Presentation by Robin Amado, Dawn Wing, and Omar Poler at the 2012 International Conference of Indigenous Archives, Libraries, and Museums in Catoosa, Oklahoma. All rights reserved.
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Convening Culture Keepers to Establish Regional Networks
1. Convening Culture Keepers
Establishing Regional Networks
International Conference of Tribal Archives, Libraries, and Museums
Tulsa, Oklahoma
Omar Poler, Dawn Wing, Robin Amado
June 5, 2012
2. Introductions
Photo by Jeff Miller
Boozhoo from the University of Wisconsin–Madison
School of Library and Information Studies!
3.
4.
5. 1) Introductions
2) What is a regional network?
3) Why does it matter?
4) How do I start?
5) What can we share?
6) What results can I expect?
7) Where could it go?
18. We
are
all
teachers
and
students.
Culture
Keepers
Deep
understanding
of
communi2es
and
culture,
but
o6en
few
resources;
need
for
ongoing
professional
development
and
support
LIS
Students
Diverse
personal
skills
and
experiences,
but
need
opportuni2es
to
learn,
engage
with
diverse
communi2es,
and
follow
passion
by
par2cipa2ng
in
meaningful,
relevant
work
LIS
Educators
Academic
and
grant
wri2ng
exper2se,
but
significant
need
to
incorporate
diverse
community
perspec2ves
within
LIS
educa2on
Non-‐tribal
Cultural
Professionals
Extensive
professional
exper2se,
but
lack
of
access
to
authorita2ve
informa2on
regarding
Na2ve
communi2es
and
lack
understanding
of
communi2es
needs
23. Photo by Louise Robbins
Recognize the skills and knowledge of others.
The Three C’s, November 2009
24. Photo by Cat Phan
Involve the community.
Red Cliff Community Meeting, October 20
25. Photo by Chris'na
Johanningmeier
Let curiosity drive learning.
First semester of TLAM, Spring 2009
26. TLAM Course Topics
• NaBve
language
and
storytelling
• Wisconsin
tribal
histories
• Indigenous
knowledge
&
aboriginal
research
• American
Indian
law,
government,
&
tribal
historical
preservaBon
• Tribal
libraries,
funding,
&
professional
organizaBons
• Archives
&
digital
collecBons
• Protocols
&
partnerships,
• Knowledge
organizaBon
• Tribal
museums
&
repatriaBon
• InternaBonal
Indigenous
TLAM
issues
27. Photo by Chris'na
Johanningmeier
Play the role of teacher and student.
Red Cliff, May 2009
28. Photo by Peter Rudrud
Sustain the energy and commitment.
Oneida Nation Records Management, March 2012
29. Ideas of How to Get Started
IdenBfy
needs.
Resources
desired,
and
projects
to
start
or
complete.
Reach
out
to
people
you
already
know.
Exis2ng
networks,
tribal
and
non-‐tribal
ins2tu2ons,
and
university
programs.
Think
about
funding
sources.
Ins2tu2on
or
grant
funded.
32.
Ho
Chunk
Learning
Center
Langlade
County
Historical
Society
Red
Cliff
Capital
Campaign
33. “Service-‐learning
is
a
form
of
experien'al
educa'on
in
which
students
engage
in
ac'vi'es
that
address
human
and
community
needs
together
with
structured
opportuni'es
inten'onally
designed
to
promote
student
learning
and
development.
Reflec(on
and
reciprocity
are
key
concepts
of
service-‐learning.”
Barbara
Jacoby,
"Service
Learning
in
Today's
Higher
Educa2on,"
in
Service
Learning
in
Higher
Educa2on:
Concepts
and
Prac2ces
(San
Francisco:
Jossey-‐Bass,
1996),
5.
Source:
Elaine
Yontz
and
Kathleen
de
la
Peña
Cook.
Journal
of
Educa2on
for
Library
and
Informa2on
Science,
Vol.
44,
No.
1
(Winter,2003),
pp.
58-‐68
34. Photo by Peter Rudrud
Reciprocity.
Ho-Chunk Learning Center Project
35. Photo submitted by Peter Rudrud
Engagement.
Ho-Chunk Learning Center Project, 2012
36. Photo by Peter Rudrud
Discovery.
Ho-Chunk Learning Center Project, 2012
37. Photo by Peter Rudrud
Reflection.
Tribal Libraries, Archives, and Museums (LIS 640), 2009
38. TLAM
had
two
big
influences
on
my
approach
to
LIS:
The
first
came
from
the
student-‐driven,
service-‐learning
approach
to
the
class,
and
that
is
to
think
of
everyone
as
a
poten'al
teacher
and
student
simultaneously.
Everyone
has
something
to
give,
knowledge
to
share,
or
a
ques'on
that
Chris2na
Johanningmeier
leads
a
group
or
individual
to
learning
more.
TLAM
has
shaped
my
approach
to
the
LIS
profession
more
than
any
other
library
course.
AKer
working
with
a
tribal
community
without
library
service,
I
no
longer
take
libraries
for
granted.
In
fact,
TLAM
has
renewed
my
determina'on
to
provide
quality
library
service
to
all.
Troy
Espe
39. [TLAM]
gave
me
a
profound
apprecia'on
of
the
power
of
service
learning,
which
led
me
to
develop
a
service-‐based
course
as
an
academic
librarian.
I
don't
think
I
would
have
been
as
willing
to
experiment
as
an
instructor
and
search
out
the
ways
to
empower
students
to
engage
in
experien'al
ac've
learning
without
that
experience.
Something
that
is
probably
equally
profound
is
that
I
learned
from
TLAM
about
different
ways
of
knowing;
different
ways
of
reading,
storing,
organizing,
and
synthesizing
knowledge.
Gabe
Gosseg
40. If
I
had
to
choose
a
single
thing
that
defined
the
TLAM
experience
it
would
be
the
importance
of
rela'onships.
Rela'onships
are
at
the
heart
and
soul
of
TLAM.
It’s
not
an
especially
new
or
innova've
concept.
Networking,
collabora'on
-‐
these
are
basic
ideas
in
LIS.
But
I
think
TLAM
taught
me
how
essen'al
this
is
to
building
communi'es
around
and
adding
value
to
the
work
that
you
do.
The
people
are
what
turns
out
work
into
something
special
and
the
more
we
grow
our
communi'es,
the
more
value
we
add
to
our
libraries,
our
collec'ons,
our
service,
our
work.
Cat
Phan
