recognize the diversity (such as cultural and economic) in the clientele and employees of an information organization and be familiar with actions the organization should take to address this diversity.
The concept behind librarianship is one that lends itself to an attitude of more equitable services for all. In hisFive Laws, S. R. Ranganathan stated “Every user his [or her] book,” which precludes the librarian from assuming that the popular texts will be a one-size-fits-all solution. In the academic library setting, the challenges of serving a diverse user base may be somewhat different than those faced in a public library, but no more important. Statistical markers from the National Center for Education Statistics (2015) suggest that the makeup of postsecondary enrollments has become more diverse even in the past ten years, and continues to trend in that direction. A reasonable conclusion to draw is that the “typical” college student is no longer a shorthand we can lean on. Instead, academic librarians should be able to engage the various cultural groups they are serving, to determine whether specific needs are being met and to encourage a vibrant campus community.
The Diversity Standards adopted by the ACRL (2012) is a comprehensive and, frankly, compelling look at what diversity should mean in the academic library environment and beyond. To demonstrate the importance of their message, the following is a poignant statement in the Purpose and Goals they set forth:
Diversity is an essential component of any civil society. It is more than a moral imperative; it is a global necessity. Everyone can benefit from diversity, and diverse populations need to be supported so they can reach their full potential for themselves and their communities. (para. 2)
The standards proposed direct the library and its employees to work through mere cultural awareness, which includes recognizing one’s own cultural values, beliefs and biases and the biases of others. They direct the stakeholders toward cultural competence, which involves recognition but then working through institutional policies and individual action to supplant the negative effects of those biases.
While working toward diversity and cultural competence within the organization has far-reaching implications, offering materials and services for minority groups is a significant consideration. The interpretation for standard four, having to do with these services, points out that technology and the vast amounts of demographic data available to libraries is both a responsibility to be more responsive to significant minority groups that are shown to be part of the library’s service demographic and a help in that regard. The library’s collection and services should be analyzed to determine if there are any groups that are being underserved.
The standards that the ACRL establishes are applicable throughout the academic library organization, and this includes in hiring practices and the existing diversity within the organization. The interpretation of standard seven, “librarians and library staff shall support and advocate for recruitment, admissions, hiring, and retention efforts in libraries, library associations, and LIS programs to increase diversity and ensure continued diversity in the profession,” outlines benefits that a diverse workforce can bring for all stakeholders. This includes benefit to the patrons, who feel they have someone they can relate to, as well as improvements to staff performance and general success within the library (para. 1). Encouraging a diverse workplace can lead to diverse viewpoints in many areas, which allows issues to be considered more fully than might be anticipated from a culturally homogenous approach.
Evidence
LIBR 266: Collection Development—Community Analysis
This assignment was a good opportunity to work through a practical document for an academic library, which the standards suggest be done regularly. It was also a chance for seeing the challenges of responding to diversity considerations in the library. In this instance, the library of the community college I analyzed was appropriately positioned to serve its sizable non-traditional student base, but considerations for diversity were still forthcoming. While the library I examined has limited opportunities to serve the surrounding community, I suggested that the college itself take demographics into consideration in their enrollment efforts as an enabling measure for disadvantaged minority groups within the city.
LIBR 266: Collection Development—Community Analysis
LIBR 204: Information Organizations—Graded Assignment 2
Here is my response problem scenario that I think provides a good example of the challenge when the ideals of the standards set forth come up against reality. In the standards, the diverse employee base is integral in making sure the patron has someone he or she can relate to. In the scenario, the employee has become a go-to resource for the cultural group she identifies with and feels like she is unable to complete the everyday assigned tasks. I’m able to respond with some solutions that work with the shared identity but also allow the employee to fulfill her normal job functions.
LIBR 204: Information Organizations—Graded Assignment 2
Conclusion
In my undergraduate studies I pursued a Peace and Conflict Studies minor, so advocating for marginalized and underrepresented groups has been a passion of mine for a long time. I feel like librarianship is a profession that is about empowering others with information, which fits in well with that passion. Ideally I would like to be involved in a library that takes seriously the ACRL Diversity Standards and has their own policies in place to support diversity in all aspects of the institution. Working in a diverse organization where many perspectives can coexist is a challenge I’m looking forward to.
References
Association of College and Research Libraries. (2012). Diversity Standards: Cultural Competency for Academic Libraries. Retrieved from http://www.ala.org/acrl/standards/diversity
National Center for Education Statistics. (2015). Fast Facts. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=98
Life is information, information is life. 