure is necessary if any of the article’s visions will be fulfilled. The article mentions the necessity of solid and positive leadership without suggesting what is to be done about present leadership. The obvious solution of creating leaders from diverse hires is not mentioned. What is being done to have more diverse library leaders and not just diverse LIS students or staff?

Furthermore, it would be wise to consider extending the time span of the program itself or to have multiple programs through which a person may advance. A long-term mentorship program that starts after graduation and through employment is one possible solution. This program would create a supportive and safe space for those of similar diverse backgrounds to make connections until more diversity is in place.

Uncategorized

Transforming Knowledge Creation: An Action Framework for Library Technology Diversity

1 Comment

Article summary for Transforming Knowledge Creation: An Action Framework for Library Technology Diversity by Barbara I. Dewey.

by Kayleigh Septer, Valerie Valicento, Dixie Jorns, Emily Wells, Jennifer Braden for INFO 275(10)

Synopsis

The article focuses on forming an action framework, or plan, to increase diversity in library technology. The action framework developed consists of five dimensions, people, content and pedagogy, embeddedness and global perspective, leadership, and weaving it all together. The action framework is to be developed through knowledge creation. According to Dewey (2015), “the process of knowledge creation needs be inclusive and expansive if its purpose is to advance understanding, solve global problems, and advance the human condition” (p. 1).

Core Research Questions

Each dimension of the action framework has a diversity issue it was designed to improve. Dimension one, people, is designed to improve the lack of diversity and gender equity in computer and information students. Dimension two, content and pedagogy, is intended to improve the gaps in the content of academic libraries’ collection. Dimension three, embeddedness and global perspective, is designed to improve integration and understanding of other groups. Dimension four, leadership, is designed to have librarians play a leadership role by embracing people and their ideas. The fifth dimension, bringing everything together, is an approach to advance knowledge creation through thought, practice, and diverse cultural perspectives.

Methods Used to Answer the Research Question(s)

In dimension one, people; Dewey discusses the Penn State Library Diversity Residency Program. This program is a two-year program that allows graduates from “historically underrepresented groups” to be placed into a two-year academic library position (Dewey, 2015, p. 3). These placements allow the participants to “…develop collegial relationships with Penn State faculty members and provide support in a variety of ways for students” (Dewey, 2015, p. 4). If positions are available, residents of the program are encouraged to seek continued employment with the university after their initial two years.

Dimension two, content and pedagogy, discusses the University of Texas Libraries Human Rights Documentation Initiative, which is used to collect “radically different but critically important content and the importance of their use” (Dewey, 2015, p. 4). Dewey also looks at Judy Chicago’s The Dinner Party, an exhibit permanently housed at the Brooklyn Museum. This exhibit provides insight into women’s culture from a feminist perspective.

In dimension three, embeddedness and the global perspective, Dewey (2015), emphasizes “’knowing’ from within groups, cultures, regions and perspectives” (p. 6). This involves looking at the framework from a “global perspective” and acknowledging “the broad context of scholarship, as well as the imperative for diverse perspectives and connections” (Dewey, 2015, p. 6). Looking at the framework from this point of view allows it to be seen with a more critical lens and allows for different perspectives.

Dimension four, leadership, discusses how a leader must be if they wish to be a part of the global framework of diversity. Dewey (2015) states “the leadership traits in dimension four are empathy, strategic vision, and commitment to collaboration” (p. 6). Without these characters, leaders will not be effective within the global framework.

Dimension five is about bringing all of the dimensions together and making the Framework for Library Technology Diversity. All of these dimensions, when brought together, create an effective framework for diversity in the library world.

Findings and Conclusions

Fostering diversity must be recognized as being a core component of the academic institution’s ongoing mission. Contending that knowledge creation is essential to keeping the institution’s libraries relevant, it is critical that this knowledge needs to be inclusive and expansive. In order to accomplish this, it is suggested that academic libraries and institutions must embrace and develop a strategy that addresses training and preparing library technology workers in order to meet the challenges of building and maintaining “a diverse, inclusive, and equitable institution” (Dewey, 2015, p. 1).
As a means of working to accomplish this, libraries must identify training needs and procedures for recruitment in order to develop and retain a knowledgeable staff regarding diversity and inclusion. The five dimensions, as part of the Framework for Library Technology Diversity, work to provide a basic foundation for achieving this goal. With challenges framed within the five dimensions, an approach is provided that will allow organizations to develop a plan of action for technology diversity in the library workplace.

Unanswered Questions You Have and What Future Research Might Address

While the dimensions of the framework are thorough, the article still leaves the question of how well this framework would perform once implemented. Implementation and its effects will not happen overnight, but even at a slow pace there is still a solution. As these dimensions are put into action, research can be done to assess how close each one is to achieving the desired results. Information also appears to be missing regarding how these implementations will be marketed to the community.

Many references are made to improving services for women, but lacks mention of other minority groups or poverty. Also, there is the question of how much input from diverse community members was gathered for the creation of the framework. Did the author do research to find out exactly what positions and programs are desired? Aside from the aforementioned feminist perspective, where else would the proposed indigenous knowledge come from? Most importantly, where will the new leadership come from, and how will the positive traits of that leadership be maintained? It may be important to address potential failures within the framework and how those failures would be handled, especially in regards to bad leadership.

The programs designed to increase diversity in the LIS field were well presented but seem heavily dependent on technology. What is being done to reach those without such capabilities, either by choice or circumstance? If technology is not central to a culture what will be done so it is not forgotten in the greater world of knowledge? Will the diverse hires be encouraged to bridge that gap more often than their non-diverse peers?

Future research must be focused on how the desired programs will be run. It is not wise to assume that applied diversity will result in instant and miraculous changes. What will be done to address existing bias, prejudice and discrimination? If the environment is not willing to welcome diversity, then the newly hired person will not feel comfortable and may leave. An overall adjustment of an organization’s structure is necessary if any of the article’s visions will be fulfilled. The article mentions the necessity of solid and positive leadership without suggesting what is to be done about present leadership. The obvious solution of creating leaders from diverse hires is not mentioned. What is being done to have more diverse library leaders and not just diverse LIS students or staff?

Furthermore, it would be wise to consider extending the time span of the program itself or to have multiple programs through which a person may advance. A long-term mentorship program that starts after graduation and through employment is one possible solution. This program would create a supportive and safe space for those of similar diverse backgrounds to make connections until more diversity is in place.