Cutting Books Along the Straight and Narrow :

1. Cutting Books Along the Straight and Narrow: Integrating Social Justice into Library Activities and Collections Arya Hackney

2. About Me

3. About Me • Technical Services & Metadata Librarian • Masters in Information Science from University of North Texas • Masters of Arts in Religious Studies (South Asian Religion) from University of Colorado in Boulder • Bachelors of Science in Psychology-Sociology from Kansas State University

4. About Me • Random Fact: I have conspiracies and murder scenes on my desk

5. About Me • Random Fact: I have conspiracies and murder scenes on my desk

6. Agenda • Why Social Justice in Libraries? • Applicable Social Justice Theories (of Many) • Instruction Sessions, Applied • Education Programs • Collection Development • Future Directions • For Library and Staff • Take Home Points

7. Why Social Justice in Libraries? • Patrons feel safer approaching you • More patrons are likely to use the library • Right thing to do, for both yourself and your community

8. Why Social Justice in Libraries? • Hint: Our latest American Library Association (ALA) Presidential candidates highlighted it • ALA (2019) emphasizes it as part of its advocacy: • “The Office for Diversity, Literacy and Outreach Services uses a social justice framework to ensure the inclusion of diverse perspectives within our profession and association to best position ALA as a trusted, leading advocate for equitable access to library services for all.”

9. Why Social Justice? • Chances are, your library is part of an institution mandating it • Accreditation looks at diversity and inclusion • I look at how to apply different social justice theories to a library setting • Spoiler: I am also learning a lot in the process

10. Applicable Social Justice Theories (of Many) • Postcolonial Theory • Edward Said (1978), GayatriSpivak (1988), et cetera • Assesses how imperial powers have created inequalities, including with resources • Today: we are looking at Euro-American colonization • This includes our attitudes about people, and how the formerly colonized view each other • The effects are long-term, still seen today

11. Applicable Social Justice Theories (of Many) • Critical Race Theory • Founded by Creshaw, Matsuda, and Bell (Fleming, 2019) • Confronts white supremacy ideology – the history and society that created the extremists, critiquing “colorblind ideology” (DiAngelo, 2018) • Looks at the role of legal institutions in maintaining the status quo (Fleming, 2019) • Focuses on perspectives of people of color (POC), emphasizing the power of storytelling

12. Applicable Social Justice Theories (of Many) • How do I use these two theories? • Making libraries more inclusive in content as well as setting • To de-center the dominant power and culture in libraries • Helping less visible groups become more visible in libraries • Disrupt assumed normatives in the library, decolonizing it • U.S. Appalachian norms include: White, cisgender, straight, men, Christian, Middle and Upper-Class, able-bodied, and more

13. Applicable Social Justice Theories (of Many) • How do I use these two theories? • To clarify, I am not trying to remove all narratives of the established norm, only correct existing power imbalances • Summary: I am adding, not taking away perspectives • I do this through my library instruction, education programs, and collection development

14. Instruction Sessions, Applied • I ask myself these questions when preparing sessions: • How do I de-center the assumed norm in my instruction sessions, while keeping true to the content required of the session? • Can I re-center marginalized voices, via content and resources? Preferably more intersectional-minded people?

15. Instruction Sessions, Applied • See if the discipline you are supporting sponsors social justice • If not, find materials that supplement sessions with it • Example 1: • I am subject liaison for Social Sciences, (i.e., Psychology) • American Psychological Association, et cetera, advocates for social justice • During sessions focused on APA citations, I include tips on culturally competent language (via APAStyle.org, 2019)

16. Instruction Sessions, Applied • Example 1 (continued): • I talk about how when gender becomes relevant, to take into account gender pronouns (APAStyle.org, 2019) • Another example I give is making sure to use current terminology for different racial/ethnic groups • People with disabilities or who are differently-abled should not be compared with people using the term “normal”

17. Instruction Sessions, Applied • Example 2: • I was asked to be a substitute liaison for Spanish and French instruction sessions • Professor asked for me to put together resources for traveling to French and Spanish speaking countries • I decide that CountryWatch is important because it discusses etiquette • I emphasize the importance of listening to the locals when mistakes are made with manners

18. Educational Programs • Questions I ask myself when assisting with educational programs: • Are there any social justice related programs that can use library resources? • Can I direct people to resources when I present on a topic? • Can I play a role in outreach?

19. Education Programs • Collaborate with programs that support diversity and inclusion • International Programs • Office of Inclusion & Diversity Engagement • Promote and facilitate programs that engage people with social issues • Bring these programs to the library when you can!

20. Education Programs • Example 1: Courageous Conversations series at Lincoln Memorial University • Discuss ongoing social issues • Sometimes the department head of Inclusion and Diversity Engagement facilitates sessions • I sometimes facilitate • We occasionally arrange other speakers

21. Education Programs • Example 1 (continued): Courageous Conversations series at Lincoln Memorial University • Sessions I have done include • Dissecting cultural appropriation vs. appreciation • Observations of women (and women of color) in film and literature • Discussing stereotypes against Asians and their harm

22. Education Programs • Example 2: Coordinating Asian-American and Pacific Islander Heritage Month • Assembled a committee filled with mainly Asian-Americans • Proposed different ideas on activities to do, as a first-time for LMU observing it (albeit early) • Worked with local South Asian-American Students chapter on promoting their activities

23. Education Programs • Example 2 (continued): Coordinating Asian-American and Pacific Islander Heritage Month • Had a kick off event that invited university staff/faculty from Asian families to tell their stories about themselves or their family immigrating to the U.S. • Japanese international students talked about the cultural significance of cherry blossom blooms in Japan • Invited people to ask questions

24. Education Programs • Example 2 (continued): Coordinating Asian-American and Pacific Islander Heritage Month • Built in a docudrama, First They Killed My Father • Per request, had a second movie, Bride and Prejudice • Hosted a book club for reading and critically examining Crazy Rich Asians, by Kevin Kwan, including Singaporean critics’ conjecture in the discussion

25. Collection Development • My goal: decolonizing the collection – how does that look? • I noticed that collections accumulating content over a century or more have a very…specific, homogenous narrative • So, I think of ways to include additional narratives and voices

26. Collection Development • Decolonizing the collection looks like this: • Consider new research that takes on issues covered in postcolonial studies, critical race theory, et cetera • Look at fiction for representation (or lack thereof) • Representation MATTERS • Begin adding books written by authors from the OwnVoices and We Need Diverse Books movement

27. Collection Development • Another note on representation: • Do NOT settle • Representation needs constantly evaluated • In the Marvels’ cinematic universe, they did not settle for just Scarlett Johannson being cast in a film, they made a Black Panther movie • Example: For Asian-American content, look at purchasing books by South and Southeast Asian authors, as well as East Asian

28. Collection Development • Last important advice: • Take suggestions, especially from people who belong to marginalized groups • LISTEN to them • You will always have something to do better, take the suggestions seriously

29. Future Directions • Benchmarking other libraries’ policies for future policy decisions • Evaluating existing policies and determining how to make them more inclusive • Promoting collections in the Institutional Repository that increase the visibility of people from underrepresented groups

30. For Library and Staff • Just some tips for librarians and staff (Critical Race Collective, 2019): • Join social justice oriented groups • Suggest and attend diversity/inclusion trainings, webinars, et cetera for library staff that you come across • Encourage and hire staff from marginalized groups (POC, LGBTQ*, et cetera) • Called out on a problem? Listen! Validate the concern. Take seriously.

31. Take Home Points • Social justice work is never-ending (at least in this lifetime) • Everyone will have to work on it • People will have pitfalls – learn from them and minimize them • Do or say SOMETHING if you see SOMETHING • Keep doing better next time "I did then what I knew how to do. Now that I know better, I do better." -Maya Angelou

32. Take Home Points • The most important way to dismantle systematic oppression (such as White Supremacy) is critically, truthfully looking at yourself (Critical Race Collective, 2019) • Cannot expect praise for the work • Examine how you have been privileged in your life (not just racially) (Critical Race Collective, 2019)

33. Take Home Points • Example: I have marginal identities/experiences as a – • Multiracial (White & Southeast Asian) • Woman • LGBTQ* • Raised by a single mother (with mostly POC family) until later in life. • Pagan-influenced spiritual beliefs • HOWEVER… • [I removed the image originally here because I did not want the photo to be widespread on the internet. This is out of respect for my cousin who played sheriff in the Wild West scene, and less about concerns that I played the saloon girl with a gun. ]

34. Take Home Points • I am also advantaged by: • Passing-privilege (via ethnic ambiguity) • Native U.S. English speaker raised in the Middle-Class • Cisgender • Mostly able-bodied (hearing, sight, etc) • Was baptized Catholic

35. Take Home Points • Get used to feeling uncomfortable – we all will be for different reasons (Fleming, 2019) • Fleming (2019) says to: • Participate in self-care (especially if you are a person-of-color) • Be open to being called out and learning • Importantly: make authentic friendships with people outside your communities, support them! • Hint: Nothing original here, you do not even need to always talk about social justice!

36. References • American Library Association (2019). Equity, diversity, and inclusion. Retrieved from http://www.ala.org/advocacy/diversity • APAStyle.org. (2019). Retrieved from http://www.apaonline.org • Critical Race Collective. (2019). Critical race symposium: New perspectives on research and scholar-activism. Symposium conducted at the meeting of the University of Tennessee Critical Race Collective, Knoxville, TN. • DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Boston: Beacon Press. • Fleming, C.M. (2019, March). Keynote address: How to be less stupid about race. In Critical Race Collective, Critical race symposium: New perspectives on research and scholar-activism. Symposium conducted at the meeting of the University of Tennessee Critical Race Collective, Knoxville, TN.

37. References • Goodreads. Maya Angelou Quotes. Retrieved from https://www.goodreads.com/quotes/9821-i-did-then-what-i-knew-how-to-do-now • Said, E. (1978). Orientalism. New York: Pantheon Books. • Spivak, G. (1988). Can the subaltern speak? In P. Williams & L. Chrisman (Eds.), Colonial discourse and post-colonial theory: A reader (66-111) [2013 reprint]. New York: Routledge.

38. Additional Materials (Post-Presentation) Preliminary Comments: I received a lot of questions beyond library practice and into the realm of doing social justice work itself as a whole. So I am adding some content to my slides based on the questions I received. I cannot speak as skillfully on this topic as many I will be referencing here, only as a librarian who recently started to do the work. I am likely as new as anyone else here to it.With this said, I want to make something clear. I cannot do the work of dismantling people’s privileges from White Supremacy for them, or the work of social justice for them directly. With this, I recognize I condensed a lot of information into a 45 minute session. To that end, I will drop a few additional resources here, but the best and most meaningful research for everyone will be what they do on their own.

39. Additional Materials (Post-Presentation) Preliminary Comments (Continued): In short, that means going beyond these readings I am about to drop. Please, please dig deeper from here. To reiterate what our POC colleagues in the session have pointed out – I do not know you. We do not know you and your experiences. Our work is going to be our own, our individual emotional labor is our own. What I provide here is onlya start on some of the most meaningful work you will do in the libraries, and everywhere else.  Thank you everyone who had contributed to the discussion. Much was said better than I ever could say it. With love,Arya

40. Additional Materials (Post-Presentation) • Fleming, C.M. (2018). How to be less stupid about race: On racism, white supremacy, and the racial divide. Boston: Beacon Press. • Commentary: I had the privilege of watching Dr. Crystal M. Fleming’s keynote speech, which I have heavily referenced in this presentation. This here is the book itself that was being promoted at the Critical Race Symposium in Knoxville. She was honest and her words were said in nothing short of love and desire to see positive change. From her, I learned about systematic White Supremacy, not to be confused with the white supremacists that are instilling fear and hate in our political climate. In short, it is easy to criticize individuals falling short of their work and to lose sight of the system that conditions us to support it.

41. Additional Materials (Post-Presentation) • Saad, L.F. (2019). Me and white supremacy. Retrieved from http://laylafsaad.com/meandwhitesupremacy-workbook • Commentary: I have linked here the book that is being released in February 2020. Anyone seeing early recommendations for it will notice none other than Robin DiAngelo has promoted it.  In the mean time, please browse through Layla Saad’s website. She still has plenty of helpful materials for people, plus a Patreon account. • Thanapal, S. (2019). Kali and Kalki. Retrieved from http://kaliandkalki.com/ • Commentary: I referenced her when I was providing the critiques of Crazy Rich Asians made by literary critics. In addition to giving insightful literary criticism, SangeethaThanapal is also a phenomenal political commentator and activist. Reading her writings had given me a more nuanced version of what privilege means on a global scale. So, I recommend her heavily.

42. Thank you! Questions? Arya.Hackney@lmunet.edu Office Phone: 423-869-5953