Bailey_ Inclusiveness

Diverse Inclusive Libraries

Introduction

Diversity is an essential part of any civil society, as stated on the American Library
Association (ALA) Diversity Standards (ALA, p1, 2012). These standards were written to
emphasize the need for libraries to advocate for racial and ethnically diverse constituencies.
These standards apply to all libraries in direct support of academic programs. Diversity is a
moral obligation and necessary on a global scale. Nanci Milone Hill, quoted Merriam-Websters
meaning of diversity as (1) the condition of being composed of differing elements, variety;
especially the inclusion of different types of people (as of different reaches or cultures) in a
group or organizations; and (2) an instance of being composed of differing elements or qualities;
an instance of being diverse (2016). In working to reach their full potential, populations should
support diversity on a wide scale. Achieving full diversity is the opening of the mind and arms to
all ideas and perspectives (ALA, p1, 2012).

Inclusive means to not leave any part or group out, according to yourdictionary.com. As a
librarian, we have the responsibility to maintain an inclusive library. The Library Bill of Rights
expresses in (Article 1), that books and resources are to be provided to all peoplematerials
should not be excluded due to [demographics]; (Article 2) libraries should represent all
viewpoints; (Article 4), libraries should cooperate with all people; (Article 5), that rights
should not be denied or abridged, (Article 6), that exhibit spaces and meetings rooms are to be
available to the public they serve. In every aspect of the Library Bill of Rights inclusion is
expressly written. The library environment is to be open to all people. There is no variation to the
way a library should offer services to its users. All people, of all backgrounds, of all colors, of all
views, and of all ages are free to come and enjoy the resources of the libraries to which the
public of that library serves. These represented peoples are diverse-different from one another
(ALA, 1996).

Definition of topic

The ALA works to increase public awareness of the values they stand behind. They work to
promote state and national legislation that will benefit libraries, its users, the resources, and the
training the library needs. The ALA also offers opportunities for professional development and
educational opportunities for all staff and trustees. With diversity as a fundamental value, it is
reflected in the recruitment of people of color and those with disabilities as well as promoting the
development of the library collections for all people (ALA, 2017a).

Intellectual freedom is a significant principle in the ALA Bill of Rights. Intellectual freedom is
the right of privacy and confidentially. The right of privacy should never be violated under any
circumstances. This means that a user should not be in fear of their personal information being

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monitored or used for any purpose, with the exception of late notices. This also requires open
and unfiltered access to the internet. Intellectual freedom also means that the information
available will contain all values of information, not biased, even if controversial. When items
become damaged, lost, or stolen, they will be replaced. Whenever possible, items should be
available without charge. Meeting spaces should be made available to all users; never restricted
on the basis of the users content, but only limited due to the over demand of needed space
(ALA, 2000).

Academic libraries serve students of the college or university it serves, while others also serve
the public. While diversity issues are primarily related to race, gender and ethnicity; it has been
noted that there is both invisible and visible traits of diversity. Visible relates to age, race, gender
and physical disabilities; invisible denotes language issues, sexual orientation, place of origin,
political, religious and moral beliefs (Subramaniam & Jaeger, p. 1-2, 2010).

In terms of an academic library, the ages are not normally younger than an older teenager, but
students with children do occasionally have their children present and may be apt to come to the
library for short periods of time in which they are welcomed, pending rules are upheld. In
academic libraries, the age is not limited to any number, students may be grandparents.

Inclusion of all people means that all parties may not always agree, but they must agree to
disagree and move forward. Because all libraries are the forums of information and ideas, we
have the responsibility to serve all people and their informational needs.There may be times
when librarians will have to ignore their personal values and stand up for those challenging
situations when a students need is of different values than our own. Librarians as professionals,
will have to stand to support and mentor them regardless of the content. As Katherine OClair
stated, after mentoring on a particularly controversial project with students, It is our
responsibility to stand up for academic and intellectual freedom, and it is equally our
responsibility to stand against social injustice (p, 441, 2016). She went on to say that she
learned a lot from this project and was glad she did not turn away or ignore these students. She
grew as a person and a librarian by being open minded and not focusing on what was
uncomfortable, but what the students needed to be successful (OClair, p. 442, 2016).

Analysis

Librarians must be culturally aware of themselves and others. Being culturally aware means to
examine ones own experiences, beliefs, and personal culture to appreciate the structure of how
these beliefs came to be. They then can project these experiences and beliefs into other cultures
and personal values to create an understanding for other people and how we are all different.
Without understanding of ones own heritage, it is hard to understand anothers heritage. This
evaluation is to look into the fears, ignorance, and experience that have influenced them, adding
to their attitude, beliefs and feelings. Learning cultural competence is not static; it must be
frequently relearned. Librarians must not presume a group or ethnicity has a particular set of

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values or beliefs (ALA, p 4, 2012). We can all be described as multicultural. We each have
different traditions, practices and histories. We each choose our culture to identify with; within
that culture we must be open to learn and understand those people are different from ourselves
(Milone Hill, 2016).

Students new to the college or university may have had literature that is not diverse enough.
When examining the literature normally read in high schools, race is presented as black and
white. There is more to the diversity issue that black and white. Instructors should use more
diverse literature. Without diverse literature, will students seek it on their own (Lafferty, p. 203,
2014)? Will they stay within the boundaries of what is laid before them? Programs must be
expanded to include information in there course that focus on those underrepresented,
disadvantaged, and underserved groups (Subramaniam & Jaeger, p. 2, 2010). Diverse literature
can help illustrate the aspects of dominant culture and the viewpoints and opinions of those in a
multicultural dialogue. Libraries who seek to represent the community they serve, will select
books that are multicultural and form a well-rounded collection in which serves their
stakeholders well. Seeking to fulfill the needs of the community with diversified books promotes
cultural understanding (Lafferty, p. 204, 2014). Academic libraries must expand the knowledge
of new students knowledge toward tolerance of other cultures. They must teach all students to
be open minded and embrace those who are different.

Maloney (2017) discussed the University of Buffalo, where the university collaborated with
groups across the campus and with off-campus sites. The purpose was to promote community
and foster the growth of multicultural partnerships. Kiosks were placed in all sites to ensure the
disbursement of books to all groups involved were easily accessed. This positioning gave the
library an inward draw on welcoming those in the community as well as the typical campus
connections. This was a way to turn a passive gesture of books displays in to an active invitation
to discovery, contemplation, and cultivation (p. 282). By cutting across all disciplines and
functions, the library will advance and enrich the students experience and serves as a significant
social role (p. 283).

Subramaniam and Jaeger (2010) point out that students in LIS masters students have few classes
that focus heavily on diversity. While there are classes available, they are elective classes. The
elective classes are not broad on issues, emphasizing only a sampling of the issues. Doctoral
students have even fewer to choose from. Exposure to these issues help shape the future of
teaching and research agendas. These students will one day be the future leaders in charge of
other people. The level of influence of diverse issues is extremely important to the students of
tomorrow. As leaders, they need the skills to influence students and meet their needs, in an ever
changing, diverse society. The theory is that the more that students are exposed to diversity
issues, the more that they will be prepared to be culturally aware adults and competent
information professionals (p. 17).

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Reaching the students

Libraries have the unparalleled ability to bring together knowledge and people. Maloney (2017)
quoted Director of Multicultural Affairs at the University of the Pacific, Serjico Avevedo, stating
that Libraries continue to be the bedrock of higher education where students can get as close
to the truth as possible as they engage in and negotiate issues related to diversity, inclusion, and
social justice. Libraries are the carriers of the legacy of where and how social justice has been
fought in the past. The library is full of rich, historical movements waiting to be re-lived in the
minds of the community for which it sits (Maloney, p. 284, 2017).

Inclusiveness in an academic library can involve many things. There are many obstacles that
present themselves for the patron and instructor. Language barriers, whether from a different
spoken first language or problems with impaired speech, can be inhibitors for both the academic
environment and in fear of asking for help. Those with disabilities, both physical and mental,
need more specialized help. They may need help in physically retrieving the items they need or
may need help using the computers or equipment within the library. One obstacle that most all
patrons have is asking for help. Until patrons visit the library and become familiar and are
comfortable in the library, they may be nervous or intimidated to ask for help.

Other ways to draw students in for the first-time can be fun rather than educational. Having
contest, or a give-a-way is a clever way to draw in those who would otherwise not come into the
library. Advertising in the school newspaper, or on social media is a way to remind people of the
libraries services. Online library sites, that give access to the librarys databases, is a must for
academic libraries. These services are available to those who may be too busy to physically visit
the library.

Libraries as part of a class

Many classes make mandatory visits to the library. English Composition classes and history
classes will make an appointment to come to the library for an introductory program to inform
students on the basics of library use. They are brought to the librarys website and throughout the
databases and shown how to choose which is best for the subject they are investigating. They are
informed of library procedures and given answers to the basic questions that many users have
concerning the librarys usage. They are given a tour of the schools website and shown where to
retrieve information that is not found on the library page. This is one chance that librarians are
able to give guidelines about the standards of the library as it relates to the students needs. They
can learn about the services the library provides besides the basics of checking out a book. There
is an opportunity at the end to tests these skills by a simple search to check procedure and ensure
that students have gained understanding. They are usually asked to fill out a survey at the end to
help the librarian understand what was helpful and how to improve their services. This is a good
introduction to the library most students find helpful. This is where the relationship between
librarian and student begin. This is when the book display catches a students eye and provokes

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interest. Without some students having mandatory visits as part of a class, many will not visit on
their own.

Librarians can also go out into the community for the sake of community and outreach. Visiting
daycares, retirement homes, schools, churches and community stakeholders is a way to reach out
to the community and ask what the needs are. What can the library do to them? They may not
know how to approach or see the answer, but with the question posed, they may find the answers
they need. This is how a community transforms for the better. Meeting together to find and meet
the needs of the occupants of the community.

Fostering Inclusiveness

There are multiple ways to foster inclusion in an academic library. Inclusion is felt when students
are involved. Creating displays or offering input in the selections of book make students feel
welcome and their perspectives count. Students want to help create a place where they can grow
with other readers (Lafferty, p. 205, 2014). People generally feel inclusion when users are all
greeted and helped equally. The atmosphere will reflect that there are not any prejudices. The
library will feel warm and welcoming. The library should play a unique role in serving their
patrons and promoting intellectual freedom. The role as librarians states that no material should
not be excluded from the collection, in order to keep it balanced and unbiased (ALA, 2017b).

Creating spaces is a great way to foster inclusion and diversity in the library. This allows diverse
groups to express their viewpoints in a group setting and share and exchange information. As
librarians, it is our duty to identify and make spaces available for all groups. As instructors, we
teach users to identify and evaluate critically, information that is presented or found on the
internet as a way to promote intellectual freedom, net neutrality and open access. Librarians are
to oppose any action that would be used to suppress free expression. We must condemn actions
that cause intimidation to intellectual freedom and social justice. Libraries are committed to
representing all backgrounds (Free, 2017). Librarians must always reaffirm these values ensuring
there is no variance.

We must remember to incorporate communities such as those who are disabled, of different ages,
sexual orientation, political ideology, literacy, language, and religion, access to technology, the
disadvantaged or underserved. The degree of open access is greater at higher educational
institutions. The lack of skills and confidence cannot be solved with readily available tools to
access digital services, without the training and practice to become successful (Lane,
2009).Would-be patrons with limited access need resources that fit their needs to have access-
freedom. Special tools or specialized service is the need, an easy barrier to overcome. Libraries
being the heart of the community can remove these barriers and build social capital through
programs for the underserved and disadvantaged. Patrons with developmental disabilities seek
independence and autonomy. They want to be included in the global community, they lack the
skills and equipment to do so. Libraries are the conduit to essential services as these. Bridging

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the digital divide is possible with basic instruction and the necessary equipment and social
support (Moisey, p. 56-57, 2007).

A rural community in Northeast Alberta, confronted this barrier with a program called the
Inclusive Library Initiative, that purchased equipment for those with hearing, sight, physical and
literacy deficiencies. They found that immigrants or those with limited English, limited computer
skills and access, were successful using this program. The library began by purchasing
equipment that could read the screen, had larger keyboards, and tables that be raised or lowered
for comfort. They had tracker balls and mouse formats, software with prediction functions, text-
to-speech functions, multilingual capabilities, and standard software. They trained their staff and
board members to use the equipment so they would be successful in training others. Training
promoted interest and accessibility, while promoting community inclusion. They began
advertising to have special times for training and working with the public. Initial training was
Pizza Night and orientation to the internet. They worked with those who were deficient in
communications, self-help, home and social skills, health, safety, and functional academics,
work and leisure. They began with computer basics, went on to internet basics to increase
motivation and confidence of on-line technology. They incorporated special nights that were
just for learning about email; setting up accounts and practicing using them by sending and
receiving emails. Volunteers were there to assist those who needed help reading or working the
computers. Reading technology was also available for those whose functioning was more
advanced to maintain their privacy. This helped to make the patrons using this program more
independent and active in their community. They learned how to shop on line, keep up with
current events, develop digital relationships across the area, and connect with others who have
similar interests or needs. Appointments were typically made to ensure that the support staff was
present to assist as needed. Onsite and outreach activities were developed to assist with these
patrons at group homes, senior care, and long-term facilities. Results included increase new and
returning patrons who benefited from the web-based information and increased communication
through the internet. They increased their potential in reading, communitive, and socialization.
They gained confidence as they incorporated technology into their daily lives. Library staff and
board member were enthusiastic and committed to the services they were involved with, as a
reflection of the growing number of patrons they served (Moisey, 58-66, 2007).

Inclusion Programs

Multicultural programs are vital to libraries. The information exchange that happens when two
cultures (or three or four) come together is unsurmountable. Inclusion programs can be of a
variety of dimensions. For instance, many libraries use multicultural ideas. Some have a day
where they celebrate a different culture, some use a week and occasionally a library will use a
month. One idea is to take the time to have persons from the spotlighted culture, come to talk
of their experiences, or maybe to tell real life stories. They may have stories that were told in
their childhood that are different than what is used now for story time, like folklore. If their
language is different they can come demonstrate the language with common objects or bi-lingual
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story time. The library can present in color themes that represent the country or culture, the art
work or special music changing the atmosphere of the library. People may dress differently or
demonstrate different things about their culture. Creating crafts, making jewelry, dancing or
other customs that are different make this time unforgettable. If possible they can show case the
different foods or make copies of recipes for people to go home and make on their own
(Alexander, 15, 2005).

Let the children or younger students lead in the program; demonstrating what they have learned
by organizing the program for the community. This is what makes the diversity and community
grow positively. By sharing the heritage of a country or culture; you are dissolving the biases
that prevent inclusion. Crafts can easily be incorporated into any multicultural theme. Depending
how involved you go with the crafts, you can build small crafts, such as birdhouses and decorate
in the colors and materials from the culture you are representing.

For ageless themes, you can bring in materials that are no longer in use or not used as often.
Thinking of the things my grandmother used that is no longer relevant and those things that have
been replaced with high tech devices are ways to surpass the age barrier. Let older people be the
living museum for the younger. Have guessing games or story time using only the artifacts that
are present. Showing what mealtimes were like when older people were the children and there
were no fast food restaurants or hot meals at the multiple quick stop stores serving instant meals.
Allow the older generation to teach the young ones the art and craft of crochet and quilting.

Larger libraries may use the entire library to decorate and transform the whole library into a
haunted house or a castle. Librarians are very creative with what can bring in those who do not
come often or not at all. Making the outside or inside into a different dimension like mountains,
dinosaurs, outer space, or even The Pyramids. Maloney (2017) spoke of a library that created a
calendar as part of their multicultural affairs initiative, with each month representing a different
heritage or culture (p. 284). This included a display in the library and a spot on the signage to
help give details. The library chose the first floor for their space to set up the display and brought
in the proper furniture to create a conducive environment. Books were displayed along with the
calendar to show the visitors the array of books that were eye-catching with color and art. The
content was also of quality that would complement the months events and reading. Speakers
were asked to speak at different times to get the largest audiences reached. Addressing difficult
histories and issues was the purpose but being able to discuss the concepts of social justice and
sharing the sense of humanity and hope was empowering (Maloney, p. 284-285, 2017).

Other themes are also great for promoting community in the library. There are always new books
or new authors that can be represented. Books displays are easy and fun to make. Making the
displays eye-catching so that users will want to read them is always a simple idea. Studies have
shown that by displaying books or specifically drawing attention to a book or theme in this
manner, will increase the rate of check outs. In many cases the check-out responses are doubled
or tripled. Having people give book reviews and encourage each other to read the new author is a

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step higher than the book display. Book displays boost awareness and increase circulation. Book
displays have been shown to increase partnerships in groups across campus. Libraries have
collaborated with clubs and organizations to promote diversity and cultivate relationships; the
results have been multicultural growth (Maloney, p.281-285, 2017).

Social media is a great way to allow people to give book reviews so that more readers are
involved without having to have them physically come to the library. Most libraries have
multiple social media sites that they advertise on. They use these sites to display books and get
their news out to the public. They also credit the people behind the book review. Using people of
influence or people who will one day be influential to give book reviews. Libraries use websites
like Goodreads or you might like tabs to show case similar titles and promote other books by
same authors or similar writing styles. By using books with multicultural characters and diverse
plots, users are learning about diversity from the world not just the community in which they
thrive. This is a validation of their experiences. This is the role that librarians have in making
diverse title available and promoting them to students (Lafferty, p. 208, 2014).

Library Outreach Programs

One example of outreach programs is to have a poetry night. Having persons come in to read a
piece of their favorite poetry or their own original. This can be separated by age groups or by
topics. For example, having Native American Women come together to share and relate their
works. Another idea is to have a night where the librarian offers specific services; filling out
forms for college, descriptors of publishing, financial counseling The library can have experts
on hand to help them in the direction that is best. Students from underrepresented groups use the
library and its faculty as active allies in the improvement of open communication. Librarians
provide critical relationship building skills which seek to improve a commitment to social
justice. The exchange of ideas has led to stronger efforts with diversity issues and richer feelings
of belonging in the spaces of the library.

When planning outreach or any program, the Librarian must consider what the intended outcome
will be. What route must we use to achieve that goal? The terminology must be reviewed. Word
choice can be a big influence, positively or negatively. The underlying influences must be
considered. The purpose must be clear to say on target. What are the guiding influences that
shape the topic and what are the possible outcomes? (Hussy, p. 3-4, 2010).

Conclusion

There is an endless supply of ideas when one really applies the thought process to creating and
growing inclusion in the library. There are always new and fun ways to create inclusion activities
which will promote diversity in the classroom. One must only begin. It does not really matter
which theme you try, what matters is that you do try. Some may be good and others great; every
time, people will learn and connect. This is what the librarys purpose is, to learn and connect
with new information and to new people. Libraries are an effective at providing supports to those

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with disabilities and promote inclusion in both settings of their community and the global
community using increased access to information and communicative technology.

We as librarians seek to transform the library along with the changing community and must
continuously anchor ourselves in this promise of the Library Bill of Rights, concept of
inclusiveness, intellectual freedom, and diversity standards.

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References

ALA. (1996). American Library Association. Bill of Rights. Retrieved from

http://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/LBORwithInterpretatio
ns.pdf
ALA. (2000). American Library Association. Intellectual Freedom Principles for Academic
Libraries: An interpretation of the Library Bill of Rights. Retrieved from
http://ala.org/Template.cfm?Section=interpretations&Template=/Content/Managment/ContentDi
splay.cfm&ContentID=8551
ALA. (2012). American Library Association. Diversity Standards: Cultural Competency for
Academic Libraries. Retrieved from http://ala.org/acrl/standards/diversity
ALA. (2017a). American Library Association. Key Action Areas. Retrieved from
http://www.ala.org/aboutala/missionpriorities/keyactionareas
ALA. (2017b). Interpretations of the Library Bill of Rights. Retrieved from
http://ala.org/advocacy/intfreedom/librarybill/interpretations
Alexander, L. (2005). Designing Multicultural Inclusion/Awareness Programs. Florida
Libraries, 47(1), 15-17.
Free, D. (2017). ACRL Board of Directors Affirms Commitment to Equity, Diversity, inclusion,
Access. College & Research Libraries News. 78(3), 122.
Hussey, L. (2010). The Diversity Discussion: What are we saying?. Progressive Librarian,
(34/35), 3-10.
Inclusive. (n.d.). Retrieved April 27th, 2017.Retrieved from
http://www.yourdictionary.com/inclusive#dj1IkmJQEDdz0LSj.99
Lane, A. (2009). The Impact on Bridging Educational Digital Divided. International Review of
Research in Open and Distance Learning, 10(5).
Maloney, M. M. (2017). Cultivating Community, Promoting Inclusivity; Collections as fulcrum
for targeted outreach. New Library World, 113(5/6), 281-289.
Milone Hill, N. (2016). What Diversity Looks Like on an Ordinary Day. Public Libraries,
55(1), 20-21.

Moisey, S. D. (2007). The Inclusive Libraries Initiative: Enhancing the access of persons with
developmental disabilities to information and communication technology. The
Development Disabilities Bulletin, 35(1&2), 56-71.
OClair, K. K. (2016). At the Intersection of Academic Librarianship and Social Justice Stand
up. College & Research Libraries News. 77(9), 440-441.
Subramaniam, M. M., & Jaeger, P. T. (2010). Weaving diversity into LIS: An examination of
diversity course offerings in ischool programs. Education for Information, 28(1), 1-19.

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