Instructional Collaborations in Diverse Cultural and Multilingual Contexts Moderator: Kate Thornhill, University of Oregon ACRL Ascending into an Open Future Jesús Alonso-Regalado Pamela Espinosa de los Monteros Bronwen K. Maxson Latin American Studies Librarian Latin American Studies Librarian Engagement/Instruction Coordinator & Subject Librarian This panel is endorsed by SALALM, the professional organization for Latin Americanist Librarians and Book Vendors @salalm SALALM Land Acknowledgment Image Credit: Getty Images Panel Structure All panelists will give short presentations and then we will have a guided Q&A and conversation. After the recording, we will have a live Q&A. Throughout the recording, please feel free to use the chat and panelists will respond. People as Sources of Information and Research Support in a Diverse Cultural and Multilingual Context Jesús Alonso-Regalado Associate Librarian, Latin American Studies Librarian ACRL 2021 Virtual Conference For a well-rounded LACS research project you need a variety of resources on.... • Various languages • Authored by different voices • Generated not only in the USA but in the countries in which your research is focused on Source:https://en.wikipedia.org/wiki/File:Border_USA_Mexico.jpg But HOW can we incorporate the concept of “People as Sources of Information and Research Support” within a diverse context? Classmates Alumni of the course Graduate students People as Sources of Information Multiple Layers of Research Support Evaluating Diverse Sources of Information published in various countries, a variety of languages and voices “I never felt alone during my research” Classmates Alumni of the course Faculty Graduate students People as Sources of Information Multiple Layers of Research Support The Human Factor Sharing Sources of Information Facilitating Research Support Classmates Alumni of the course Faculty Librarians Graduate students People as Sources of Information Multiple Layers of Research Support Insert video of student here. Gina A. References 1. Teaching & Learning, University Libraries. (2018). Types of Sources. In Choosing & Using Sources: A Guide to Academic Research (pp. 6–40). The Ohio State University. https://ohiostate.pressbooks.pub/choosingsources/chapter/people-as-sources/ Teaching information literacy with Global South Sources Pamela Espinosa de los Monteros Assistant Professor, Latin American, Iberian, and Latino Studies Librarian @viceral_blot | espinosa@osu.edu ACRL 2021 Virtual Conference por qué esto es importante/ why this matters Distance has become less a question of geographical distance and more a question of perspective. Kangnido World Map (1402) “Despite the illusion of universal proximity, there are yet ways of being remote and distant in our day… …So, even now, not every place is equally connected and distance is, undeniably, relative and flexible. …” -Sylvia Sellers-García, Distance and Documents at the Spanish Empire’s Periphery por qué esto es importante/ why this matters REPRESENTATION OF ACADEMIC KNOWLEDGE Thompson Reuters’ Web of Science [Figure 1: Indexed articles in the Web of Science database produced by [Figure 2: Indexed articles in Web of Science database produced authors in the Global North clustered by subject. Reprinted from SCImago, by authors in the Global South clustered by subject. Reprinted from SCImago, (n.d.). SJR — SCImago Journal & Country Rank (n.d.). SJR — SCImago Journal & Country Rank -Shape of Science[Portal]. -Shape of Science[Portal]. Retrieved August 15, 2020, from Retrieved August 15, 2020, from http://www.scimagojr.com.] http://www.scimagojr.com.] Course la idea/ the idea “I still use the knowledge I've gained from that course as it was one of the sparks that lit the flame for my passion of wanting to do international work. I have been more motivated than ever over the years to pursue my passion for knowledge, language, cultures and technology.” -Student Testimonial Description: This course Invites students to INFORMATIO GLOBAL think critically about the global networks that are N LITERACY CITIZENSHIP shaping the new knowledge creation & sharing processes. To monitor news, investigate web resources & gather information for assignments, report & case study analysis. Credit Hours: 3.0 Instructional Pedagogy Lo que hicimos/ What we did APPLIED SOURCE FROM PAPER SCAFFOLDING CRITERIA TO BLOG Information Modeled iterative Motivated scholarship Viewpoint students diversity Network : Students Redesign for incorporated Unpack“inTgE sXouTrce Addressed instructor authority knowledge global inclusion equityfeedback Reflect on the Search strategies search process and source New publishing + platform taught evaluation how/when to to students practiced 3X consult a source Assessment Information Literacy ACRL “…the set of integrated abilities encompassing Element Assignment Element Information UNESCO the reflective discovery of information, the Evaluation at Excellent Literacy Global Citizenship understanding of how information is produced Disposition Element(s) and valued, and the use of information in creating new knowledge and participating Source ● Basic description (e.g. Information Learners acquire ethically in communities of learning” Relevance author/ organization Creation as knowledge and -(ACRL, 2015). behind the source, Process understanding of local, format type) Information has national and global ● Access point Value issues and the interconnectedness and GCED is based on the three domains of learning ● Source currency interdependence of ● Country of origin and different countries and • Cognitive: knowledge and thinking skills necessary language populations to better understand the world and its complexities. ● Type of information • Socio-emotional: values, attitudes and social skills ● Source perspective that enable learners to develop affectively, ● Strengths/Weaknesses psychosocially, and physically and to enable them ● Why it was selected to live together with others respectfully and peacefully. • Behavioral: conduct, performance, practical application and engagement. Closing thoughts... The Information Network assignment sought to decenter student’s learning environment by having them prioritize global voices and perspectives as their main source of information References • Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework. • Carillo, E. C. (2017). Using pedagogical interventions to quell students’ Teaching information anxieties about source-based reading. Currents in Teaching and Learning, 9, 26-32. Retrieved from https://www.worcester.edu/WorkArea/DownloadAsset.aspx?id=10468. literacy with Global • Carter, L. R., & Whittaker, B. M. (2015). Area studies and special collections: Shared challenges, shared strength. portal: Libraries and the Academy, 15(2), 353-373. doi 10.1353/pla.2015.0017. South Sources • Dash, T. R. (2017). Higher education stakeholder perceptions on internationalization of the curriculum. In H. de Wit, J. Gacel-Ávila, E. Jones and N. Jooste (Eds.), The globalization of internationalization: Emerging voices and perspectives (pp.194-234). New York, NY: Taylor & Francis. • Graham, M., Hogan, B., Straumann, R. K., & Medhat, A. (2014). Pamela Espinosa de los Monteros Uneven geographies of user-generated information: Patterns of increasing informational poverty. Annals of the Assistant Professor, Latin American, Iberian, and Latino • Association of American Geographers, 104(4), 746–764. Studies Librarian doi.org/10.1080/00045608. 2014.910087• Hagel III, J., Brown, S. & Davison, L. (2010). The Power of pull. New @viceral_blot | espinosa@osu.edu York: Basic Books. • Turnball, D. (1997). Reframing science and other local knowledge traditions. Futures, 29(6), • 551-562. • Repko, A. F. (2008). Interdisciplinary research: Process and theory. Los Angeles: SAGE. • UNESCO. (2015). Global citizenship education: Topics and learning objectives. Retrieved from http://unesdoc.unesco.org/images/0023/002329/232993e.pdf • Young, H. (2015). The digital language barrier: how does language shape your experience of the internet? The Guardian, May 28, 2015. Available at http://labs.theguardian.com/ digital-language-divide. Mapping Latinx at UO Bronwen K. Maxson Coordinator, Undergraduate Engagement & Instructional Services Subject Specialist for Latin American Studies, Spanish & Portuguese @soccerbrarian | bmaxson@uoregon.edu ACRL 2021 Virtual Conference Community & Collaboration Community & Needs UO Partners • UO Dreamers Working Group’s • Spanish Heritage Language Program Community Engagement Committee (SHLP) Students • Local Eugene-Springfield community members • SHLP Instructor Heather Quarles and Program Director Sergio Loza • Jordan Schnitzer Museum of Art (JSMA) • Campus GIS & Mapping Office, Brook • Events for local Latinx communities, need a parking and transportation map Eastman & Ken Kato • Raza Unida Youth Conference (RUYC) • Cartographic and Spatial Data • Annual conference with Latinx youth & Librarian Kathy Stroud parents • Data Management & • World Athletics Championships in 2022 Reproducibility Librarian • International Visitors to Eugene & UO Gabriele Hayden Librarian Involvement • Short introductory video for students • Embedded in 2 sections of SPAN 228 course in Canvas (our LMS) • Project aligns with personal, professional, university, and UO Libraries values Spring 2020 and SHL Program When Spring quarter at UO began, we Spanish Heritage Language Program were already working from home and (shl.uoregon.edu) had unique needs: • Alignment with heritage language and • Asynchronous workflow program pedagogy • Low burden on students • Alignment with course and instructor • Each student had approx. 18 terms to goals translate • Personal connection for • connections to local community and students to both campus and family the local community • Benefit for campus and wider community This map: https://map.uoregon.edu/spanish Info about the map from Campus GIS & Mapping: https://safety.uoregon.edu/campus-map https://map.uoregon.edu/spanish Critical Language Awareness “Students learn to critically examine the social reality that not all linguistic varieties and languages receive the same social value. […] Moreover, national monoglossic ideologies socially exclude, disparage, and marginalize minority languages by pressuring communities toward English monolingualism (Fuller, 2013). Bilingual speakers in the United States use a Spanish variety which includes linguistic features that are common in bilingual contact areas: semantic extensions, calques, false cognates, borrowings, code-switching, and regionalisms (see Beaudrie et al., 2014; Escobar & Potowski, 2015; Lipski, 2008). Ultimately, this [critical language awareness] approach promotes equity both inside and outside the classroom, and fosters students’ agency in making their own linguistic choices (Leeman,2014).” ~ Beaudrie, S., Amezcua, A., & Loza, S. (2020) (line breaks added for readability) Student Responses Responses During the Spring Term Responses After the Term Project (paraphrased) ● “With these translations, I feel many in the ● I asked my parents who immigrated to the US Latinx community will feel more accepted at how they would navigate to places like a new the UO, and they will know that their children job are attending a school that is inclusive.” - ● I looked at a map of both my parent's home Anthony Hansen, Around the O interview cities in Mexico ● “We were all from different backgrounds, ● My family is from Puerto Rico and this is for so some of us might have been first- the local community, many of whom have ties generation, some of us might have been to Mexico, so that affects how I translate the born here, some of us may be born in terms Guatemala or Mexico or Puerto Rico,” Diaz said. “And I thought it was just cool to ● Should we be paid for this work? share our different languages, the way we say different things.” - Karla Diaz, Daily Emerald interview ● Video response from UO student, Jessy B. References and Further Reading 1. Beaudrie, S., Amezcua, A., & Loza, S. (2020). Critical language awareness in the heritage language classroom: design, implementation, and evaluation of a curricular intervention. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2020.1753931 2. Solórzano, D. G. (1989). Teaching and social change: Reflections on a Freirean approach in a college classroom. Teaching Sociology, 17(2), 218–225. https://www.jstor.org/stable/1317466 3. Maxson, B. K. (2020). Mapping Latinx at UO: Translating UO campus maps to Spanish. UO Libraries Instruction & Engagement Blog. https://blogs.uoregon.edu/libraryinstruction/2020/05/08/mapping-latinx-at-uo/ 4. Elliot, M. (2020, August 18). Breaking down barriers: UO students and staff translate campus maps into Spanish. Daily Emerald. https://www.dailyemerald.com/news/breaking- down-barriers-uo-students-and-staff-translate-campus-maps-into-spanish/article_c8cf4900- e0f1-11ea-a4c2-8b406314d17a.html 5. Halnon, E. (2020, July 28). New maps make campus more accessible to Latinx community. Around the O. https://around.uoregon.edu/content/new-maps-make-campus-more- accessible-latinx-community 6. University of Oregon Spanish Heritage Language Program (SHLUO) Spanish 228 students including Díaz-Miranda, K., Flores, R., Flores, T., Garay, G., Gutierrez, E., Hanson, A., Mendoza, R., Murphy, A., Neri, K., Orta, R., Torres, I., and faculty Maxson, B. K., and Quarles, H. (2020). Mapas de la Universidad de Oregon. Harvard Dataverse, V1, UNF:6:UT9P8yGB+zg2eoJs+xV7LQ== [fileUNF]. https://doi.org/10.7910/DVN/STUQ1B Image from: Soñadores by Yuri Morales from Penguin RandomHouse Instructional Collaborations in Diverse Cultural and Multilingual Contexts QUESTIONS? Comments & Experiences? CONTACT Kate Thornhill | kmthorn@uoregon.edu Jesús Alonso-Regalado | jalonso-regalado@albany.edu Pamela Espinosa de los Monteros | espinosa@osu.edu Bronwen K. Maxson | bmaxson@uoregon.edu