KANSAS SUMMER INSTITUTE
BETH PATIN
JUNE 10, 2015
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Agenda for Presentation
Presentation, Part 1
Intro to Me & My Experiences
Intro to Cultural Competence
Questions/Convo
Presentation, Part 2
Library Transformations
Selecting Authentic Resources
Questions/Convo
Workshop
Harlem Renaissance
The Many Worlds of Cinderella
Visual Interpretative Analysis
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IT’S NICE TO MEET YOU!!!
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EDUCATIONAL BACKGROUND
Loyola University New Orleans
B.S. Education, 1999
Louisiana State University
MLIS & School Library Certification, 2004
University of Washington
Masters of Information Science 2012
PhD of Information Science, 2016
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WORK EXPERIENCE
McDonogh #15 Creative Arts
Magnet School
Audubon Montessori & French
Immersion School
Holy Cross School for Boys
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EQUAL ACCESS TO INFORMATION
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LOSING INFORMATION AND SERVICES
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REBUILDING AN INFORMATION
INFRASTRUCTURE
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A NEW INFORMATION INSTITUTION
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PROVIDING AUTHENTIC INFORMATION
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F EBRUARY 27, 2010: T HE M AULE E ARTHQUAKE
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F IELD W ORK IN R EGIONS VII , VIII , AND S ANTIAGO
5 T ELECENTERS AND 5 P UBLIC L IBRARIES
Interviews
• Librarians and other Staff
• Telecenters’ Staff
• Heads of city planning
• Reps. the Ministry of Telecom
• President of ATACH (telecenters’ network)
• Head of Biblioredes
Focus Groups
Poligono - Coronel
- Curico - Santiago
- Empedrado - Coronel

A GLOBAL READING CHALLENGE

OUR RESEARCH PROJECT
Research Question
What, if any effect, does the close reading of high quality, culturally specific, globally-oriented youth literature across a diversity of experiences have on children’s information about the cultures about which they read?
Methodology
Interviews & Surveys
Population
Sub-sample of the 4th and 5th grade students in 18 of the 45 schools participating in Global
Reading Challenge
Teams in Seattle.

]
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1941-2014
• Beverly Clearly
Professor
• Co-developed a course with me in 2009
• Co-author of
Building
Bridges

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WHAT IS CULTURAL COMPETENCE?
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POPULATION & PUBLISHING COMPARISON
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•
the categorization of human beings into populations or groups based on various sets of heritable characteristics.
•
a group of humans whose members identify with each other, through common heritage that is real or assumed.
•
a shared set of attitudes, values, goals, and practices that characterize an institution, organization, or group.
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relates to communities containing multiple cultures.
• Cultural diversity
• Ideologies or policies promoting diversity

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AMERICA, A MELTING POT?

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WHAT IS DIVERSITY?

WHAT IS CULTURAL COMPETENCE?
Patricia Montiel Overall defines Cultural
Competence as:
“the ability of professionals to understand the needs of a diverse population. It includes a highly developed ability to understand and respect cultural differences and to address issues of disparity among diverse populations competently”.
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Relevant Writings:
• Cultural Competence: A conceptual framework for library and information science professionals
• School Library Services in a
Multicultural Society: the need for cultural competence
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Greater
Understanding of
Cultural Issues
Increased
Library
Use
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Cultural
Incapacity
Limited or
Some
Cultural
Competence
Cultural
Competence
Cultural
Proficiency
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A Training Model for Cultural Competence
Level One
Action/Skills Level
Personal level
Self-Reflection
Cultural
Knowledge
Personal
Culture
Core
Identity
Personal
Competencies
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A Training Model for Cultural Competence
Level Two
Level Cultural
Knowledge
Action/Skills
Interpersonal
Emic
Contextualization
Specific
Cultures:
Mainstream
&
Subcultures
Accurate info
• Dialogue
• Conflict recovery
• Problem solving
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A Training Model for Cultural Competence
Level Three
Level Cultural
Knowledge
Action/Skills
Organizational
Holistic/Systems
Approach
• Policies
• Procedures
• Programs
• Processes
Strategies and
Action Plans
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SKILLS OF CULTURAL COMPETENCE
• The Concept of Culture
1. Culture is both subjective and objective.
2. Culture is multileveled and dynamic.
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• Personal & Interpersonal Barriers
1. Language
2. Nonverbal communication
3. Preconceptions, stereotypes, and discrimination
4. Judgments
5. Stress

SKILLS OF CULTURAL COMPETENCE
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1. Be nonjudgmental.
2. Be flexible
3. Be resourceful.
4. Personalize observations.
5. Pay attention to your feelings.
6. Listen carefully.
7. Observe attentively
8. Assume complexity.
9. Tolerate the stress of uncertainty.
10. Have patience.
11. Manage personal biases and stereotypes.
12. Keep a sense of humor.
13. Show respect.
14. Show empathy.

1.Learn about yourself
2.Learn about different cultures
3.Interact with diverse groups
4.Attend diversity-focused conferences
5.Lobby your department
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THE STAGES OF ETHNIC
AND CULTURAL
DEVELOPMENT
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APPROACHES TO MULTICULTURAL CURRICULUM REFORM
– JAMES BANKS
Decision-Making &
Social Action Approach
• Action-orientated
• Empowers students
Transformative
Approach
• Infusion of various perspectives
• Shows reflexivity
Ethnic Additive
Approach
Contributions
Approach
• Ethnic content w/out restructuring
• Views ethnicity from mainstream
• Heroes and Holidays
• Trivialization of ethnic studies
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BANK’S APPROACHES FOR THE INTEGRATION OF
MULTICULTURAL CONTENT
Approach Description Examples Strengths Weaknesses
Contributions Heroes, cultural components, holidays and other discrete elements related to ethnic groups are added to the curriculum on special days, occasions, and celebrations.
Famous Mexican
Americans are studied only during Cinco de
Mayo.
Provides quick and easy way to add ethnic content to curriculum.
African Americans studied only during Black
History Month
Gives heroes visibility
Popular approach among teachers and educators
Results in superficial understanding of cultures
Focuses on lifestyles and artifacts
Mainstream criteria is used to select heroes and elements.

Library Event!!! Local Dr. talks about the Civil Rights Movement here in Huntsville!
January 20, 2015

BANK’S APPROACHES FOR THE INTEGRATION OF
MULTICULTURAL CONTENT
Approach Description Examples Strengths Weaknesses
Additive Consists of the addition of content, concepts, themes, and perspectives to the curriculum without changing its structure
Adding a unit on
Japanese internment without discussing
Japanese
Americans in any other context.
Adds ethnic content without restructuring the curriculum
Can be implemented within the existing structure
Reinforces that ethnic history and culture are not integral parts of mainstream US history
Students view ethnic groups from mainstream perspectives
Fails to show students how cultures are interrelated.

19 th Century Literature Unit

BANK’S APPROACHES FOR THE INTEGRATION OF
MULTICULTURAL CONTENT
Approach Description Examples Strengths Weaknesses
Transformation The basic goals, structure, and nature of the curriculum are changed to enable students to view concepts, events, issues, problems and themes from the perspectives of diverse cultural, ethnic, and racial groups.
A unit on 20 th century literature includes works by William
Faulkner, Joyce
Carol Oates,
Langston
Hughes, N. Scott
Momaday, Saul
Bellow, Maxine
Hong Kingston,
Rudolfo A.
Anaya, and Piri
Thomas
Demonstrates the complex ways in which diverse groups participate in
US society
Helps reduced racial and ethnic encapsulation
Provides a balanced view of US culture and society
Requires substantial curriculum revision, inservice training, and materials written from multiple perspectives
Staff development must be ongoing

BANK’S APPROACHES FOR THE INTEGRATION OF
MULTICULTURAL CONTENT
Approach Description Examples Strengths Weaknesses
Social Action Students identify important social problems and issues, gather pertinent data, clarify their values on the issues, make decisions, and take reflective actions to help resolve the issue or problem.
A class studies prejudice and discrimination in their school and decides to take actions to improve race relations in their school
Enables students to improve their thinking, value analysis, decisionmaking and social action skills
A class studies water issues and decides to participate in the
Sudan Water
Project
Enables students to improve their data-gathering and group skills
Helps students develop a sense of political efficacy
Requires a considerable about of curriculum planning and materials
Can focus on issues considered controversial in the community
Students may not be able to take meaningful action to solve problems

1. A decision, problem, or question
2. An inquiry that provides data related to the d/p/q
3. Value inquiry and moral analysis
4. Decision-making and social action

TAKE A MOMENT AND REFLECT UPON A
COURSE, CLASS, OR PROGRAM YOU’VE
LEAD. WHICH STAGE IS IT IN?
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1. Be informed
2. Be sensitive
3. Convey complex and diverse viewpoints
4. Be judicious in your choice of resources
5. Be a voice and mechanism for change
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SELECTING AUTHENTIC RESOURCES
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10 REASONS WHY MULTICULTURAL
LITERATURE IS GOOD FOR ALL CHILDREN
CHERYL WILLIS HUDSON 2006
1. Confirms the world as a pluralistic society
6. Helps children think critically
2. Develops self-esteem through inclusion
3. Provides knowledge and information about people from around the world
7. Provides enjoyment
8. Reflects cultural diversity in classroom or community
9. Provides positive role models
4. Offers various perspectives
5. Promotes appreciation of diversity
10. Creates a bridge between real-life experiences and
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Selection
• Choosing bilingual books or resources about racism for youth for a specific age or of a specific genre for a multiplicity of uses: gaining cultural competence, building library collections, teaching, etc.
Evaluation
• In order to make wise selections, you must have tools for evaluation.
• 2 tools that aide in evaluation are:
• Awards
• Reviews
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Awards
Reviews
• CDLC Database
• Booklist/Booklinks
• School Library Journal
• Hornbook
• Assorted Selection Guides
• Amazon.com
Reviews include relevant statistics about the book, a summary of the plot, and an opinion about the overall merit of the literature.
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AUTHENTIC MULTICULTURAL LITERATURE IS…
1. Based on fact.
2. Reproducing essential features of an original.
3. True to the creator’s own cultural personality, spirit, or character.
-
Eliza T. Dresang
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DETERMI
(JENNIFER JOHNSON HIGGINS)
• Nina Mikkelsen (1998) concludes that books about African
Americans could only be authentic when written by "insiders;" that African American authors should be the only ones allowed to write literature about their culture.
• Others believe that the most accurate portrayal of a culture will come from an author writing about her or his own culture, but acknowledge that there are exceptions (Barrera, Liguori & Salas,
1992; Howard, 1991; Nieto, 1992; Sims Bishop, 1992).
• Junko Yokota (1993) defines authentic literature as that which shows evidence that "the author and illustrator are intimately familiar with the nuances of a culture" 60

GENERAL GUIDELINES FOR EVALUATION OF
MULTICULTURAL CHILDREN’S LITERATURE
(JENNIFER JOHNSON HIGGINS)
• High literary quality • Possible effects on a child’s self-
• No distortions or omissions of history image
• Author’s and/or illustrator’s
• No stereotyping background
• No loaded or derogatory words
• Illustrations
• Lifestyles
• Relationships between characters from different
• Dialogue cultures
• Standards of success
• Heroines & Heroes
• The role of females, elders, and
• Copyright date family
• Anything missing???
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• Teaching Tolerance
• Racialicious
• Implicit Quiz from Harvard
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CANTON PUBLIC LIBRARY
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SCHOOL LIBRARY DIRECTORY
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MultiCultural Review is a quarterly journal for teachers at all grade levels, college professors, librarians, administrators, and anyone else who is interested in learning about new developments and trends in the field of cultural diversity.
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THEMATIC ESSAYS FROM BOOK LINKS
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ListServs
• CCBC_Net
• Child_Lit
• YALSA_BK
Blogs
• Writers against Racism
• 100 Best Children’s &
YA Lit Blogs
• A Selection of KidLit
Bloggers I Like (SJL)
Sites for Book People
• Library Thing
• Goodreads
• Shelfari 67

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THE WONDERFUL WORLDS OF CINDERELLA

Tuan Ch'êng-shih 856-860 AD
Yu Yang Tsa Tsu, or Miscellany of Forgotten Lore.
Other Historic Versions
• Cenerentola by Giambattista
Basile (1634)
• Cendrillon by Charles
Perrault (1697)
• Aschenputtel by the
Brothers Grimm (1812)
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THE WONDERFUL WORLDS OF
CINDERELLA
ACTIVITIES
1.Read 3 featured Cinderella stories
2.Use a wall map of the world and pin glass slippers where other stories originated
3.Introduce relevant words to the story in French,
Chinese, Persian (Farci),
Spanish, & Gaelic 72

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COMPARING YEH SHEN & CINDERELLA
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Setting Main character
Helper Problem Gathering Identifier Prize
France Cinderella
Fairy
Godmother
Evil
Stepmother
Ball
Glass
Slipper
Prince
Charming
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• What is the importance of fairy tales in society?
(e.g., entertainment, passing on societal values, explaining historical roots of society, stereotyping traditional characters)
• Are there any similarities that surprised you?
Why?
• Are there any differences that surprised you?
Why?
• What cultural aspects might one see in a a current day Cinderella tale?
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VISUAL INTERPRETATIVE ANALYSIS

http://viaharlem.weebly.com/

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@BethPatin bethp@uw.edu