Contextualizing School Library Services

for Indigenous Communities

Objectives

To understand how school libraries are responding to the needs of IP communities as well as their services to promote indigenous knowledge among non-IP learners;

To identify gaps and challenges in responding to the needs of IP communities

To create a venue for discussion on how school libraries can further develop its services both for IP and non-IP learners

Indigenous librarianship

Burns et. al (2009) defined indigenous librarianship as the provision of culturally relevant library and information collections and services by, for and with Indigenous people.

The authors concluded that the development of indigenous libraries and information services is key for cultural and language revitalization and maintenance, and for social, economic and educational interests of Indigenous communities and individuals

Perez and Templanza (2012) conducted an exploratory study of the specialized information centers in the Philippines referred to as local studies centers. Local studies centers combine a library, an archives and a museum.

The main respondents of the study come from 6 centers: Batangas Heritage Center (BHC) (of University of Batangas),

Cavite Studies Center (CSC) (of De La Salle University Dasmariñas), Center for Bulacan Studies (Bahaysaliksikan ng Bulacan) (CBS) (of Bulacan State University),

Center for Central Luzon Studies (CCLS) (of Central Luzon State University),

Juan D. Nepomuceno Center for Kapampangan Studies (CKS) (of Holy Angel University),

Mangyan Heritage Center (MHC) (of Calapan City, Mindoro).

They have their own programs / services. Usually these programs / services include having library materials / collection, conducting researches, conducting seminars and conferences, and having publications (books, magazine, newsletters, etc.) of their own

Finding revealed that existence of these centers and their respective programs caused a considerable impact of the promotion, awareness and appreciation of history, culture, heritage and local studies in the Philippines.

IFLA Special Interest Group (SIG) on Indigenous Matters

To provide librarians around the world with a reference guide that they can use to guide their services for and with indigenous peoples.

To establish strong networks of indigenous librarians so that international efforts are inclusive and reflective of good policy.

40 case studies• USA – 11• Canada – 18• New Zealand - 8• Australia – 6• Guatemala – 1• Mexico – 1• Ethiopia – 1• South Africa – 1• Uganda – 1• Various countries in Africa – 1• China – 1• Pakistan – 1

Ka Waihona Puke ‘ Ōiwi~Native Hawaiian Library - Hawaii

- Oral history, genealogy researches, storytelling, book launches, summer reading program, community read-alouds

parent literacy workshops, culture-based literacy programs; book fairs; family reading night

Hawaiian history, language, culture, and literature

Vancouver Public Library

The Storyteller-in-Residence program provides a valuable link between the library and First Nations communities. It is one way for the library to honour First Nations culture and begin to build trust in the community.

Attendance at public storytelling events has increased consistently since the inception of the program. These events provide non-aboriginal patrons with an opportunity to connect with aboriginal peoples over an extended period of time.

Ottawa Public Library (OPL)

Hosting of culturally specific programs in the library and by holding community open house events.

The library is also incorporating aboriginal-themed programs inits regular public programming, among which are the Summer Reading Club, School March break, and Family Literacy Day.

The OPL additionally encourages literacy, reading, and library use by sending employees into the aboriginal community. This allows employees to talk to aboriginal community members about what the members expect, want, and need from the library, as well as to offer library services in aboriginal community spaces.

Wetaskiwin Public Library - Canada Language Coffeehouse is a resource for cultural literacy, adult

literacy, family literacy, essential communication skills, engaging/interacting, and participating with citizens/learners.

showcase and access materials in other languages by means of the public library;

develop new ways of using language to communicate and create understanding;

generate an interest in learning languages such as Spanish, Japanese, English,

Mandarin, French, Tagalog, and Norsk;

State Library of Queensland - Australia

Indigenous Knowledge Centres (IKCs) located in remote aboriginal communities and Torres Strait islands provide safe, welcoming spaces. With public Internet access and resources that recognize two-way cultural learning, these centers engage all generations in creative, cultural, and educational activities to promote literacy, build life skills, maintain language, and keep culture strong.

Programs supported by the State Library of Queensland are delivered through a participatory community development framework that encourages indigenous authorship. To this effect, programs incorporate innovative new media that records indigenous knowledge, affirms local authority, and builds relevant local resources.

Some of the IKC programs include:

Culture Love Children’s Workshop: A school holiday program that provides weeklong activities for children, employs local artists, and supports the intergenerational sharing of stories, song, and dance.

Writer and Illustrator Workshops: An arts rich literacy program hosted by IKCs in partnership with local schools, where a group of children spend a week developing individual and shared stories.

Installation of and training for an online library management system.

Virtual museums being piloted at two IKCs

State Library of Victoria Libraries - Australia

Making Books Making Readers - Each project is run by an aboriginal community so that the community can tell their own story in their own way. The community selects the elders and mentors they feel will inspire children and young people. The children and young people are encouraged to write and/or illustrate their experiences and to contribute these stories and illustrations to the production of a high quality picture book, which is a baseline, mandatory result of the project.

Contextualizing School Library Services for Indigenous Communities

A survey was conducted to discover school libraries offering services for indigenous communities

A google form was used to gather responses from school librarians

The survey was sent through e-mail and social media sites

Survey period was from September – October 2019

RESPONDENTS

Number of respondents = 55 schools (basic education)

11 out of the 17 Philippine regions represented

CAR BenguetNCR NCRRegion 3 BataanRegion 3 Nueva Ecija Region 3 ZambalesRegion 4A BatangasRegion 4A CaviteRegion 4A RizalRegion 5 BicolRegion 6 IloiloRegion 6 Negros OccidentalRegion 7 CebuRegion 8 Agusan del NorteRegion 9 Zamboanga del NorteRegion 9 ZAMBOANGA DEL SURRegion10 Misamis OrientalRegion 10 Lanao del NorteRegion 12 South Cotabato

Representation by Region

Results

Agus

an d

el N

orte

Bata

an

Bata

ngas

Beng

uet

Bico

l

Cavit

eCe

buIlo

ilo

Lana

o de

l Nor

te

Misamis

Orient

al

Metro

Man

ila

Negr

os O

ccid

enta

l

Nuev

a Ecij

a Ri

zal

Sout

h Cot

abat

o

Zamba

les

Zambo

anga

del

Nor

te

ZAMBO

ANGA

DEL S

UR0

5

10

15

20

25

Geographic Location of Respondents

Private; 89%

Public; 11%

Private Public

Type of School

Presence of indigenous communities within the school’s vicinity

No

Yes

0 5 10 15 20 25 30 35

32

23

NO25%

Yes; 75%

No Yes

Percentage of School Libraries with Indigenous Collection

Number of Indigenous Resources in the Collection

a. 1- 10 titles b. 11-20 titles c. 21-30 titles d. 31-40 titles f. More than 500

5

10

15

20

25

30

35

30

8

3

1

6

Woroniak, 2013 Suggested that major needs assessment must

be conducted in the community where IP exists. This can help program implementers with information to help with decision-making on what type of services maybe offered to the community.

School Library Services for indigenous and Learners

Special collection on history, language, culture, and literatureSt. Louis Center, Inc. - HS (Baguio City) - The school has a specific collection of indigenous knowledge especially that of Cordillera that they continuously develop through acquisition of print and non-print materials. The school also established Indigenous Peoples Education Learning Center where authentic indigenous materials are displayed and housed for viewing.

Ateneo de Zamboanga UniversityThe library displays the collection about Indigenous Peoples.

Aside from this, the library spearheaded the building of the school library for Monte Central Elementary School, located in a secluded area in the mountain where Subanen Tribe live.

StorytellingColegio San Juan de Letran – Bataan Through community service by the members of the library club.

Books in local dialects

The storybook features the creation story of the Tagakolu, an indigenous cultural community in Mindanao, with illustrations by Aldy C. Aguirre, and produced in partnership with the Malita Tagakaulo Mission. It is published by the DO62 Indigenous Peoples Education (IPEd) Initiative of De La Salle Philippines.

Other initiatives to promote awareness on IP communities:

Library book display Information LiteracyCurrent awarenessBook TalkCollaboration with AP teachers

Mansoor (2006) concluded in his dissertation that while librarians appreciate the importance of providing services for ethnic minorities in their area, the respondents in the study felt it was more important for libraries to meet specific demand posed by ethnic groups.

Soriano (2008) recommended that NGO or any group pressing for a culture-based education to coordinate with the responsible agency in government.

Be more conscious of effecting a lasting change in the lives of the indigenous peoples and not just the dole-out, one time, band-aid, short term

WORKSHOP

a) How can we further develop school library services for IP learners?

b) How can we further promote indigenous knowledge among non-IP learners?

Thank You!