Advancing IDEAs: Inclusion, Diversity, Equity, Accessibility, 12 November 2024

The following post is one in a regular series on issues of Inclusion, Diversity, Equity, and Accessibility, compiled by a team of OCLC contributors.

2024 International Conference of Indigenous Archives Library and Museums

In the United States, November is celebrated as Native American Heritage Month. The International Conference of Indigenous Archives Library and Museums is traditionally held in November, hosted by the Association of Tribal Archives, Libraries and Museums (ATALM). This week, conference goers will meet in Palm Springs, California for a conference that incorporates workshops, tours and cultural events alongside conference sessions and awards.

I have been fortunate to attend the ATALM conference in the past and have learned so much at this very rich gathering. I look forward to hearing about the outcomes of sessions that intersect with library and archival practice. In addition to the session that I referenced in the last IDEAs post, I’ll mention a few other tantalizing sessions I’m interested in: Library of Congress Indigenous Headings Project and Community Engagement; Revising Metadata Standards: Library of Congress Task Group Listening Session; Allies in a Shared Vision: State Library Support for Tribal Libraries; and Indigenizing Archival Training: Reflecting on New Models for Training/Archival Principles; and Strengthening Library Liaison Relationships + Elevating Indigenous Knowledge Systems. Contributed by Merrilee Proffitt. 

IDEAs in Library Resources & Technical Services special issue

The October 2024 (Volume 68, Number 4) issue of Library Resources & Technical Services is devoted entirely to inclusion, diversity, equity, and access. As the editors Rachel E. Scott (Associate Dean for Information Assets at Illinois State University, OCLC symbol: IAI) and Michael Fernandez (Head of Technical Services at Boston University Libraries, OCLC symbol: BOS) write, these issues have preoccupied librarians for some time and get to the core of all aspects of library work and the philosophy that undergirds libraries themselves: “As is often the case, the impacts may not be immediately evident within technical services work, but there are numerous avenues for technical services workers to foreground principles of IDEA and adapt a mindset for advocacy.” Reflective of this preoccupation, the editors did not even need to call for proposals because IDEA – however one may refer to or express the notion – has become a library priority. In this LRTS issue, you will find useful and timely pieces on book challenges, textbook affordability, inclusivity, the treatment of name changes, discoverability of LGBTQ+ resources, and a host of other topics.

For over sixty years, LRTS was the official journal of ALA’s Association for Library Collections and Technical Services (ALCTS). In 2020, it became the publication of ALA’s newly formed Core: Leadership, Infrastructure, Futures division. Since then, LRTS has moved from a subscription model to open access, which is itself a manifestation of IDEA practices. In the wake of the 2024 election in the United States, ALA President Cindy Hohl has noted that ALA will continue to defend library values: “We know that many of our members are concerned that the election results portend attacks on libraries, library workers, and readers. Whatever happens, ALA will stand up for all Americans’ freedom to read—and we will need everyone who loves libraries to stand with us.” Inclusion, diversity, equity, and access will remain central to what libraries are and do. Contributed by Jay Weitz.

Neuroinclusive program provides future librarians with tools to succeed

Johanna M. Jacobsen Kiciman and Alaina C. Bull continue their discussion of their redeveloped learning employment program for MLIS students at the University of Washington-Tacoma (OCLC Symbol: WAU). In “Apprenticeships, MLIS Students, and Neurodiversity: Centering the Humanity of Student Workers, Part 2” (College & Research Libraries News, Volume 85, Number 10, November 2024), the authors discuss how they incorporated reflective practices into the program like finishing meetings by asking, “What do you need from us to make what you’re working on go smoothly?” These reflective practices are neuroinclusive because they teach the students self-reflection and advocating for their own needs. The authors note how their program prepares future librarians to deal with burnout, creating future professional success: “We deeply believe that other institutions should be doing this kind of work. We deeply believe that what you are doing in this sort of apprenticeship program is creating healthy colleagues who you will work with in the future, and who will impact your own well-being in a job environment.” The article is a continuation of Part 1, which appeared in the October 2024 issue of College & Research Libraries News and was covered in the 15 October edition of Advancing IDEAs.

This article is a wonderful demonstration of how neuroinclusivity benefits everyone. The library has more motivated and skilled student workers, the supervisors understand better how to help the students be more successful, and the library profession gains new members who better understand how to prevent burnout. Most importantly, the student workers felt included and empowered. One student said of the positive impact of the program, “Working with [Alaina and Johanna] was the first time where I felt that my neurodivergence wasn’t just tolerated, but actually understood and even embraced. Instead of masking constantly, I was able to work more comfortably (and, as a result, better).” Contributed by Kate James.