Difference between revisions of "Reading / Resource List Subgroup"

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== Homelessness ==
== Homelessness ==
Evicted: Poverty and Profit in the American City by Matthew Desmond
* [https://www.evictedbook.com/ ''Evicted: Poverty and Profit in the American City''] by Matthew Desmond (non-fiction)
Those who wander : America's lost street kids by: Ho, V. (Vivian)
* [https://charmstrongbooks.com/2019/01/14/roam-the-people-who-inspired-the-novel/ ''Roam''] by C.H. Armstrong (fiction)
Roam by: Armstrong, C. H. (Catherine H.)
* [https://www.amazon.com/Vivian-Ho/e/B07NTX21GM?ref_=dbs_p_pbk_r00_abau_000000 ''Those who wander: America's lost street kids''] by Vivian Ho (non-fiction)
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Revision as of 15:13, 11 June 2020

Back to Committee for Equity and Inclusion home page.

Reading Materials and Resources for Diversity, Equity, and Inclusion (DEI) Please feel free to add resources, comments, add or change categories, etc.

THIS PAGE IS A WORK IN PROGRESS CURRENTLY BEING UPDATED FROM A GOOGLEDOC - Thank you for your patience (dwn 20200611)

Active Bystander tips

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Approaching difficult conversation

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Decolonization

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Diversity, Equity and Inclusion (DEI) in Labor Practices

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Diversity, Equity and Inclusion (DEI) in Technology Systems and Interfaces

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Diversity, Equity, and Inclusion (DEI) Initiatives in our Community

Survey of existing Diversity, Equity, and Inclusion (DEI) committees and initiatives across the GLAM landscape Top of Page

Equality vs. Equity

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Gender Inclusion

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Images for Diversity, Equity, Inclusion

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Implicit bias

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Inclusion (& Diversity)

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Intersectional Feminism

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Homelessness

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Personal Experience Stories

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Power Dynamics & “Imposter Syndrome”

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Race in librarianship/academia

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Recommended authors

David James Hudson Maura Seale Rafia Mirza Gina Schlesselman-Tarango Fobazi Ettarh Safiya Noble Robin Di Angelo WEB De Bois Audrey Watters Anna Lauren Hoffmann Top of Page

Additional resources

Adrienne Maree Brown: Emergent Strategy: Shaping Change, Changing Worlds DLF Digital Collection Creation (Cultural Assessment) Annotated Bibliography: https://docs.google.com/document/d/18EBvHoWLbNx5-NA5_Llm9BQqx3RxOEsALrw5-JD8o4o/edit?usp=sharing Bottled up emotions at work lead to burnout: https://www.mindful.org/bottled-up-emotions-at-work-lead-to-burnout/ See “books” section for readings not listed specifically in this document (articles have been listed in this document): https://aprilhathcock.wordpress.com/recommended-reading/ DeEtta Jones and Associates puts on a lot of staff development workshops around these issues. https://deettajones.com/ Methods in forming a strategic plan. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=6&sid=846257ed-eda7-46ce-8121-5ea1add03c22%40pdc-v-sessmgr05 Top of Page

Indigenous land acknowledgements

Example: New York University is located on the ancestral lands of the Lənape Haki-nk, of the Delaware Tribe of Indians, a proud and sovereign nation whose commitment to culture, community, and land stewardship persist in the face of ongoing settler colonialism. Example: Oregon State University in Corvallis, OR is located in the traditional territory of the Chepenefu ("Mary's River") band of the Kalapuya. After the Kalapuya Treaty (Treaty of Dayton) in 1855, Kalapuya people were forcibly removed to what are now the Grand Ronde and Siletz reservations, and are now members of Confederated Tribes of the Grand Ronde Community of Oregon (https://www.grandronde.org) and the Confederated Tribes of Siletz Indians (http://ctsi.nsn.us). Example: The University of Oregon in Eugene, OR is located on Kalapuya Ilihi, the traditional indigenous homeland of the Kalapuya people. Following treaties between 1851 and 1855, Kalapuya people were dispossessed of their indigenous homeland by the United States government and forcibly removed to the Coast Reservation in Western Oregon. Today, descendants are citizens of the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of the Siletz Indians of Oregon, and they continue to make important contributions in their communities, at UO, and across the land we now refer to as Oregon. For more information, please see the UO Libraries full statement on Honoring Native Peoples and Lands. Example: I live and work on Chochenyo Ohlone land. Whose land are you on? University of Alberta: https://www.ualberta.ca/toolkit/communications/acknowledgment-of-traditional-territory University of Guelph http://www.uoguelph.ca/facultyjobs/postings/ad19-59.shtml UCLA: https://chancellor.ucla.edu/messages/acknowledging-native-peoples-ucla-events/ University of San Diego: https://sites.sandiego.edu/komjathy/files/2019/09/KumeyaayLandAcknowledgement.pdf San Diego State University: https://diversity.sdsu.edu/inclusion/jlwood/resource-library/land-acknowledgement.pdf The University of South Dakota acknowledges at many events that it is built on the ancestral lands of the Sioux, but I I could not find such an acknowledgement on the university's website. Mitakuye Oyasin does appear in several places (Sioux proverb meaning 'we are all related') Michigan State University has a land acknowledgement: https://www.canr.msu.edu/nai/about/land-acknowledgements I don't see a lot of institutional encouragement for staff to use acknowledgments of original land inhabitants in their *email signatures,* per se, but I do see some practitioners using wording that is also used by their institutions. Wording found at: https://www.washington.edu/diversity/tribal-relations/ and https://odi.osu.edu/land-acknowledgment city of Toronto: https://www.toronto.ca/city-government/accessibility-human-rights/indigenous-affairs-office/land-acknowledgement/ http://landacknowledgements.org University of Oregon: https://library.uoregon.edu/honoring-native-peoples-and-lands Top of Page