1. Welcome to
LD@3!
Please mute your microphones when you are not
speaking.
(Your mute button is at the bottom of the meeting
screen)
2. Building a Program of
Inclusive Practice
A “Toolkit” by Karen Sobel & Zach Newell
Presented 15 May 2020
3. Agenda
● Introduce ourselves.
● Introduce the idea of “tiered competencies.”
● Discuss three major bodies of theory that can
be used to build tiered action.
● Discuss the tiers.
● Work together to practice responding to a
scenario using the tiers.
● Critique the tiers.
● Discussion
● Additional resources
4. What our our “tiered competencies”?
When we see needs for building inclusivity in our academic libraries, we draw
upon our knowledge of theory to create an action plan.
The plans have three parts:
1. Foundational: Building your understanding of the issues surrounding a
situation
2. Intermediate: Responding to the immediate situation; taking care of
human needs; communicating an institutional response
3. Critical: Planning the way forward; updating institutional practices;
educating oneself and one’s colleagues deeply on the issues; creating new
resources; creating forward-thinking programming
5. Why create tiered competencies
of action for inclusive practice?
● We have many bodies of theory from which to
draw inspiration in academic libraries.
● Creating a framework for turning theory into
action can help us to move from situation →
thought → action in a systematic manner.
● The competencies also make it easier to
include colleagues who do and do not have as
great an interest in theory as we do in your
action plan.
6. Theoretical
Foundations
Choose one theory/approach to use with a
scenario: Freire, hooks, Habermas.
➔ Habermas
The Public Sphere
➔ hooks
Teaching to transgress: education as
the practice of freedom
➔ Freire
Critical Pedagogy
7.
8.
9.
10.
11.
12.
13.
14. Definitions
Cultural competence: A congruent set of behaviors, attitudes,
and policies that enable a person or group to work effectively in
cross-cultural situations; the process by which individuals and
systems respond respectfully and effectively to people of all
cultures, languages, classes, races, ethnic backgrounds,
religions, and other diversity factors in a manner that recognizes,
affirms, and values the worth of individuals, families, and
communities and protects and preserves the dignity of each
(National Association of Social Workers, 2001).
15. What Can We Do with Tiered Competencies?
● Use the wealth of knowledge from educational and LIS
theorists to support our campus populations
● Guide colleagues in using what theory teaches us --
whether or not they’re interested in theory
● Create a structure for supporting
equity/diversity/inclusion-related needs in your library
○ Be proactive, responsive, and education-centered
○ Avoid overload in a complex situation
16. 1. Foundational
(Educating Yourself
on the Issues)
Developing strategies:
● Setting aside the time to learn
● Putting issues in context
● Identifying contexts relevant to
situation and profession
● Appropriate resources &
experiences
19. Role Playing:
How do you respond?
(With a little help from colleagues)
Tip
Use the theories.
Remember, you have
theories, competencies,
and each other.
20. Breakout Session: Scenarios
Choose (randomly--or skim them) one of
our six workplace scenarios as the basis
for building a program of inclusive
practice. Each scenario page has
instructions.
Scenario 1: https://bit.ly/3aICujB
Scenario 2: https://bit.ly/2VW2QsI
Scenario 3: https://bit.ly/3eWP4io
Scenario 4: https://bit.ly/3bKgm9w
Scenario 5: https://bit.ly/2Sdbp1i
Scenario 6: https://bit.ly/2KGgTxn
If you would prefer to spend your time working
individually on a scenario from your own work,
please feel free to do so.
Scrum
The best way to prepare
is through practice,
reflection, and discourse
We want to hear your
story!
21. Instructions
(You can also read these on the Google Docs
“Scenario” sheets.)
➔ Read through your scenario. (If you have another
one in mind, you can use it!)
➔ Talk with your group about the theories we’ve
discussed & others that apply to you. Which apply
most to your scenario?
➔ Come up with a tiered plan to respond to the need,
create future plans related to the scenario, and
further educate yourself & your colleagues.
➔ Think of a few points that you’d like to share with
other groups.
24. Takeaways
We’re empowering others and building
confidence:
➔ Ability to employ your “toolkit”
Recalling a foundation of theory and
practice
➔ Stay involved
We don’t have to be experts
➔ What’s next?
Continue the conversation. Keep
building
25. Zachary Newell
Dean of Library Services Administration
Eastern Illinois University
Email znewell@eiu.edu
Presenters
Karen Sobel
Teaching & Learning Librarian
University of Colorado Denver
Email karen.sobel@ucdenver.edu
26. Resources
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launches
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