Category Archives: MODULE 3

M3. P5

Before we can explore Identity, we need to learn about how Identity was taken, stolen, and lost. As part of my professional development this year in school I wanted to find a way to connect with my students in a way that would be engaging for them but also authentic to Indigenous culture and tradition while at the same time amplifying Indigenous voices. I came across a Graphic Novel called This Place which explores the last 150 years of Canadian History retold by Indigenous writers and comics artists.

There are 10 stories throughout the novel, each one telling the story of the true, painful history that Canada has been so quick to hide and silence. The stories talk about Residential Schools, The 60’s scoop, land and water rights and highlights Indigenous people throughout history. It’s been one of the most incredible novels I have read to my class.

Watch below for the Book Trailer or Click HERE to read an excerpt.

M3. P4

Jeremy Ratt is a half-indigenous half-caucasion 19-year-old. He created a podcast earlier this year in which he  “discovers his Indigenous roots and explores what it means to be Indigenous. Ratt finds strength in his Indigenous identity, leading to conversations with new faces in unfamiliar places, gaining wisdom and finding the missing pieces to his past and present along the way” (CBC, 2021.)

As someone who can relate to Jeremy’s experiences, I have found the first few episodes of his podcast to be both enlightening and emotional. He talks about how his lived experiences have influenced his identity and connection to land and his people.

You can listen to his podcast on CBC Listen, Apple Podcasts, Google Podcasts and Spotify. You can also read more about him on CBC

MOD #3 POST #3: Indigenous Storybooks

https://indigenousstorybooks.ca/

Indigenous Storybooks Canada is a website that provides stories written in Indigenous languages. Their goal is to provide resources written in Indigenous languages, as well as English, French, and immigrant languages. Those using this website can hear, see, and read the resources in various languages to support language development. They also have a resource page, sorted by languages, that provides additional curricular support and visual aids. The stories from the site are from the Little Cree Books project in Alberta and are open licensed.

Video introducing Indigenous Storybooks can be found here:

 

MOD #3 POST #2: Apps for Learning an Indigenous Language

https://www.animikii.com/news/apps-for-learning-an-indigenous-language

This blog post written by Animikii, an Indigenous-owned digital agency, highlights some language apps to support the preservation and revitalization of traditional languages and cultures. As we have read and discussed earlier this semester regarding the combination of technology and traditional knowledge, Animikii had this to say about this balance:

While technology cannot fully replace group or in-person interactions for language learning, they are a useful tool for learning vocabulary, usage, and pronunciation. To help on your language-learning journey, we’ve compiled a list of Indigenous language apps to supplement classes and conversations and to help you start to think outside the English box.

Part of their goal is to support groups creating apps by both helping with the development of apps or aiding with promoting the availability of developed apps. The traditional languages are met with 21st-century learning of integrating technology in these examples shared by Animikii. Most apps shared, such as My Cree and Kwak’wala are free. However, a few apps such as Anishinaabemowin and Talk Mohawk 2012 costs a fee.

MOD #3 POST #1: Should non-Indigenous Canadians learn Indigenous languages?

https://www.cbc.ca/radio/the180/stop-subsidizing-seniors-good-judges-can-make-bad-decisions-and-which-canadian-city-is-the-most-american-1.4028473/should-non-indigenous-canadians-learn-indigenous-languages-1.4028584

This article by The 180, a former radio talk show on CBC one, discusses the question of learning languages as non-Indigenous Canadians. The author said, on one hand, it is important as Canadians to acknowledge and bring back languages and cultures that belong to the place we live. However, on the other hand, it is good practice to connect with local languages and find those who speak them when attempting to learn words and about Indigenous languages. This article considers different perspectives one should consider if they would like to learn Indigenous languages as a non-Indigenous Canadian, to ensure it is not an empty gesture, but a meaningful connection to the culture and place.

M3, P5: Reconciliation and the Canadian Federation of Library Associations

Library & Literacy Services for Indigenous (First Nations, Métis & Inuit) Peoples of Canada Position Statement

The Canadian Federation of Library Association represents library and information professionals from across Canada, from public, academic, and special libraries. The CFLA has been committed to developing policies and position papers to provide best practices and guidance on all issues related to libraries. The Committee on Indigenous Matters develops plans, policies, and position papers to help libraries address and implement TRC Calls to Action, implement the CFLA Truth & Reconciliation report recommendations, promote learning opportunities and engagement with colleagues. CFLA collaborates with Indigenous peoples to address library, archival, and cultural memory issues and engage in reconciliation. They use a medicine wheel to represent the working groups and their priority areas; they prepare materials, PD, policies, and position papers; and they promote courses and learning opportunities for library and information professionals.

For my final project, I want to create an action plan for my library and the CFLA policies and positions will help develop the strategic foundation necessary for a well-designed, professionally-sound strategic plan. My library serves people from across Canada, so having a less immediately local and more cross-country approved approach would best inform my planning process.

 

M3, P4: Traditional Knowledge Licenses

Most post-secondary learners and staff are familiar (or are becoming increasingly familiar) with license labels for materials (e.g., CC, CC-NC, CCbySA). TK labels are an educational intervention to identify traditional knowledge resources, their original, intended and ongoing uses, and protocols and practices for use. This video (above) introduces core colonial issues around theft of Indigenous materials and knowledge, reconciling practices, and introduces TK labels as an education tool for the future. However, there are inherent issues with the use of blanket labels without local context. One TK label for all TK knowledge resources treats all Indigenous Peoples knowledge as one shared knowledge, which disregards the locality and place-based nature of the knowledge. The resources below address provide more information on TK labels and the issues presented by the use of one label for all TK resources.

Creative Commons– Traditional Knowledge and the Commons: The Open Movement, Listening, and Learning

UBC Program for Open Scholarly and Education — Traditional Knowledge Licenses & Labels

We teach and provide support for licensing in academic libraries. Knowing labels and being familiar with the parameters of labeling systems and potential issues related to labels and licenses is an important area of professional knowledge. There resources would be valuable for professional development and would help library staff better support students and faculty in their work.

M3, P3: Indigenous Inclusion Toolkit

The College Libraries Ontario Learning Portal Faculty Toolkit to support Indigenous Inclusion is a fantastic collection of information, strategies, and resources to support developing Indigenous inclusivity. These resources are something I could use personally and recommend to others interested in a better understanding of how they can engage in culturally inclusive practices. I find it helpful to have collections of resources to explore to give me time for reflection and to know where I can return to deepen my knowledge. In libraries we rely on guides to collect resources in a subject area or on dedicated topics, so this design appeals to me professionally.

The section on Protecting Indigenous Knowledge would be especially relevant for information professionals as it directly relates the issues we need to be unpacking professionally.

M3, P2: Decolonizing Public Service

Canada Beyond 150: Decolonizing the Public Service

I’ve been searching for material to help guide how to offer culturally inclusive and responsive service in the library. I can see a lot of parallels between the guidance offered in this report and how I support staff and students in my library. At it’s core, library service is public service. Although the guidance in this report is intended for government relationships, many of the principles are transferable. In particular, supporting and encouraging public servant learning journeys and shifting to holistic support with long term relationships. One thing I could see bring very beneficial and entirely possible: secondment opportunities to work with Indigenous communities. Secondments are fantastic learning opportunities, if the participants are willing to immerse themselves in a new environment.

 

M3, P1: Indigenous Data Sovereignty

https://www.animikii.com/news/decolonizing-digital-contextualizing-indigenous-data-sovereignty

Animikii, an Indigenous-owned technology company, produced a 6-part data sovereignty series that contextualizes, explains, and explores Indigenous data sovereignty. Many of the same issues I see in libraries are discussed in this series– who owns the data/ knowledge; who has the right to interpret and reproduce it; how do we share this knowledge/data, respecting protocols and processes that safeguard the integrity of the information; and how can we use/keep/interpret data in a way that doesn’t reinforce colonialist practices?

The theoretical questions about ownership, access, and collection underpin library collections, and deserve deep consideration and reflection.