Multicultural Review

For my multicultural review, I chose to focus on Asian culture and Asian Americans. The books reviewed are all aimed at children aged 4-17. Children should be aware of different cultures and be exposed to them at an early age. The IFLA Multicultural Library Manifesto indicates that in our increasingly heterogeneous society, being aware and respectful of cultural diversity can promote international peace and security (2008). These books can help familiarize children with words, places, and traditions of Asian and Asian American culture.

So, S. (2006). Shanyi goes to China.  London: Frances Lincoln Children’s Books.

                Shanyi Goes to China by Sungwan So is a story about Shanyi’s trip to China with her family. As a second generation Chinese American, Shanyi knows a bit about China but she is excited to learn more about her culture. Written in Shanyi’s own voice, the book is a travel diary with stories and pictures from each place she visits. Traveling from Hong Kong to Panyu to Aotou, Shanyi describes many traditional Chinese activities and places, like Baomo yuan, a traditional Chinese garden, and burning money at an ancestral hall in Gaochang. 

                Shanyi and her family visit many different family members in cities all over the southern coast of China. A map at the beginning of the book illustrates the route she and her family take to visit their relatives. Each page has at least one photograph showing Chinese dress, food, and traditional buildings. The book is both entertaining and educational, as there are many Chinese words in the text. The book also includes a recipe for steamed egg custard, which Shanyi’s grandmother prepares for her during her trip. There is a short glossary of the Chinese terms in the book, as well as an index.

                The differences between modern day China and ancient China is displayed in the book, as Shanyi sees ancient temples as well as skyscrapers on Hong Kong Island. This shows children how Chinese culture has evolved throughout history. So’s pictures align perfectly with the text, showing many Chinese objects Shanyi describes in her story.

                So was born in Hong Kong and received a master’s degree in anthropology from the Chinese University. He then went on to receive a B.A. in photography, which is evidenced in the vibrant photographs that evoke feelings of wonder in the reader.

                This book is intended for a younger audience of children aged four to six. It is an easy way to introduce different elements of Chinese culture to young children, especially those who have little to no experience with Chinese culture. This book would make a good addition to school libraries and classrooms.

Straub, D. G. (ed.). (1997). Asian American voices. Detroit, MI: UXL.

                Asian American Voices is a reference for students in grades 9-12. It includes speeches given by prominent Asian American politicians, activists, educators, and others who have shaped Asian American culture today. While this work only represents a small fraction of prominent Asian American figures, it gives a broad overview of the ideas and works of many famous Asian Americans. It gives a basic outline of Asian American history, and would be a good starting point for students writing reports.

                Included in Asian American Voices are biographical essays and speeches from 15 prominent Asian American figures from as early as 1891. The speeches included in this resource are what make Asian American Voices stand out from other biographical resources. Children can see how Asian Americans have worked to better the world for others by reading speeches by Bette Bao Lord, a prominent human rights activist, Irene Natividad, a Filipina educator, and David Henry Hwang, a Chinese American playwright. The speeches discuss everything from women’s rights to pride in one’s culture, as well as the importance of democracy.

                There are several features that make this resource excellent for students. The book includes a timeline of important Asian American events from 1765 to 1997. Each entry includes bold words, with the definition of those words in a sidebar, much like a textbook. An index is included, as well as a list of “Speech Topics at a Glance,” which makes it easy to find specific speeches with topics like arts and literature, civil rights, foreign policy, education, and culture and tradition.  

                The amount of history covered in Asian American Voices is extensive, but accessible for students, as much of the history is given in anecdotes from speeches. This primary resource makes Asian American Voices valuable to high school students.

                This book is written for a high school age audience, so it is a good choice for school libraries and public libraries.

Petrillo, V. (2007). A kid’s guide to Asian American history: More than 70 activities. Chicago, IL: Chicago Review Press.

                This wonderful book includes history, crafts, recipes, and games, as well as many more resources for parents, teachers, and children. Included are sections on Chinese Americans, Japanese Americans, Korean Americans, Filipino Americans, Asian Indian Americans, and Southeast Asian Americans. In each section there are illustrated directions for each activity, as well as information on special holidays of the culture, biographies of prominent Asian American figures, and bits of history of the culture. Every single page of this book has at least one bit of cultural or historical information for the chosen culture.

                One of my favorite activities in the book is in the Korean American section. It is “Set Up a Tol: A Fortune-Telling Birthday Party.” At a Korean baby’s second birthday, a table full of symbolic objects is set up for the child to choose from. It is said that the object the baby chooses first predicts his or her future. Rice or money signifies wealth, a pen indicates scholarly pursuits, and an arrow represents a career in the military. The activity mirrors this tradition but turns it into a game. This type of adaptation makes cultural traditions accessible for even young children.

                I also enjoyed reading fun facts about Asian American culture that are highlighted in several sidebars found on every few pages in the book. For example, did you know that red is the luckiest of all colors in China? This is why the color red is featured in Chinese dress, décor, and even the country’s flag. Facts like these are found in boxes on each page, which makes them pop.

                This book includes many extra resources that may be useful to teachers and parents, such as a timeline of Asian American history from 1763 to 1990, a list of Asian American quick facts (mostly about Asian American populations in the United States), a glossary of terms, and a bibliography. That’s not all! There is a list of Asian American museums in the United States, a list of Asian American movies, websites, a teacher’s guide, and a list of history standards and learning objectives for grades K-12. These extra resources make A Kid’s Guide to Asian American History an excellent resource for teachers, homeschool educators, and parents looking to teach their children about Asian American culture.

                A Kid’s Guide to Asian American History explores how Asian American culture has evolved from traditional Asian cultures to adapt to the culture in the United States. It gives children an in-depth look at Asian American history, while pairing with relevant activities to help them understand the importance of the differences in cultures. This book would make an excellent addition to any school or classroom library, as well as public libraries in diverse communities with many schools.

Sebag-Montefiore, P. (2007). Eyewitness China. New York, NY: DK Publishing.

                Dorling Kindersley is known for publishing informative books with wonderful full-color photographs on each page. Eyewitness China is no exception. Written for those in grades 6-12, Eyewitness China gives an in-depth look at everything from life in a rural village to changing modern fashions in China. The contrast between the traditional Chinese culture and China today is seen in the many photographs that fill each page.

                The book begins by explaining the diversity of China—there are deserts, grasslands, mountains, and booming cities. A bit of Chinese history is detailed, from the Shang dynasty to the establishment of the People’s Republic of China in 1949. This short history leaves something to be desired, but the focus of Eyewitness China is the modern day China. A more detailed timeline of China’s history is located at the back of the book.

                The rest of the book covers many different topics, including Chinese language, home and family life in China, transportation, food and drink, nature, religion, education, and sports. Each section includes a short description of the topic and many pictures with extensive captions. A clear picture of everyday life in China forms thanks to the photographs and detailed descriptions.

                The book also includes a map of China that shows elevations, settlements, and national capitals. Also included are maps showing the time zones of China and the different provinces and regions of China. Next there is a list of prominent Chinese figures, including political activists, athletes, actors, and an astronaut. A short biographical paragraph is given for each person listed, and several pictures are included. A glossary of terms gives the definitions of many terms found in the book.

                This book would be an excellent addition to a school library and many public libraries. It is a bit dense with a great deal of text, but the pictures make the text accessible to even younger children.

Hoyt-Goldsmith, D. (1992). Hoang Anh, a Vietnamese-American boy. New York, NY: Holiday House.

                While a bit dated, this story of a Vietnamese-American boy living in California shows how Asian American families keep cultural traditions even while living in the United States. Hoang and his family escaped from Vietnam on his father’s fishing boat. After living in a refugee camp for more than a year, the Anh family was sponsored by a church in Oregon and emigrated to the United States.

                Hoang explains how his family still eats many Vietnamese foods and celebrates Vietnamese holidays, like the Vietnamese New Year (Tet Nguyen Dan), but he is still very much like any American kid. At his school, there are many children who speak English as a second language, so Hoang feels at home there. He explains how the Vietnamese language is very different from English, and his father has difficulty speaking it.

                Hoang explains the importance of Tet, the Vietnamese New Year. Vietnamese words in the text are followed by pronunciation guides, so children can hear the difference between English and Vietnamese. Hoang says that Tet is like having Thanksgiving, Christmas, and New Year’s all at once. It is celebrated for three days, with traditional clothing, feasts, and gifts. It is also a time for forgiveness. The legend of why certain cakes are eaten during Tet is included.

                Hoang and his family attend the Tet festival in San Jose each year. It is a time for Vietnamese families in California to get together and celebrate the New Year. This book shows children how Asian American children and their families may have some different traditions, but they fit in with other cultures just the same.

                This book is a bit wordy and the descriptions of the refugee camp and the Anh family’s emigration are best suited for older readers. This would be a good addition to a 6^th-8^th grade classroom.

References        

International Federation of Library Associations. (2008). The IFLA Multicultural Library

Manifesto. Retrieved from

http://www.ifla.org/VII/s32/pub/MulticulturalLibraryManifesto.pdf

Scholarly Review #4: The IFLA Multicultural Library Manifesto

This manifesto, endorsed by the International Federation of Library Associations (IFLA), illustrates how libraries should approach our "increasingly heterogeneous society." Cultural diversity involves harmonious co-existence and interaction of different cultures, and libraries must be able to effectively serve all cultures in the community. The manifesto includes specific ways libraries can do this.

The library is meant to serve all, and to do so in a multicultural community, it must:

• serve all members of the community without discrimination based on cultural and
  linguistic heritage;
• provide information in appropriate languages and scripts;
• give access to a broad range of materials and services reflecting all communities
  and needs;
• employ staff to reflect the diversity of the community, who are trained to work
  with and serve diverse communities.

The library must provide services to all, and also provide specific services targeted towards underserved ethnic groups and cultural minorities.

Linguistic and cultural diversity must be promoted within the library, and in any online domains the library offers as well. Offering the library website in different languages is an example of online linguistic diversity. The library should provide information literacy training in different languages, especially computer classes and classes on using online resources.

For library staff, ongoing training is key to create a welcoming atmosphere for all cultural groups. Learning how to create and market programs for underserved groups is an important skill for librarians in a culturally diverse community.

This manifesto should be read by all librarians, as it points out specific ways to address cultural and linguistic diversity.

Social Bookmark 4: Native American Heritage Month

November is Native American Heritage month. The Library of Congress has created a resource about Native Americans. This site includes links to many Library of Congress collections, including video, audio, and many images. The site also has lesson plans for teachers doing special lessons on Native American history. This site is great for anyone looking to learn more about Native American Heritage.

Social Bookmark 3: African American World

African American World is a resource developed by PBS. It serves as a guide to African American history and culture, from Pedro Alonso Niño who traveled with Christopher Columbus in 1492 to Halle Berry becoming the first African American woman to receive an Oscar for Best Actress (for her performance in Monster's Ball). Unfortunately the timeline ends there in 2002, so the site is a bit outdated.

The site also includes a reference room that features stories from NPR about the African American experience, from Tavis Smiley to All Things Considered. There is a great bibliography of books and film featuring African American themes, actors, and authors. A special section for kids includes games and e-cards to send to friends. My favorite part of the site are the resources for teachers, which come from the PBS website. There are lesson plans for grades K-12 on African American culture, art, and history, as well as profiles of prominent African Americans and specific lessons on race and society. Librarians could definitely use this as a resource for student teachers as well as teachers looking for supplemental material for lessons.

This resource is great for anyone who wants to learn more about African American culture, history, and prominent figures.

Article Reflection #2 - Increasing ethnic diversity in LIS

The article by Kim and Sin examines the continued under-representation of minorities in the LIS profession. With a better understanding of cultural values, diverse librarians can more effectively serve diverse populations. This is where the under-representation of minorities becomes an issue.

Kim and Sin mention a few efforts to increase diversity, including the Spectrum Initiative, created in 1997 by ALA. This program offered scholarships, mentoring, and training to minority librarians. The Association of Research Libraries (ARL) sponsors the Leadership and Career Development program for minority librarians who have demonstrated leadership qualities. Many LIS schools have also implemented efforts to increase diversity, mostly through recruitment with scholarships and special programs for minority students.

Despite these efforts to recruit diverse students, progress has been slow. What can be done? We must examine the research to determine the most effective recruitment methods. For example, collaboration with libraries could prove to be an incredibly efficient way to recruit diverse applicants. Targeted recruitment is another way to effectively recruit minority students. Requiring a great deal of research, targeted recruitment uses strategies effective among particular ethnic groups.

In order to get a better idea of how to best recruit and retain minority students, a group of ethnically diverse librarians were surveyed regarding what they feel are effective strategies to recruit and retain students of color.

The top five most effective recruitment strategies, according to the librarians studied, were:
1. Assistantship/scholarship
2. Ethnic diversity in faculty
3. Role models from ethnic groups
4. Presence of faculty/staff of color in recruitment process
5. Opportunities to work in LIS fields

There were slight differences between ethnic groups. Native Americans gave preference to distance learning options, while African Americans considered communication and ads in publications for people of color to be most effective. When asked to list effective strategies for retainment, participants gave high scores to mentoring programs, scholarship, and effective career advising. There were also differences between ethnic groups. Participants were asked to list factors that influenced their decision to attend library school. Listed as most influential were previous library experience and public librarians. School librarians ranked as more influential with African Americans and Hispanics.

It is important to recognize these types of differences when recruiting minorities and underrepresented populations. Focusing on retention efforts as well as recruitment may help to increase the number of minority librarians in the LIS community. More research should be done on how to most effectively recruit and retain different ethnic groups.

Kim, K. & Sim, S. J. (2008). Increasing ethnic diversity in LIS: Strategies suggested by librarians of color. The Library Quarterly, 78(2), 153-177.

Social Bookmark 2: National Education Association book lists

Found on the National Education Association website, this list (50 Multicultural Books Every Child Should Read) is a great resource for teachers, parents, librarians, as well as kids. It includes books for preschoolers and children ages 5-12. While it is just a simple list, the books that are included are diverse (Latino, African American, and Asian Pacific American cultures are all represented) and would be wonderful additions to school libraries, public libraries, and personal collections. Teachers can utilize these books in multicultural lesson plans.

Also included under Resources & Materials on the same website are Native American, Asian American, Spanish/English bilingual, and African American booklists. These are more extensive lists of books for children and young adults organized by cultural category. These lists are a good starting point for a multicultural collection in a library, classroom, or home.

The website also provides reading tips for parents in several different languages, including Hmong, Korean, Spanish, Navajo, and Russian, among others.

Article Reflection #1 - Jaeger, et al.

The article Diversity, inclusion, and underrepresented populations in LIS research by Jaeger, et al. examines the issue of underrepresented populations within the LIS community—including LIS students, professionals, and scholars. The current LIS community doesn’t accurately depict the user community at large. The United States is an incredibly diverse country, and many populations are underrepresented within the information community. This inequality may imply that the LIS community isn’t properly serving the population.

What can be done to repair this underrepresentation within the LIS community? The article gives several solutions, starting with the recruitment of more diverse LIS students. According to Jaeger et al., only sporadic attention has been focused on recruiting and retaining ethnically diverse master’s students (2010). Implementing a more rigorous, long-term campaign to recruit diverse individuals could improve the levels of diversity among LIS students. The next step is to include more of an emphasis on diversity in LIS programs. A stronger focus on diversity helps those from underrepresented populations identify with the field, which in turn creates more interest in the LIS community from those groups (Jaeger et al., 2010).

“Issues of information related to diverse and underrepresented populations are so prevalent that they can seamlessly fit into the work of any LIS scholar, either as a specific focus or as an aspect of an area of research.” This quote illustrates what can be done within the larger LIS community to decrease the number of underrepresented populations in the field. If all LIS scholars included issues of diversity or underrepresentation in just one aspect of their research, the gap between the LIS community and the actual user community might shrink.

References

Jaeger, P. T., Bertot, J. C., & Franklin, R. E. (2010). Diversity, inclusion, and underrepresented populations in LIS research. Library Quarterly, 80, 175-181.

Social Bookmark 1: Asian American Resource Center

According to the Asian American Resource Center website, the purpose of the AARC is to strengthen the Asian American community by providing transitional housing, rent/utility assistance, and food vouchers, promoting English literacy and civics to non-English speaking adults, guiding youth to become productive citizens, strengthening families by providing cultural enrichment programs, and forming community coalitions to address local issues.

This is a great resource for the Asian American community, especially for those who have just arrived in the United States (specifically in Georgia) and are looking for assistance. There are links to many important websites including the Georgia DMV, Georgia Dept. of Labor, Human Resources, and Prescription Assistance Programs.

This website is well-edited and well organized, so library patrons and staff can easily navigate it.

Katy Christensen's Cultural Mosaic

According to Chao & Moon, one's cultural mosaic combines global individual culture and localized
cultural influences (2005). The cultural mosaic allows us to describe our culture with many different facets, and only those that we identify with. For example, many people might look at me and assume that I identify with being Asian. Personally, I identify much more with my Caucasian friends and feel "white." I was adopted when I was three months old, so I have spent my whole life in the United States. I do consider myself to be Asian-American. As far as other demographic tiles, my cultural mosaic includes my age (23) and my gender (female). I don't identify with the same geographic tile as those around me. Living in Michigan, many of my friends enjoy winter weather and winter sports--skiing, snowboarding, etc. However, I don't like winter, snow, or cold weather, so this tile is one that I would exclude from my personal cultural mosaic.

There are many associative tiles that I would include in my cultural mosaic. I identify myself as a daughter, sister, aunt, friend, student of Wayne State University, alumna of Michigan State University (and one of many who still wishes they were an MSU student!), an employee of the East Lansing Public Library, resident of K street (I love my neighborhood), and a moderate agnostic. These specific tiles of my cultural mosaic are much more important to me than my geographic and demographic tiles. I identify myself based on my relationships with others more than those characteristics that others may use to define me. While I define myself as Asian-American, I am more strongly committed to my identity as a friend, sister, daughter, aunt, employee, student, etc.

The idea of a cultural mosaic gives one the freedom to define himself or herself in whatever way is most fitting personally. This may or may not be congruent with the identity that others have given, and that is acceptable in this model.

Chao, G. & Moon, H. (2005). Journal of Applied Psychology, 90(6), 1128-1140.

Test post

This is a test post for my LIS 7370 blog. This blog is under construction. Thanks!

Katy