Final Report: Recruiting, Training, and Retaining First Nations, Metis, and Inuit into Librarianship

Student Names: Tracy Zahradnik, Madeleine Boyer, & Courtenay Telford

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Table of Contents Section Page

Executive Summary ………………….………………………..………………….. 2 1.0 Introduction ………………………………………………………………..……… 3 2.0 Brief Community Overview …………………………………................................ 3-4 3.0 Literacy …………….……………………………………………………….…….. 4-5 4.0 Libraries and First Nations Communities ………………………………….……... 5-8 4.1 Overview of Libraries in First Nations Communities ……………………………. 5-6 4.2 Funding …………………………………………………………………………… 6-7 4.3 Perceptions of Libraries and Librarians ………………………………………….. 7-8 5.0 Project Objectives ………………………………………………………………… 8 6.0 Audience ………………………………………………………………………….. 8-9 7.0 Version 1.0: Online Storyboard ……………………………………….......……… 9-11 8.0 Version 2.0: Summer Camp ……………………………………………………… 11-12 9.0 Version 3.0: Recruiting, Training, & Retaining ……………………………..…… 12-14 10.0 Engaging the Community …………..……………………………..……………… 14-15 11.0 Potential Roadblocks to Version 3.0 .…………………………………….…….… 16-17 12.0 Concluding Remarks ………………………………............................………….. 17-18 13.0 Appendices .………………………………………………………………………. 19-33 Appendix A ………………………………………………………………………. 19-20 Appendix B ………………………………………………………………….…..... 21-22 Appendix C ……………………………………………………………………….. 23 Appendix D …………………………………………………..………………….... 23 Appendix E …………………………………………………….............................. 24-25 Appendix F ……………………………………………………………………….. 26

Appendix G ……………………………………………………………….…….… 27 Appendix H ………………………………………………………………….……. 28-32 Appendix I ………………………………………………………………………… 33 14.0 References ………………………………………………………………………… 34-38


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Executive Summary

Our project originally focused on the preservation of language and culture for literacy

and relevancy purposes for First Nations Peoples of Ontario, since these aspects are lacking for

our target community. This proposal would have involved the creation of an online storyboard

driven by the community incorporating culturally relevant content. Newly generated material

from the storyboard could be tied into the pre-existent On Demand Book Service (ODBS). As

roadblocks developed, our project continued to evolve in an effort to overcome these and other

barriers we encountered. Consistently, the notion of ‘outsider’ and imposition was brought up.

We realized that community engagement, contacts and partnerships were required to overcome

such roadblocks. We identified potential partners to aid us in the facilitation of our project,

including the Keewaytinook Okimakanak (KO) and teachers or principals within these

communities.

Our project eventually evolved into one focusing on recruitment, training, and retention

of these community members into librarianship due to their better position of working with

communities and meeting community specific needs. We looked at various Indigenous

communities around the world and best practices in recruitment and retention of these groups

into post-secondary education, as well as did an extensive literary research about the barriers and

needs of Aboriginal People in Canada. In our research, we focused heavily on literacy and the

barriers associated with it and how it affected the community.


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1.0 Introduction

Beginning in February 2013, we embarked on a group information project looking to

work with First Nations, Metis, and Inuit communities in Ontario. Preliminary research indicated

there was need for culturally relevant and linguistic information resources in these communities.

Due to this shortcoming, literacy levels are low and as consequence are negatively impacting the

community’s health and future. We were all driven by our passion and belief that all

communities should be literate and should have equitable access to libraries and relevant

information. These elements are important for self-growth, self-development, and community

prosperity. As we find ourselves increasingly entangled in the digital age, requiring more

advanced skills and literacy diversification, communities such as First Nations, Metis, and Inuit,

the First Peoples of Canada, are being left behind. This project is not only about advocating for

libraries and literacy, it is about gaining equity and social justice for a community in need of

basic fundamental skills and resources that the rest of Canada enjoys. The following documents

the evolution of our project, changing drastically from a storyboard platform into a librarian

recruitment proposal based on community engagement.

2.0 Brief Community Overview

The First Nations, Métis, and Inuit populations of Canada are a rapidly young, growing

segment of the total Canadian population (Appendix A), with forty-three percent of the

population being under twenty-five years of age (Ontario College of Teachers, 2010; Wetere,

2009). According to the 2006 Statistics Canada census, between 1996 and 2006 this population

grew by sixty-eight percent in Ontario alone (Ontario College of Teachers, 2010). High school

non-completion rates are relatively high in these populations. Compared to non-Aboriginal


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Canadians whose high school non-completion rates were ten percent in 2006, only fifty-one

percent of on-reserve community members aged 25 to 34 had not completed high school and

twenty-nine percent of off-reserve community members aged 25 to 34 had not completed school

(Simeone, 2011). A result of this is that the communities are predominantly of low-income and

low-education status, and possess low-employment rates (Rempel, 2013; Wetere, 2009;

Mendelsohn, 2008). As of 2006, the census revealed that Canada has sixty aboriginal languages

being spoken (Draaisma, 2008); however, they are becoming endangered of dying out.

3.0 Literacy

One major information seeking problem identified for Aboriginal peoples is literacy.

Literacy problems within the Aboriginal community exist in adult, children, digital and more

recently acknowledged family literacy (SALN, 2002). Studies have shown that literacy levels

can impact, both directly and indirectly, the overall health and well-being of communities and its

members (SALN, 2002; Perrin, 1998; Smylie et al., 2006; McDonald, 2011). As Korhonen

(2006) notes, low literacy leads to a multitude of problems including low education and

educational opportunities, low income and poverty, unemployment or poorly paid employment,

mental and physical health problems, unhealthy lifestyle, etc. . . (Korhonen, 2006).

Unemployment rates of Aboriginal Peoples with a literacy rate of Level 3 or lower are 23%

above those of their more literate community members (Cowan, 2008). Burns et al. (2010)

estimate that 37% of Aboriginal People living on reserves possess low literacy levels, which is

almost double that of off-reserve Aboriginal People (Burns et al., 2010). This is a result of

colonialism which worked towards erasing Aboriginal oral traditions and thus has resulted in a

lack of culturally relevant materials.


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Our research has also indicated that many First Nation communities, especially those in

the rural, secluded areas, not only possess low literacy rates but are functionally illiterate (Joseph

& Lawson, 2003, p. 246). This is primarily due to limited access to information resources,

including Internet access which is infrastructure related. Only a few spaces in these communities

provide computer access, but due to low technical skills to maintain the technology access is

rendered more difficult. This makes the facilitation of digital projects like the ODBS problematic

without an external partner.

4.0 Libraries and First Nations Communities

4.1 Overview of Libraries in First Nations Communities

Within Canada, libraries are traditionally viewed as a staple of communities; however

this differs for Aboriginal communities. Most communities, especially those on reserves, do not

have libraries in the traditional convention. Of those that are fortunate to have libraries,

collections are small, space is limited, and funding is inadequate (Joseph & Lawson, 2004). To

access public libraries, great distances need to be travelled. Historically Aboriginal Peoples have

viewed libraries as unwelcoming since they were used as vessels of colonial assimilation (Joseph

& Lawson, 2004). Even present day libraries can be unintentionally be unwelcoming.

Recently, libraries are now being viewed in a more positive light. As Crawford (2011)

states, “... for a First Nation Community in Northern Ontario, the public library is vital to

development, literacy, learning, language instruction, and cultural health” (p. 54). They are seen

as serving the educational, informational, and recreational needs and are vital for access to

government information for the purpose of self-governance (Burns et al., 2010). They are places

for community and cultural preservation, connecting community to their culture through


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facilitation of traditional educative activities (Burns et al., 2010; Crawford, 2011). Librarians are

actively working to close the gap between the user and their information queries, as well as

playing an important role in the protection of First Nations culture, knowledge, and languages.

Tribal libraries on the reserve are active in the preservation of oral traditions and Indigenous

knowledge for future generations (Burns et al., 2010).

Public libraries, which are typically not found on reserves, still possess services for

Aboriginal Peoples that are uneven (Burns et al, 2010). Currently, there is a slow movement

towards meeting these community members’ needs with major barriers still existing (Joseph &

Lawson, 2003). This can be traced back to the Royal Proclamation of 1763 that placed

Aboriginal People under the federal responsibility. Public libraries still lump Aboriginal Peoples

with the general population, resulting in misrepresentation and severely impacting the

availability of culturally appropriate and linguistic materials (Burns et al., 2010; Joseph &

Lawson, 2003).

4.2 Funding

Within Ontario, funding for First Nation public libraries comes from the Ministry of

Cultural Heritage, who oversee the Public Libraries Act and administers grants to the First

Nation libraries based on this Act (Lawlor, 2003; Caidi et al., 2012; Ontario First Nation Public

Library Strategic Plan Liaison Committee, 2004). Between 2001 and 2003, the government of

Ontario’s Ministry of Culture provided $938,000 in operating grants for the First Nations Public

Library Development Program to aid in First Nations library development (Lawlor, 2003). As of

2011, these libraries still do not receive any direct funding from the provincial government nor

do they receive funding from municipal governments (Crawford, 2011). As it stands, First


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Nations libraries are severely underfunded. Within Ontario, the First Nations public libraries

receive provincial funding grants based on per capita. According to Crawford, as of 2011 this

was $1.50 per capita and is based on 1998 population statistics despite the rapidly expanding

Aboriginal population (Caidi et al., 2012, p. 354; Crawford, 2001, 56; Ontario First Nation

Public Library Strategic Plan Liaison Committee, 2004, p 2). Funding is so problematic that

most established First Nations libraries are unable to hire full-time librarians and have difficulty

paying current staff wages and operation costs (Orth, 2004). It has been cited that some

librarians, if lucky, only receive approximately $13,000 yearly when working in these libraries

(Crawford, 2011, p. 56).

4.3 Perceptions of Libraries and Librarians

Libraries and librarians have and still are perceived as instrumental in white colonial

assimilation of culture by the Aboriginal Peoples (Fitzpatrick, 2008; Oladele, 2008; Tise, 2012).

In Canada, libraries are potentially still equated with residential schools and are viewed as

monoculture institutions, inclusive of only white, Anglo, Western ideals and philosophies (Tise,

2012). This negative stigma can act as a deterrent to First Nations, Métis, and Inuit. This is

further exacerbated by the fact that in Western societies, scientific, text-based knowledge is

highly valued in comparison to oral knowledge. Although there is now movement towards

incorporating oral knowledge into libraries, libraries, and library and information science schools

still exude this colonial, Western persona rendering libraries culturally irrelevant or unappealing

(Tise, 2012; Lindh & Haider, 2010). Additionally, the British Columbia Library Association’s

First Nations Interest Group (2003) noted among its library improvement recommendations, in


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referring to libraries as intimidating and unwelcoming, that part of the unease is also due to low

Aboriginal staffing numbers (p.2).

5.0 Project Objectives

Our overarching mission is to decrease literacy problems (adult, children, digital and

family) experienced by the Aboriginal Peoples of Ontario. The following are objectives that we

have identified towards achieving our mission:

• Collect information on Aboriginal literacy and community needs

• Collect information on literacy projects aimed at oral cultures

• Collect information on best practices used by other programs and universities in

recruitment

• Determine barriers to post-secondary studies

• Develop email and letter templates to various be sent to various stakeholders including

University of Toronto’s iSchool, OLA, First Nations House, and Admission Officers

• Create a survey for data and feedback purposes; to be disseminated to past Aboriginal

identified Library and Information Science (LIS) graduates

• Compile and disseminate findings to the iSchool and OLA

6.0 Audience

As noted our project has continually evolved regarding scope, aim, and audience. The

two initial proposals were created with the Keewaytinook Okimakanak (KO) as the intended

audience. The proposals were a call to invite the KO, community gatekeepers in Ontario, to act

as facilitators of our projects. In their official capacity, the KO acts as disseminators of


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information for their community (Keewaytinook Okimakanak, n.d.). When our project

transformed and began focusing on recruitment of Aboriginals into the library and information

sciences field, our audience also changed. Our current proposal is intended for Dean Seamus

Ross of the University of Toronto’s Faculty of Information (iSchool) and Susanna Hubbard

Krimmer, the president of the Ontario Library Association (OLA) (Appendix B). We specifically

wanted to target the iSchool and the OLA since they, like our chosen community, are located in

Ontario. As we have identified geographic barriers to post-secondary education (Roy & Cherian,

2006; Tian, 2011), we felt that an Ontario focus was necessary. Dean Ross is in the best position

to initiate changes in the current curriculum and recruitment strategies of the iSchool. Graduating

librarians with diversified backgrounds helps the iSchool reach out to more communities (Kim &

Sim, 2008) and foster positive relationships, which is advantageous for the Faculty of

Information. As mandated by the International Federation of Library Associations, library

associations must take a deeper interest in the librarian education of Aboriginal Peoples (Roy,

2012). We felt presenting our proposal to the OLA would provide them with research about

Aboriginal communities within their jurisdiction. The OLA could use this information when

implementing changes that affect library education and library services in Ontario. Additionally,

the OLA has the capacity to advocate for funding, or support the Aboriginal communities for

funding, towards building Aboriginal libraries. Having Aboriginal librarians to facilitate

communication between these two groups is mutually beneficial.

7.0 Version 1.0: Online Storyboard

One method for providing culturally relevant material for oral cultures is to preserve oral

histories digitally. Often the elders hold the oral knowledge of the community and if it is not


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passed to the next generation, the knowledge is lost (Brown & Black, 2008; Hopkins, 2009). By

creating a digital copy, in the form of audio and video interviews transcribed into different

languages, community stories are preserved for future generations. Successful digital archives

extensively use community engagement to achieve relevance and success. Community

engagement can be encouraged if the facilitator is of the community, the web pages are open

access and members of the community are encouraged to upload their own content (Dorji, 2010).

Additionally, using web based digital archives can be inexpensive (Chikonzo, 2006; Hopkins,

2009), can be used by diasporic members of the community (Galla, 2009), and through web

applications, such as games, can provide a fun method for attracting youth to learn their native

language (Dicker et al., 2009; Hopkins, 2009).

The methodology of our original project entailed creating a proposal for the KO with

recommendations on available options for creating an online storyboard for language and culture

preservation. This would include recommendations with multiple options for hardware, software,

training and archiving. Using literature as our guide, we researched best practices for oral

cultures that have created online storyboards and did a need assessment of the First Nations

community. After an analysis of the information we collected, we would determine which

successful communities had similar needs to the First Nations and from there infer our

recommendations.

This version of the project solved many of the problems facing the Aboriginal

community (Appendix C). It addressed digital literacy by providing a program structured to use

digital devices and software. Information from the online storyboard could be printed, copied to

DVD or streamed online. Teachers would have access to material that could promote community

literacy for both adults and children because the new relevant materials would be of interest to

the community (Galla, 2009).


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There were also aspects of our objectives that this project failed to achieve. Specifically,

it did not provide a means to encourage family literacy, lacked in community engagement and

seemed unlikely to have longevity. After a discussion with Margaret Lam, we learned that

bringing an idea into a community and not providing long-term support to ensure the project

continuation could result in abandonment, similar to the ODBS. Srinivasan (2007) was able

embed himself into nineteen fragmented First Nations communities and create a digital tree of

community knowledge. The success of this project relied heavily on his long-term commitment

to the community and ability to develop trust (Srinivasan, 2007). From comparing our proposal

to best practices and class readings, we realized that this version of the project lacked sufficient

community engagement. Although we were doing the groundwork and determining available

options, the idea was still imposing (Bruce, 2003) since outside library professionals were

instructing the community. Given the timelines of the project, it was not possible to determine

community needs directly from the community and we could not develop a trusting relationship.

It was likely that the KO would reject the project or if implemented, it would fail to fulfill

community needs leading to abandonment.

8.0 Version 2.0: Summer Camp

Our next version of the project built on what we had learned from the first version. In

discussions with Margaret, one of the recommendations she made that resonated for us, was to

make our proposal less imposing and encourages more community engagement by framing the

proposal as a camp where children learned to digitize oral culture. In this situation, a teacher

from outside of the community who has digital and oral history recording skills would run a

camp for two months in the summer and teach children or teens the mechanics of digitization and


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archiving. Since children determine the content, community engagement increases. The children,

as members of the community, would know who to interview (e.g. which elder) and could pass

the skills onto older generations. Video equipment could be left at the local libraries for the

children to use throughout the year. Workshops could be provided for Aboriginal teachers and

librarians to learn new skills and maintain the program.

The new version of the project addressed digital, children and adult literacy as well as

provided content creation that was both culturally and linguistically relevant for teaching

resources (Appendix C). Community engagement was increased since community members were

more involved in the decision making process; however, the teacher, acting as a leader, would

make major decisions. We identified that this project represented a short-term solution for the

long-term literacy problem as the teacher only remained with the community for two months.

From the literature, we learned that if a librarian, instructor or facilitator is of the community

they achieve greater community engagement (Dorji, 2010; Kim & Sim, 2008) and people of the

community would likely have a more long-term commitment to the community. We felt a better

direction to take our project was to focus on teaching librarian skills to the community members,

such that they could potentially lead a community driven archive or address literacy concerns in

the way they felt best fulfilled community needs.

9.0 Version 3.0: Recruiting, Training, and Retaining

Since we encountered partial engagement and longevity problems with the second

version, we decided to reconvene and reflect on whether this version would be viable and how

we would go about engaging these communities. We determined that regardless of whether it

was viable or not we are still seen as outsiders carrying Western, colonial ideals and therefore


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this would still act as a major engagement barrier. Moving from outsider to insider would be

difficult since we had not actually engaged with the community and it would be sometime before

we would be prepared to. Margaret and Nadia Caidi had indicated that working with Aboriginal

communities (Appendix D) requires embedding and time to build respectful, meaningful

relationships before we would begin to be accepted into the community and viewed less as an

outsider.

Version 3.0 of our project now sees us looking into recruiting, training and retaining

these community members into librarianship. We feel this is less imposing and better positioned

graduates to enter communities and use skills they have acquired to work with the community to

develop important and relevant programs and projects that better reflect community needs and

goals. We believe this would solve the outsider problem, encourage full community engagement

and address longevity issues which if the project was abandoned to could lead to future distrust.

To accomplish our overarching mission, we began with research the reason behind low

enrolment Aboriginal Peoples into post-secondary education and LIS programs, and how to

potentially attract them into librarianship. We reviewed the best practices of other universities,

professional programs, and LIS programs. Numerous barriers presented themselves that will

need to be addressed (Appendix E). We determined the iSchool should start engaging with key

stakeholders and those who have had extensive experiences working with these communities.

There are various contacts that the iSchool can engage with including admissions officers from

programs who have had success recruiting and Rochelle Allen, the program director at First

Nations House (Appendix F), who has already offered to provide advice and has stressed the

importance of our engagement in community events and in collaborative work with FNH to

familiarize and make our presence known. Embedding is important just as our guest lecturer,

Charles Smith, had indicated. Attached is an email letter template that can be sent to admission


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officers (Appendix G). Insightful feedback is needed regarding LIS experience. For this we have

developed a survey (Appendix H) to be sent to past LIS graduates of Aboriginal descent, both

nationally and internationally (Kim & Sim, 2008). Consultation with the Ontario First Nation

Public Library Strategic Plan Liaison Committee is also needed due to their periphery standing

with these communities. They could provide further information and insight on how to engage

the community.

Most importantly, before engaging the community, we need to build relationships with

the KO, and through them locate teachers or principals who may be willing to give advice, or

advocate for students to attend LIS studies. According to Margaret, since teachers are of the

community, messages delivered through them are viewed as less imposing. Prior to engaging

with the community, researchers must comply with the Keewaytinook Okimakanak Research

Institution’s Community Research Planning Guide. As we anticipate that future researchers will

continue this project, we have started to brainstorm possible questions to ask community

members in oral interviews (Appendix I). Given time restraints we have not had the opportunity

to do in-depth research into strategies used by other programs and universities, nor, also due to

ethics, had time to contact and converse with potential stakeholders.

10.0 Engaging the Community

As we have learnt over the duration of this project and have been stressing, community

engagement is important not only in developing successful literacy programs but in LIS

recruitment and retention (Dorji, 2010; Galla, 2009; Hopkins, 2009; Ormond-Parker & Sloggett,

2012; Greyling & Zulu, 2010; Ostrander, 2004). Both the university and community will benefit

from this type of participation. By engaging with the community, the iSchool can work on


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developing relationships, creating more transparency, and breaking down a long-standing

perception of post-secondary institutions being elitist Western ‘ivory towers’ (Winter et al.,

2006; Thomson et al., 2011; Cleary & Hunter, 2010). The faculty will also gain different

insightful perspectives and ideas that will aid in policy creation and in improving current services

and curriculum, in addition to better aligning educational priorities with local priorities for better

cultural relevancy (Thomson et al., 2011; Cleary & Hunt, 2010). Most LIS programs have begun

movement towards community engagement models (Mehra & Robinson, 2009), which help

demonstrate to communities that libraries and librarians are about democratic ideals and for

social equity and justice (Bharat & Robinson, 2009). We have also determined that engagement

is needed in this project since it will demonstrate to the First Nations, Métis, and Inuit

communities that we value and honor their knowledge, belief, and pedagogical systems, in

addition to their history, culture, and language (Amendt & Bousquet, 2006, p. 25). Adopting

engagement practices will create a sense of validation, pride and ownership, belonging, and

control for Aboriginal Peoples (Cleary & Hunt, 2010). Community engagement is an

empowering practice for Aboriginal peoples, which could result in, and improves life quality and

social justice for them (Cleary & Hunt, 2010). One notable method that we think is important for

the iSchool to look into is service-learning. Our research has shown that some LIS programs are

adopting this form of pedagogical strategy (Thomson et al., 2011; Lazarus et al., 2008; Winter et

al., 2006; Ball, 2008; Riddle, 2003; Bell, 2007; Roy & Cherian, 2006). The University of

Arizona’s Knowledge River program has been successful in recruitment of Aboriginal students

into their program. Accordingly, the iSchool should become familiar with this recruitment and

retention strategy. Other engagement ideas include positions in working groups and on senate

boards for community members (Winter et al., 2006; Okello-Obura & Kigongo-Bukenya, 2011;

Curran et al., 2008).


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11.0 Potential Roadblocks to Version 3.0

We perceive that the most significant hurdle to overcome is distrust from the community

due to the tense political past. If the iSchool is committed to recruiting, training, and retaining

these community members, this barrier must be acknowledged and dealt with accordingly.

Strong relationships are required to gain trust and access to these communities. The iSchool will

need to be active, embedding themselves which requires significant time and effort

commitments. Without this participation and engagement, the iSchool cannot gain important

insight and feedback into the community resulting in missed knowledge affecting recruitment

success. First Nations, Métis, and Inuit communities thrive on constant face-to-face contact and

careful listening. We have learnt that we cannot simply walk into the communities expecting

them to answer our questions. We need to work with the community respecting their schedules

and perception of timelines. Some literature has revealed insightful tips when working with First

Nations communities that we need to adopt and honor (Bruce, 2003). The iSchool should

become an attentive, thoughtful learner and listener so as not to be perceived as a dominant

educator bringing up negative connotations of historical injustices. In addition, it is possible that

these communities are completely disinterested in entering the field regardless of new efforts to

recruit. Interestingly, research has demonstrated that many Aboriginal Peoples are unaware of

librarianship as a career and many cannot perceive how this career will benefit their

communities, unlike social work and law which have many readily perceivable benefits to the

community. First Nation communities may feel librarianship is a career is not needed or

beneficial to their community. According to Rochelle, recruiters should be cognizant of the

discourse used when engaging with the community. If the term librarians is unknown to the


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community are more culturally applicable term, such as storyteller, could be used to define

relevancy.

At present, it is important to invest in marketing the image and inherent uses of librarians

in a culturally relevant manner in order to sell librarianship as a viable career. It is important to

break down colonial stereotypes of libraries and librarians through communication and strong

relationships. The roadblocks of infrastructure and funding must also be addressed.

12.0 Concluding Remarks

We have learnt much over the past twelve weeks regarding the importance of community

engagement projects in libraries and in the information profession. Firstly, this project has

revealed that the continued relevancy of the library and library profession depends on our

advocacy and engagement with the communities we currently serve and potentially aim to serve

allowing. Libraries can only evolve and remain relevant when dialogue and collaboration

between the various stakeholders occurs. We cannot simply read literature and automatically

comprehend complex cultural situations. Secondly, this project has taught us that self-

presentation is extremely important. Going into this project we had no prior experience working

with these communities directly and as such were unaware of the numerous barriers in engaging

and building relationships. From Nadia, Margaret and Rochelle, we learnt that political pasts

have made engagement and trust building difficult and how we present ourselves can have

significant impacts on community acceptance. We are now aware that discourse, tone and

approach all must be thought out carefully. Thirdly, we learnt that the framing, presentation, and

acceptance of our ideas can be difficult. With these communities we cannot impose our ideas,

rather project ideas need to come from the community itself, being directed and owned by the

community. Our role is to provide communities support communities in achieving their goals not

to define problems and create solutions that lack input. Embedding ourselves is key to gaining


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acceptance. Through dedication of listening and partaking, over time it is possible to initiate

community engagement into projects. Finally, we all have learnt that projects are bound to

evolve when working with communities. We cannot be rigid mediators, but rather we need to be

fluid, adapting and evolving as required. The community is at the heart of the library and ensures

its continued survival. We need to listen to our communities members for relevancy.

Communities and libraries need to work more closely to ensure continued existence, relevancy,

and support.


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13.0 Appendices APPENDIX A: Aboriginal Peoples Population Statistics Number of Aboriginal Persons Canada total 1,172,790 (Statistics Canada, 2010) Percentage under age of 25 43% (Wetere, 2009) Canada: First Nations 698,025 (Statistics Canada, 2010) Canada: Métis 389,780 (Statistics Canada, 2010) Canada: Inuit 50,480 (Statistics Canada, 2010) Ontario total 242,495 (Statistics Canada, 2010) Total percentage of Canadian population 3.8% (Statistics Canada, 2010) Population Growth Rate 1996-2006 44.9% (Statistics Canada, 2010) 2001-2006 20.1% (Statistics Canada, 2010) First Nations native languages Number of First Nations 615 (Burns et al., 2010) Number of unique languages 10 (Burns et al., 2010) Number of endangered or lost languages 60 (Burns et al., 2010) Percent using native language on reserve 51% (Statistics Canada, 2010) Percent using native language off reserve 12% (Statistics Canada, 2010) Aboriginal Peoples literacy 2003 percentage on reserve functionally illiterate 37% (Burns et al., 2010) 2010 percentage on reserve low literacy 37% (Burns et al., 2010) 2010 percentage off reserve low literacy 19% (Burns et al., 2010) 2010 percentage all Canadians low literacy 12% (Burns et al., 2010) 2006 High School Non-completion rate (ages 25-34) First Nations on reserve 51% (Simeone, 2011) First Nations off reserve 29% (Simeone, 2011) All Canadians 10% (Simeone, 2011)


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First Nations library statistics Percentage of First Nations communities with libraries 2004 37.0% (Burns et al., 2010) 2010 37.6% (Vollick, 2010) Funding information Ontario Ministry of Cultures 2001-2003 funding $938,000 (Lawlor, 2003) Approximate pay per year for librarians $13,000 (Crawford, 2011)


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APPENDIX B: Letter to Dean Seamus Ross and Susanna Hubbard Krimmer [Date] [Dr. Seamus Ross] [Susanna Hubbard Krimmer] [Dean and Academic Visionary] [President] [Faculty of Information] [Ontario Library Association] [University of Toronto] [50 Wellington Street East] [140 St. George St.] [Toronto, Ontario] [Toronto, Ontario] [M5E 1C8] [M5S 3G6] Dear [Dr. Seamus Ross/Susanna Hubbard Krimmer]:

We are a group of library and information science students in the Faculty of Information at the University of Toronto. Presently, we are taking Professor Nadia Caidi’s Information and Culture in a Global Context course and working on a collaborative research project on how to attract individuals of Aboriginal, Métis, and Inuit ancestry into the field of librarianship. The objective of our research project is to develop a strategic proposal that the [University of Toronto’s iSchool/Ontario Library Association] can consider and refer to when reaching out to these communities. Important questions we want to address include: Why is there low interest in library and information science programs? How do we attract these individuals to these programs? What program changes are required? And how can we better support these community members?

Preliminary research has indicated that many of the Canada’s Aboriginal communities lack libraries and those that have them lack funding and culturally relevant materials sorely needed for prosperity. Training librarians with these backgrounds is greatly beneficial to their communities. They already possess strong relational ties or can easily build them, possess invaluable cultural knowledge and perspective, and possess a basic understanding of what community needs are, thus are situated better to work with community members and develop specially constructed strategies and initiatives. In addition, librarian education will allow members to bring newly acquired marketable skills and knowledge back home, situating them into a better leadership position for developing important programs, services, and collections. These librarians would be better advocates, advocating on behalf of their communities, potentially strengthening their social cohesion, relationships, and placing them in a strong position to enter the global knowledge and information economy. Communities have the real potential to flourish. Greater enrollment from these communities, and potentially from those outside of Canada, presents a unique learning and collaborative opportunity for the [iSchool/Ontario Library Association]. We can gain invaluable cultural insights and knowledge and have the opportunity to work with these community representatives sculpting future courses and programs.

We would like to ask if we could have an in person meeting with you to discuss our project and let us know how best to continue our research so that it will benefit the


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[iSchool/OLA]. Please, do not hesitate to contact us if additional information is desired or if you have any questions or concerns. We look forward to talking to you to schedule a meeting. Sincerely, [signature] [signature] Madeleine Boyer, Tracy Zahradnik, & Courtenay Telford Nadia Caidi Graduate Students Associate Professor Faculty of Information Faculty of Information [contact information] [contact information]


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APPENDIX C: Comparison of how well each of the three versions of our project fulfilled our goals and objectives Teacher Resources

Literacy Culturally Linguistically Project Communit

y

Digital Adult Children Family Relevant Relevant Longevity Engageme

nt Storyboard Yes Yes Yes No Yes Yes No No Summer Camp Yes Yes/No* Yes No Yes Yes No Some** Recruitment Yes Yes Yes Yes Yes Yes Yes Yes *Adult literacy only for First Nations teachers and librarians ** More community engagement than the Storyboard but still not optimized. APPENDIX D: Community Research Planning Guidebook (KORI) The following link will bring you to KORI’s Community Research Planning Guidebook. Researchers should use this guidebook if they are planning to visit a KO community. It provides recommendations and experiences and information on how to successfully a First Nations community. http://research.knet.ca/system/files/2012_Community Consultation Guidelines.pdf


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APPENDIX E: Barriers to Post-Secondary Education Our research into best practices at other universities and in other programs has yielded some of the barriers that First Nations, Métis and Inuit populations face when it comes to post-secondary education. These are issues that the iSchool will need to address when devising strategies in recruiting members into the field of librarianship. Academic Barriers Academic barriers are the most cited among aboriginal populations, both at the secondary and post-secondary level. Most youth have not completed high school or are having difficulty completing undergraduate studies (Ortega & Ramos, 2010; McKeough et al., 2008; Tian, 2011; Roy & Cherian, 2006). Pursuing graduate studies, such as library and information science, is not a reality for these individuals due to academic requirements and financial commitments. Insufficient academic preparation is also cited as a deterrent (Tian, 2011). Cultural Barriers Library and information science programs are inherently Western. The discourse used, the teaching methods, the perspectives, the knowledge, and the content is culturally insensitive. Information alone is perceived by these communities as politically charged. Cultural sensitivity and relevancy are lacking in most programs (Curran et al., 2008; Johnson, 2007), including LIS. Recruitment & Career Information Many scholars and practitioners have also cited poor recruitment strategies and lack of career information as a barrier (Ortega & Ramos, 2012; Lilley, 2000, Roy & Cherian, 2006). Many are unaware of librarianship as a career option and most recruitment programs are culturally irrelevant especially when it comes to the literature provided and are very impersonal. Successful recruitment from these populations requires the forging of connections over time (Roy & Cherian, 2006). Some have suggested informing younger generations earlier on about library careers (Roy & Cherian, 2006). Support Finances act as major barrier. Many families are low income and lack knowledge of the financial commitments involved in pursuing post-secondary education (Tian, 2011; Ortega & Ramos, 2012; Berry, 2002; Montiel-Overall & Littletree, 2010). In addition, many scholars have noted that current support is viewed still as insufficient (Tian, 2011; Ortega & Ramos, 2012; Berry, 2002; Montiel-Overall & Littletree, 2010). Our research has mentioned that support regarding recruitment and retention is needed (Curran et al., 2008). Support typically ends after the student has been recruited; however, First Nations, Métis, and Inuit candidates require it after being accepted into the program and for duration of the program (Curran et al., 2008). Cultural transition needs to be supported (Curran et al., 2008). Many have mentioned the implementation of mentorship programs and the use of role models as a viable means of retaining (Ortega &


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Ramos, 2012; Roy & Cherian, 2006; Zhang & Roy, 2011; Homer, 2008; Curran et al., 2008; Montiel-Overall & Littletree, 2010). Other Barriers Other barriers for these communities include geographical with long distances from home and families acting as a deterrent and family commitments.


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APPENDIX F: Letter to Rochelle Allen, Program Director at First Nations House [Date] [Rochelle Allen] [Program Director] [First Nations House] [Borden Building North] [563 Spadina Avenue, 3rd floor] [Toronto, ON M5S 2J7] Dear [Rochelle Allen]: We are a group of library and information science students in the Faculty of Information at University of Toronto. Presently, we are taking Professor Nadia Caidi’s Information and Culture in a Global Context course and working on a collaborative research project on how to attract individuals of Aboriginal, Métis, and Inuit ancestry into the field of librarianship. A librarian education will allow members to bring newly acquired marketable skills and knowledge back home, situating them into a better leadership position for developing important culturally relevant programs, services, and collections. The objective of our research project is to develop a strategic proposal that the University of Toronto’s iSchool can consider and refer to when reaching out to these communities in terms of: understanding reasons for low enrolment, increasing program attractiveness, understanding implementing necessary program changes, and how the iSchool can better support these community members. One important aspect of our project is to understand the barriers and needs of Canada’s Aboriginal peoples in terms of entering librarianship through the eyes of these individuals. We recognize the expertise you have in this field and would be grateful if we could meet with you to discuss our project and to give us your valuable insights. Additionally, we think it would be invaluable to the project to ask current students their experience with entering post-secondary education and would like to determine a method of querying these individuals possibly through the use of an anonymous survey. We would like to ask if we could have an in person meeting with you to discuss our research and the possibility of distributing surveys to students who use the First Nations House facilities. Please do not hesitate to contact us if additional information is desired or if you have any questions or concerns. We look forward to talking to you to schedule a meeting. Sincerely, [signature] [signature] Madeleine Boyer, Tracy Zahradnik, & Courtenay Telford Nadia Caidi Graduate Students Associate Professor Faculty of Information Faculty of Information


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APPENDIX G: Email/Letter Template for Admission Officers [Date] [Name] [Position] [Faculty/University] [Address] Dear [Name]: We are a group of Master’s students enrolled in a course taught by Professor Nadia Caidi at the University of Toronto’s Faculty of Information (iSchool) and are working on a collaborative research project on how to attract individuals of Aboriginal, Métis, and Inuit ancestry into the field of librarianship. The iSchool offers a Masters of Information degree with specialization in Library and Information Sciences which is necessary to become accredited as a librarian. Preliminary research has indicated that many of the Canada’s Aboriginal communities lack libraries and culturally relevant materials required for improvement of literacy. Training librarians who best understand the community will help harness the power of cultural knowledge and perspective allowing in the development of specially constructed strategies and initiatives to address literacy problems. The objective of our research project is to develop a strategic proposal that the iSchool can consider and refer to when reaching out to these communities. Our research will address low student enrolment, how to increase program attractiveness, required program changes for community appeal, and how to better support these community members. We understand that your department has been very successful at enrolling students of an Aboriginal background and were wondering if you would be willing to share your insights or strategies for attaining such success. Please, do not hesitate to contact us if additional information is desired or if you have any questions or concerns. We look forward to hearing from you in the future. Sincerely, [signature] [signature] Madeleine Boyer, Tracy Zahradnik, & Courtenay Telford Nadia Caidi Graduate Students Associate Professor Faculty of Information Faculty of Information [contact information] [contact information]


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APPENDIX H: Survey for Past Aboriginal Graduates of LIS Programs *Please note: This survey has not actually been distributed due to ethics concerns and approval. Research has shown that community projects, such as capturing digital archival oral histories, are best done with the assistance of a trained librarian or archivist that understands community needs. If a librarian or archivist is of a community this provides for the richest understanding for development of programs such as family literacy programs or creating educational content in languages specific to a community’s’ culture and language. We are a group of students from the University of Toronto’s Faculty of Information (iSchool) working on a project to try to increase First Nations, Métis and Inuit student enrolment at the iSchool. The iSchool offers graduate degrees in Masters of Information with specializations for librarians and archivists. We are interested in providing the faculty with information about how best to develop the program towards one that will attract and fulfill the needs of Aboriginal peoples such that they can take information from this program back to their communities to foster the development of culturally relevant programs. We would appreciate it if you could take a few minutes to fill out our survey. If you prefer not to answer particular questions please leave them blank. Please do not include personal identifiers such as your name on this survey. Privacy and confidentiality are important to us and as such we have elected not to ask for personal identifiable information. There is no known risk associated with responding to this survey. Once completed please return this survey to . . . . . . . If you have any questions or concerns please contact Professor Nadia Caidi at .. . . . or . . . . . at . . . . . General Demographic Questions Which First Nation or community do you originate from? To which to do you identify yourself: c Status First Nations c Non-status First Nations c Métis c Inuit c Other (please describe) Do you live on reserve or off reserve? c On Reserve c Off Reserve c Prefer not to answer


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How old are you? a) 30 and under b) 31 to 40 c) 41 to 50 d) 50 and over What language(s) do you speak and/or read? Are you the first in your family to attend college or university? a) Yes b) No c) Prefer not to answer Did you parents attend college or university? a) Yes b) No c) Prefer not to answer Post-Secondary Education Questions Which university did you attend for your undergraduate degree? How did you find out about the library and information science degree? a) On the internet b) Brochures distributed within my community c) Word of mouth - Please specify: d) During my undergraduate degree - Please specify: e) Other - Please specify: Are you satisfied with the level of financial support for your LIS degree? a) Yes b) No c) Prefer not to answer How do you feel about the financial support being offered to Aboriginal students at University of Toronto? a) Adequate b) Inadequate c) Don’t Know How satisfied with the various levels of support given at University of Toronto (e.g. New student orientation, First Nations House, etc.). a) Very satisfied b) Satisfied c) Not Satisfied d) Undecided


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Could you provide examples of why or why not you feel satisfied with the level of support you have received at University of Toronto

What are you most satisfied with?

What are you the least satisfied with? Can you describe why you decided to come to study at the University of Toronto? Can you describe any barriers you may have needed to overcome when attending the University of Toronto? Do you know of any members of your community that wanted to get a post-secondary education but were not able to? a) Yes b) No c) Unsure If yes, what were their barriers? In your opinion, what would make the University of Toronto an even more attractive choice for education to yourself or to your community? Library/Librarianship Questions Does your community have a library? a) Yes b) No How important are libraries to you? a) Very Important b) Important d) Moderately Important e) Not Important f) NA Can you describe in a few lines what the library means to you and your community? How important is it to you to have a librarian of Aboriginal ancestry running your community’s libraries and library services/projects? a) Very Important b) Important c) Moderately Important d) Not Important e) NA


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Can you describe what made you want to start a career in the library and information science field? Do you feel more information on librarianship and better advertisement of librarianship as a possible career is needed in your communities? a) Yes b) No Currently University of Toronto’s iSchool does not incorporate any Aboriginal directed courses in their curriculum. Do you think it would be beneficial for this department to design courses, in conjunction with individuals of Aboriginal ancestry, directed at the production and preservation of Aboriginal systems of knowledge and culture. a) Yes b) No c) Prefer not to answer Currently in Canada there are no professional librarianship organization designed solely for First Nations, Métis, and Inuit librarians. Do you think it would be beneficial for such an organization to be created to address culturally specific needs and issues? a) Yes b) No c) Prefer not answer Do you think that University of Toronto’s iSchool should create a recruitment program designed, in collaboration with representatives of First Nation, Métis, and Inuit communities, to reach out and inform potential candidates? a) Yes b) No Do you think the University of Toronto’s iSchool needs to better advertise to Aboriginal communities their program? a) Yes b) No How important is it to have an instructor of Aboriginal ancestry teaching librarianship courses to Aboriginal students? a) Very Important b) Important c) Moderately Important d) Not Important e) NA How important to you would it be to incorporate Aboriginal languages into librarianship curriculum? a) Very Important


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b) Important c) Moderately Important d) Not Important e) NA Librarians require a Masters degree to be fully qualified. Do you think this degree level is a deterrent? a) Yes b) No Do you think the iSchool should create a bachelor’s degree program for Aboriginal students wanting to pursue a librarianship career a) Yes b) No Currently there are no librarianship programs in the Northern portions of Canada and its provinces. Do you think, for accessibility and recruitment of future Aboriginal students into librarianship, that it would be important for universities up North to offer librarianship programs? a) Yes b) No Do you think that distance is a factor for Aboriginal students when it comes to attending library school? a) Yes b) No In a few lines could you please indicate why you think there is low interest in librarianship as a career. Thank-you for taking the time to complete our survey! Your feedback is highly valued and will help us propose ideas on how to attract more aboriginal peoples to the field of librarianship and how best we can aid you in your academic endeavors.


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APPENDIX I: Community Interview Questions The following is a list of questions for a face-to-face interview with community members. Questions are intentionally open-ended to allow the interviewee to express their own thoughts. The interviewer can ask the questions in whatever format best suits the situation. These types of interviews would not occur until later stages of the project. The interviewer would have to follow the Community Research Planning Guide written by the Keewaytinook Okimakanak and then embed themselves within the community to gain trust prior to conduction of interviews. 1. Can you tell me about the history of your community? Whom would I go to find out more information? (This question would help us to determine discourse more appropriate to attracting Aboriginal peoples into the library sciences. Since terms like "librarian" may not be applicable, promotional material may have to use more culturally relevant terms. Answers to this question will provide background about how information is stored within the community, which is important in creating course content. Additionally, it also provides a causal opening question to get the interviewee engaged). 2. Can you tell me about what services you feel your community would benefit from that it does not already have? (This question would help the lead into the next one by getting members to think about their community at present, identifying areas that are lacking or need improvement. It is more of a personal reflection type question and will give the iSchool a bit of insight in the needs of the community). 3. If you could learn some new skills that would benefit your community, what would they be? (This question would help with curriculum and course development because it would drive a more culturally and community relevant focus. Additionally, nursing, social work and law are successful at attracting Aboriginal peoples to their programs because of the more obvious community relevance of these degrees. When marketing the LIS degree, if there is a clear message of what the degree will provide to the community, the degree may be more highly regarded).


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Final Report: Recruiting, Training, and Retaining First Nations, Metis, and Inuit into Librarianship

Documents

Transcript of Final Report: Recruiting, Training, and Retaining First Nations, Metis, and Inuit into Librarianship