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Hello, everyone, and welcome to Instructional collaborations in diverse cultural and multilingual contexts.

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I'm Kate Thornhill, the digital scholarship librarian at the University of Oregon Libraries, and I am the moderator for this session.

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I'd like to introduce my colleagues, Jesús Alonso-Regalado, Latin American Studies Librarian, at SUNY Albany, and

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Pamela Espinosa de los Monteros, Latin American Studies Librarian at [the] Ohio State University,

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as well as my colleague Bronwen K. Maxson, the Engagement and instruction coordinator and Subject Librarian [at the University of Oregon]

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This panel is endorsed by the Seminar on Acquisition of Latin American Library Materials,

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or SALALM, for information about this professional organization. Visit SALALM.org or join our conversations on Facebook or Twitter @SALALM.

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All of our panelists will give a short presentation and then we'll have a guided Q&A and conversation.

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And now I'd like to introduce my colleague Jesús.

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Jesús is the librarian for the Department of History and the Department of Latin American,

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Caribbean and Latino/Latina Studies and the Department of Languages, Literatures and Cultures at SUNY Albany.

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In this presentation, I hope to set the tone for the panel by providing you strategies and insights for integrating

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a greater diversity of resources and voices into our information literacy practices.

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I will try to demonstrate how to enrich the student's experience on information literacy by incorporating the idea of people as sources of information

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and research support and expanding points of view in the class to include others on campus or globally within a cultural and multicultural context.

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As a subject librarian in Latin American studies,

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I teach information literacy in several courses where the students have to write a research paper. Over the years,

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I noticed that students tend to just explore sources in EBSCO and ProQuest databases.

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And in beloved digital collections such as JSTOR, but that's mainly it

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As a facilitator for information literacy sessions, my focus

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has been on searching for information beyond those databases so that students can find resources in other languages, authored by

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different voices, and created not only in the U.S. but also in the countries in which students' research is focused on. Connected to this,

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I highlight the growing presence of open access sources created in Latin America,

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specifically because this research is not always visible in our campuses.

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The main goal is to make sure that students are aware that for a well-rounded Latin American Studies research project,

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you need a variety of sources.

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I frame my argument around questions such as: How can we develop well-rounded research about the US-Mexican border without access to Mexican sources?

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How can we fully understand indigenous social movements without the primary sources created by them?

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I feel that framing the issue in this way helps with the "So what?"

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What is the point of trying to find sources beyond those that are easy to find in the databases that students regularly use?

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This is more effective than if we only focus on the number of resources they need to include in their assignments,

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without discussing what's the point of a well-rounded global research project.

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I believe that the human factor is essential in the process of becoming information literate.

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But how can we incorporate the concept of "People as sources of information and research support"?

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I apply this idea in a 300-level research methods course that I co-teach with a teaching faculty.

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During our course,

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students have the opportunity to interact with three groups of people, where sources of information are shared, and also research support is provided.

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Students learn that research does not have to be a lonely process.

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The first group is classmates, alumni of the course, and graduate students. Alumni that have taken this course in previous semesters

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share their experience with the new students in the course. Graduate students

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also meet with them in a roundtable to discuss issues and challenges for the student researcher.

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Also, classmates help each other during the course through peer review and other activities where they work together.

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In this slide,

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you can see the students evaluating a diversity of resources and determining if they are relevant to answer some specific research questions or not.

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Students demonstrate the ability to undertake analytical and evaluative work,

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including content from multiple voices and perspectives and from a variety of sources.

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Here you can see also students interacting with alumni

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that took discourse and this idea that, I mean, you never feel alone during the research process in this class.

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The second group is faculty and faculty whose specialties are connected to the students' research projects are invited to come to our course.

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They read the research proposal drafts written by the students and have a conversation about sources of information,

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and in general, they offer research support to the students in an informal, non-threatening setting.

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These faculty are from other countries or with an extensive global experience.

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And finally, the third group is librarians.

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We also connect students with either U.S. librarians, with experience in Latin American Studies or directly with librarians in Latin America,

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in Latin American countries that can help students explore a greater diversity of resources.

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Students are encouraged to seek out these experts. We put them in contact with faculty and librarians,

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but they're responsible to establish a connection with them and learn how to

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communicate properly in a research and academic environment via email or video.

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The ultimate goal is to engage students in  informed,

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self-directed learning that encourages a broader worldview and embraces global diversity.

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Let's hear now from Gina Andrade, a U. Albany student regarding her experience

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finding relevant sources in other languages and from diverse voices in her research

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project and getting support from a diversity of people during her research process.

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Hello, my name is Gina Andrade, I'm currently a second semester master's student in the LACS department.

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I was in LACS three hundred in fall of 2019.

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I did a research proposal that would focus on Mexican politics,

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specifically looking at Mexico's then newly elected president, Andrés Manuel López Obrador,

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who was a leftist, and just kind of looking at what his presidency would mean for Mexico, for its people, for its economy, for education.

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In this process, Jesús and Dr. Vasalo Opi were able to connect me with Professor Mathew Ingram, who is also at the university at Albany.

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And Claudia Escobar Vallarte from El Colegio de México [Librarian]

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Both were very crucial to my research process.

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Professor Ingram helped me to better identify what my research questions were and kind of guide me with what kind of sources I would need.

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From there, I was able to kind of tell and communicate with Claudia with what kind of sources I needed,

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and she also looked at my proposal. So, she provided me with quite a list of sources that I could potentially use,

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all of which provided me with that Mexican voice, which I was missing from my proposal.

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A lot of my sources that I was using were very U.S. center, like the U.S. perspective on what was going on in Mexico and on a research like this.

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That's not what you need, you kind of need a diverse group of voices.

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And she was able to do that for me, because I do often forget how important that is.

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I was very happy with all the sources I was able to find they were all very interesting, even the ones that I didn't end up including.

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But I did really enjoy LACS 300, and a lot of the skills that I learned in that class

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I still use today because research is still very important in what I'm doing. But, yeah,  a big thank you to everyone who helped me.

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Let me introduce Pamela Espinosa de los Monteros

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Assistant Professor and Latin American, Iberian, and Latino Studies Librarian at the Ohio State University.

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She will be presenting on teaching information literacy with Global South sources.

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Hello, everyone. Thank you so much for being here as part of our panel.

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I hope that there's something that you hear today that may inspire or inform your future work.

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So what is the role of the librarian in facilitating a collection to the world's knowledge?

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Hopefully now you're starting to have some questions based on the presentation that Jesús just gave.

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Above is a picture of the Kangnido map, one of the oldest surviving maps from East Asia.

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It reflects the geographical knowledge of China during the Mongol period.

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When we look at this map, we may believe that our view of the world is more informed or less distorted.

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That may be the case, but I would argue that the information we consume is like this map,

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disproportionate and often excluding or minimizing entire world regions, countries, and perspectives.

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This past year, the COVID-19 pandemic has reinforced the notion that our world is global and interdependent.

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Despite the ever increasing connection of global to local,

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There continue to be formidable barriers in accessing information produced in different international contexts and languages.

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As Dr. Sylvia Sellers-García notes, distance has become less a question of geography and more a question of perspective,

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a perspective that may be a product of systems,

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collections, and databases where scholarship from different parts of the world continue to confront barriers of access.

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Students may think that they are gaining access to the world through academic libraries or the Internet;

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however, the work of Mark Graham and current research by Area Studies Librarians are revealing the uneven geographies of knowledge.

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Currently, 10 languages account for 82% of the Internet's content,

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and only 130 languages are functional in a Google search of the 7,000 spoken in our world.

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Library sources also reflect this significant gap. So here you can see a visualization of the Thompson Reuters Web of Science on the left.

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You're going to see a cluster of Global North authors and journals.

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And on the right you're going to see articles indexed from the Global South.

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These... When we teach our students in any discipline how to search, access, and evaluate information,

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Our profession is overlooking the significant knowledge gaps in our resources that leave students disconnected from global voices.

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Disconnected from locations and regions, often at the nexus of social inequalities, marginality, and social justice,

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Further isolating their worldviews from being referenced, included, and discussed in a classroom.

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So what can we do about it?

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To access the information of the world, both advanced information skills and global citizenship education competencies are required.

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Today, the majority of literature on inclusion and global information literacy curriculum has focused

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on adapting curriculum for international students or instructional approaches from abroad.

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However, a few studies have explored the adaptations required to connect Global North students to international information and perspectives.

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And one mechanism, I argue, is to teach information literacy through the search and selection of global scholarship and information.

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So in 2018, a colleague of mine, Beth Black, who's the Undergraduate Engagement and Outreach Librarian,

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we decided to redesign an assignment called the Information Network inside of an undergraduate

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Understanding the Global Information  Society course for an International Relations Program.

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And we created a scaffolded assignment that spanned the semester in order to explicitly teach information literacy

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using exercises that expose students to critically reflect on these knowledge hierarchies, which I just previously discussed.

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It required students to account for world views, especially those that are underrepresented or marginalized.

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So what did we do? We did a lot of different things, but when I'm going to talk to you about is how does this relate to you?

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Well, most of us do a lot of annotated bibliographies. How many of us require that Global South sources are included in those annotated bibliographies?

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So that was one of the things that we asked our students to do.

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We asked them to complete the annotated bibliography in three different stages.

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That cumulated in them creating a resource list of vetted sources for a specific country that they were monitoring the information flows.

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And it was published on a class blog, also reinforcing the fact that this information is not readily available.

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And unique to this assignment is that we ask students to reflect on the search process,

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as well as discuss the search strategy for finding the sources. So it was not enough to have the source,

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they really needed to discuss to us how they got there, what was their search method,

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and then we provided feedback on the search behaviors. Here is the assessment that we took for this assignment.

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It was used, we used a rubric. We align information literacy and global citizenship, dispositions together.

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We used a variety of criteria including source relevance, like you see here. In source relevance for Global South sources,

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We asked them to identify a list of trusted and balanced information sources that could speak to the local,

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national, and international context of the region and the country.

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So essentially we were asking them to find a source that was an authentic and authoritative source from that region,

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from that country, from that locality. So what did we learn?

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We learned that the international sources slowed down the process, making it easier to deconstruct information

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literacy competencies required to search, access, and evaluate sources because of preexisting knowledge

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inequities that make these sources harder to find. You have to have information literacy skills to find these sources.

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Otherwise, it's not going to work for you. So the inequities there work to your benefit.

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Viewpoint diversity in international sources are really difficult for students,

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and we noticed that mediation and practice is needed.

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And finally, why do this? Students who are required to access information from both the Global South and the

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Global North will be more prepared to design solutions for global challenges.

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We are a global community. We need to have globally informed citizens.

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Libraries have a role to play to facilitate this preparation. Now, it's my absolute pleasure to introduce Bronwen Maxson,

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who is the Coordinator for Undergraduate Engagement and Instructional Services at the University of Oregon Libraries.

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Bronwen is also the Subject Specialist and UO's library liaison to Spanish and Portuguese and to the Latin American Studies Program.

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Bronwen earned her MLIS at the University of Denver and a B.A. in English and Spanish at the University of Colorado, Boulder.

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Please help me to Zoom introduce Bronwen Maxson.

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Muchas gracias, Pamela, thank you so much. Hello, everybody.

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I will be presenting on Mapping Latinx at UO.

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This is a project to translate the campus map to Spanish.

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And I chose the term Latinx because, although I do not identify as Latina,

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I participate in UO's Latinx Strategy Group which advocates for the needs of Latinx students and staff on campus.

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And I'll note, as you'll hear in a student video later on in my presentation, some Spanish speakers,

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including this student, use the term Latine with an E because that is a gender neutral form that already exists in the Spanish language.

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In addition, we hope to grow this map project to include historical information about Latinos,

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Latinas and Latinx peoples and history on the UO campus to resemble another UO map layer, Indigenous UO.

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This project would not have been possible without collaboration from community members and campus members.

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There were some community needs that led to the creation of a map of campus in Spanish.

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This idea originally came to me when I participated in the UO Dreamers Working Groups Community Engagement Committee.

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the students.

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So you're probably wondering how did a librarian and get involved and why?

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I speak Spanish and I have done translation work. I also had a previous career as an immigration paralegal, so I have supported people to navigate

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the US's predominantly English-speaking society.

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I'm also in touch with all of the groups on the previous slide and I've helped to build a catalog at a law library.

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So I know that a database is just tables of information in the background.

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And I knew that this was something that I could handle. In my short introductory video for students,

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I explained the project and who I am. I explained that I learned Spanish in school and that I learned Spanish in Spain and that this project,

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it's important to reflect local varieties with Spanish in Oregon because this map is both by and for local communities.

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I was embedded in two sections of the Spanish 228 course in our Canvas learning management system.

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and UO Libraries values. Throughout the course,

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To get this project started, we had some specific needs in spring term.

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We wanted an asynchronous workflow. We wanted something that would be a low burden on students given the COVID pandemic.

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And each student only had about 18 terms to translate. The course itself wanted to do a project that connected students to the local community.

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And it also had the added benefit of connecting them to their family. And the project provided a benefit for campus and wider community.

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This project also aligned with heritage, language and program pedagogy,

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instructor goals, and provided personal connections for students to the campus and the local community.

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This is a screenshot of what the spreadsheets looked like. So student eight,

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in this case, provided a translation and a rating, according to a three scale rubric on their confidence in that translation.

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And then any dudas, or doubts, about their work.

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And then the next student would review their work, add their own translation, and add any additional comments.

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Students in larger groups then reviewed each other's work and discussed any remaining issues.

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Heather, the instructor, and I reviewed the work before sending it to the Campus Mapping & GIS Office for ingest into their system.

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And it actually just went live on Friday, March 19th, 2021.

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Here is a view of what the landing page looks like.

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You're welcome to visit the map at map.uoregon.edu/spanish

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You can also find out information about the map from Campus GIS & Mapping at the Safety and Risk Services web site shown on screen.

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Here's a zoom in on the student union building on the map.

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This is the Unión Conmemorativa de Erb or the Erb Memorial Union.

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The project aligned with critical language awareness pedagogy.

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As you can see in this quote. That students learned to examine,

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critically examine the social reality that not all linguistic varieties and languages

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receive the same social value and that national monoglossic ideologies socially exclude,

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disparage marginalized minority languages by pressuring communities towards English monolingualism.

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So students in this course are made aware of social and political issues around linguistics and language.

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This quote goes on to point out some of the varieties of Spanish and some of the linguistic features that that came up as we were doing this project,

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And ultimately, a critical language awareness approach promotes equity both inside and outside the classroom and fosters students'

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agency in making their own linguistics choices. So this map project really nicely aligned with all of those those things.

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Here are some student responses on the left. These are responses during the spring term that I paraphrased,

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I'll let you read. Those links are also included in my references at the end.

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And now I'd like to introduce Jessy, or Jessy Birruete, a UO student who will explain what this project meant to her in her own words.

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Hola a todes, soy Jessy y este es mi segundo año. Estoy en la Universidad de Oregon [Hello all, I'm Jessy and this is my second year. I'm in the University of Oregon]

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El año pasado, tenía la oportunidad de trabajar en la creación de una nueva mapa para UO. [This past year, I had the opportunity to work on creating a new map for UO]

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Being a part of a project that came as a request from local community members

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was an incredibly rewarding experience for me. Like a lot of other students with close ties to a Latine identity,

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I don't often get a feel a sense of connection between my academic work and my culture.

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And being able to have such a hands-on experience in that way was not only something that I'm really proud of being a part of,

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but a newfound privilege. Connecting my academia and my culture in a way that benefits my community was priceless for me.

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A lot of what this process really looked like was just sharing personal experiences

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or knowledge between us students saying things like, "Oh pues, cuando yo estaba en México miré que escribieron avenida así on their street signs" [When I was in Mexico, I saw that they wrote 'avenue' like this on their street signs]

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or things like that, and then going from there.

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Another thing that I often did and for the first time ever got to do was have my dad help me with my homework.

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He immigrated to the States when he was around my age. And because of that, he didn't have the same privilege that I do to pursue education.

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And I remember growing up and seeing kids in the movies, like at the dinner table with their parents working on homework.

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And as silly as it sounds, I'd always wanted that experience.

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And even if it was being able to call my dad and say, "Oye, cómo escriben  the 'ST' abbreviation on a street sign?," [Hey, how do they write the 'ST' abbreviation...?] or something as simple as that.

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This UO map project ultimately allowed me to have that experience.

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It's something that I'm really grateful to have been a part of and ultimately really proud as well.

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Thank you. And these are my references and some further reading. The image that you see is from Soñadores, or Dreamers, by Yuri Morales,

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OK. Well, thank you, panelists, for your fabulous presentations.

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And we do welcome all of our listeners and our viewers to feel free to ask questions in the chat.

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As part of our live Q&A, what we're going to do next is we're going to have some panelist Q&A conversation together.

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So we'll start with asking some questions of Jesús. And I'm going to pass the mic to Pamela.

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The mic is yours to ask some questions. Jesús, thank you so much for your presentation and your work with your students.

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My question was about how well, how much effort did it take to have students connect with the Latin American librarians?

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And what advice would you give for those who want to do something similar but may not have those connections yet?

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That's a great question, Pamela, thank you for asking. There is certainly a challenge to match research topics with specific librarians.

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Last year we had 14 students and I only could find four librarians to collaborate, two from the US and two from Latin America.

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My advice will be... I have like three pieces of advice for you here.

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1. Get more involved in international committees, panels like in organizations like ACRL,

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ALA, etc. 2. Work on projects with librarians from other countries.

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And number 3. Just connect with them in social media or asking for help on listservs, etc.

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I think those three might get you started. But I understand it's not easy.

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But I think it's worth trying. So thank you. Thank you.

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Has this changed your students perception or habits of how and where they seek information?

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Thank you for actually asking that, Bronwen. We share with the students the idea of a scholarly conversation that I'm sure many of

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you are familiarized with and how this concept can help with the research process.

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The scholarly conversation can happen in diverse ways. We focused on the idea of having a dialogue with experts.

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We also warn the students that they might get ideas from the experts that might be in conflict with each other.

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One expert can say one thing, another expert can say something else.

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And so I think this can be also in conflict with the ideas that students have about their projects.

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So we always tell them, we tell the students that they have to learn how to receive feedback in a positive way,

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develop a thick skin, and then see how their feedback may help them to write a better and more robust research proposal.

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So thank you. So that's a great question. Thank you. Bronwen. And next, we have questions for Pamela.

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We will start with Jesús.

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What question or questions do you have for Pam? Yeah, I have a question for Pam.

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You I mean, your presentation was fascinating and it really inspired me also in terms of things that I can also do with annotated bibliographies,

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so I feel very connected with your project. So we have to share things after after this presentation.

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But my question for you here are right now is,

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Could you talk a little bit more about how the student's performance was different across the two academic years?

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What were the most common roadblocks that his students went through and how the librarian facilitated this process?

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Sure. Yeah. So for the first one, usually we would give the assignment.

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They would find resources on the Internet. They wouldn't....

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Even though we would talk about resources that they could use, they just use the ones that they were more comfortable with.

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It ended up being a lot of international news media, not really looking at sources inside of the country itself.

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And then they would put their assignment aside and it was it was done.

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The redesign really helped to make them understand how to really find authentic and authoritative sources.

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It is a process. Search as a process. And we think the element that really changed was providing them feedback three different

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times so that they had to iterate and incorporate the changes that we were suggesting.

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They also when they had to break down their search process, it really helped for us to see where each student was at.

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So rather than teaching blanket information literacy concepts,

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we were able through that feedback to give tailored remarks that would support the student's next steps.

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So some people were more fluent, some people were less.

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And and then in each country, as many people know on this panel, you know, each country is going to have a different approach.

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So that also helped to tailor that particular process.

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And at the end, I think it brought students an appreciation that this is that you really need to make time for this,

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that that it is not a one size, one step approach, one stop shop for a database and start researching.

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And we did see a significant change, though, by the end, you know,

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I would say that many of them walked away with much higher grades than we had given them previously.

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And also with it. But more than anything, the appreciation, the appreciation,

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because you could read about the digital divide or you can experience the digital divide and think that really changed the first person experience.

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How does being a LAC Studies or Latin American and Caribbean Studies Librarian enrich your students experience with this course?

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So I want you to speak a little bit about what you bring to the table. And you shared your assessment rubric with us.

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Did you also use any additional approaches to assessment like critical approaches for learning?

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So, you know, my identity informs a lot of the approach that I take, but more than that,

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my academic training in Latin American Studies and also my practice as an Area Studies Librarian and understanding

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the gaps that each of us face when we're supporting researchers to find scholarship that is scattered,

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that is not one place that cannot be found in one database.

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So I think that it really helped to show students the differences that are available in information,

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And I think both of you have been touching on this in your presentations, how different information is valued differently.

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So giving that approach. I think they appreciated my perspective.

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The students that come from underrepresented communities report enjoy seeing me at the front of the

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room and also validating their own experience, similar to what you had going in your project, Bronwen.

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And then the other part is being able to share information from places that I've been to or I not only have studied, but I also have lived in.

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And then to your other point, we used... the rubrics were more like guides.

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And, you know, we we spent a lot of time helping students with their...giving a lot of feedback.

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And so we made them do "Track Changes" on their word documents.

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We, every time that there was a specific state, we would we would put specific points that we addressed together as class.

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We sometimes gave examples of some of the best student work so they could see peer to peer.

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So I hope... they were not very formal pedagogical approaches,

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but I think that they would really helpful because they needed to see models about a behavior

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and a pattern and ... an approach to instruction that they had not really seen before.

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They've never been asked to talk about their search process. Thank you for your question.

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Hard question...

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And now we're going to we're going to ask Bronwen some questions so, Jesús, you can go first.

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Thank you, Kate. What is the role of a librarian in your project,

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Bronwen, and what information literacy skills and concepts are learned by the students while working with the translations and the map?

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My role in this particular course, I was in two sections of Spanish 228,

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I was I prepared an introductory video that explained the project,

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the fact that the project had come from the Dreamers Working Group, Community Engagement Committee.

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And I also worked in the background to create the workflow and the structure for the spreadsheets with the terms and the internal peer review process.

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I didn't spend time teaching other than meeting with the students for two synchronous Zoom sessions.

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This was the first the first set of terms that we got from the Campus Mapping & GIS Office.

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So this was sort of a pilot and we hope to continue to to improve and translate more of the map with future courses.

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So my role is developing. My hope would be to take a more active role with with the instruction piece of this course.

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And as far as pedagogy, I did prepare a research guide to support students in finding information for the map.

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I highlighted a few translation websites and tools that I have used in the past.

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And I do believe students consulted some of those.

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But as you heard from the students, they often turned to peers and parents and other other family members.

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So they used people as sources in a different way [laugh].

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And in my conversations with students about information seeking and information literacy during the synchronous zoom sessions,

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we mostly focused on conversations around authority and language.

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So, for example, my I learned Spanish from textbooks in and in Spain primarily.

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And so I often bring a Castilian Spanish perspective to the room.

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However, I.. six years working in immigration law with folks from all over the world,

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my Spanish, I like to say I have an Colorado accent because it's just a mix of various Spanishes.

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We did talk about my limitations as a translator. If if I default to the RAE, the Real Academia Española,

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which is the Spanish Royal Academy of Language, that I, my Spanish doesn't represent the students.

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It doesn't represent the community here. So students then became the experts.

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And I think in that dialogue

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we created a good relationship and a critical sort of Freireian classroom space where the students became those co-creators of knowledge.

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So we didn't get into the nitty gritty of information literacy, but I think what we did do was was more useful and important.

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Thank you, Bronwen. Thank you, Bronwen, and, uh, Pamela,

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How about you? What question for you have for Bronwen?

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Thanks. I had a question that had more to do with project management, so

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Could you explain a little bit about how you negotiate your contribution and

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agency within the group?

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Were collaborators surprised that as a librarian you were leading this project or supporting this project or part of it?

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And what were some of the long-term wins for your participation in this project?

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I would start by saying that I got to build upon the relationships that our Mapping and GIS Librarian Kathy Stroud had built on campus,

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So when I reached out to the Campus Mapping & GIS office as a representative of the Dreamers Working Group Community Engagement Committee,

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I think that they weren't surprised to be hearing from a librarian. And I reached out as part of the committee,

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So along with Heather Quarles, along with Cheryl Hartup the JSMA Latin American Art Curator.

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And so the campus GIS, Campus Mapping &GIS office folks were extremely enthusiastic.

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They understood the importance of representation on the map.

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They wanted to partner with students. And in fact, they have partnered with various courses.

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If you look at be Indigenous UO map,

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That was part of an academic residential community project to highlight history, indigenous history on campus.

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So they were an easy and enthusiastic partner. The Spanish heritage language program also was very open to collaboration.

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And and Heather Quarles was key to

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To articulating how this project fit in with the course of learning objectives. And, big wins...

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I think I just I appreciated all of the openness and the... from all the professionals on campus to getting involved.

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People didn't put barriers in the way for us.

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We just sort of were able to charge ahead with this project in the midst of the COVID pandemic.

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We were just fortunate that everything sort of fell into place.

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And we've had wonderful attention from the campus Communications Office as well as the local Daily Emerald Paper.

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So I think just that that visibility for both students and the Libraries has been a big win.

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A question I have for for all of you as we have a group discuss short group discussion is within the context of your project or assignment,

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How did your experience creating resources transform or reinforce how centering Latinx voices impacts you as a knowledge creator?

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And also, how do you think your knowledge creators have broadened the global impact on those living in the Global South?

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So I could start. So there's a perception of Area Studies Librarians as bibliographies and collectors,

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and I think that there is a growing trend and...

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But truly, you know,

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our connection to the regions and to those voices is a responsibility that I think that weighs on us and that we all feel very strongly about.

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So when we're connecting people to a piece of scholarship from the Global South,

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We're really trying to break down this border. Between...seldom connect and seldom speak to each other.

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And so for us, there is a huge responsibility and part of the reason that we care so much about our collection

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And now we've trained to do activate them through instruction is because we're really

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trying to make this awareness that not all information is is easily accessible,

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that those communities need a voice. And it's through these type of interventions that we can make students aware of it.

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I'm going and I'm going to kick it down to Jesús .

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But I mean, following up on what you're saying, and I completely agree with everything you said, is that many times in libraries

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they think about functions of librarians in very, kind of silos.

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Right. Some people do collection development and some do information literacy.

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And I completely, I mean, the way I think we're all doing our jobs is not like that in real life.

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You know, daily working life is quite the contrary. Actually, our projects would not

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be possible if we don't connect collection development with information

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literacy. My information literacy practices inform my collection development

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Like, if diversity of resources, if without diverse collections we cannot, we wouldn't be able to provide this kind of information

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literacy where the students have to find diverse collections from different countries, from different languages.

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So there, it's all connected. It's completely all connected. And I think have them in silos

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They think once the students are, this clicks to them. It really

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It changes their perception, because many times when we ask them about what sources they use, what database they will say "JSTOR."

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And I think we have to more move more toward that to connect not only Collection Development and information literacy, but also research.

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Like, I actually tried to say less and less, like we're having 'library sessions', because actually what we're doing is we're doing research sessions.

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It's all connected. And I think is where we say library sessions, for instance, is more like, oh, we're going to library

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We go on an excursion to go to the library. No, it's all connected.

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It's part of the same thing. And it should be more organic.

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I'm going to shift my answer a little bit toward more the personal.

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In being a Latin American Studies librarian as a white person from Colorado, from the US,

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I try to focus on centering student voices and voices from the Global South in my library practice.

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So I want to share a couple of quotes from the students...

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This is from Karla Diaz. When she was interviewed with the Daily Emerald paper. "We were all from different backgrounds.

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So some of us might have been first generation. Some of us might have been born here.

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Some of us may be born in Guatemala or Mexico or Puerto Rico. And I thought it was just cool to share our different languages,

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the way we say different things." And another interview from Anthony Hanson with the UO Communications newsletter Around the O.

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Anthony says, "With these translations, I feel many in the Latinx community will feel more accepted at the UO and

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they will know that their children are attending a school that is inclusive."

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Thank you all so much for sharing and answering the question. And so we have reached the end of the panel and our conversations.

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And Pam, Jesús, and Bronwen, keep being rad and keep being awesome, and keep doing good work.

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Thank you for sharing your knowledge and experiences.