1 Increasing the capacity of professional and para-professional librarians/information professionals to respond to calls for action outlined in the Truth and Reconciliation Commission Report: Case study framework Cape Breton University P.O. Box 5300, 1250 Grand Lake Rd. Sydney, Nova Scotia, Canada B1P 6L2 (Traditional Mi’kmaq Territory)
2 Agenda Introduction to Project Indigenization on Campus Next StepsA Case Study for Library and Information Professionals Introduction to Project Collaborative Process/The Team Indigenization on Campus Cape Breton University Key departments in indigenization Sample tools for responding to the TRC’s Calls to Action Recent activities that support professional development for indigenization Next Steps
3 Introduction to Project
4 “Reconciliation is not possible without knowing the truth” (The Final Report of the Truth and Reconciliation Commission of Canada, Volume 6, 2015, p. 165)
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6 Our Team Jane Arnold, BA, MLIS, Archivist at the Beaton Institute, Cape Breton University Lee-Anne Broadhead, BA (Hons), MA, MLS, PhD, Professor, Department of Political Science, Cape Breton University D. Chisholm, Coordinator, Mi’kmaq Resource Centre, Unama’ki College of Cape Breton University Chantal Phillips, BA, MLIS, Student Placement Officer Experiential Learning, Cape Breton University Yayo Umetsubo, BA (Hons), MA, MLIS, Liaison Librarian for Arts and Social Sciences, Education, and Unama'ki College, Cape Breton University Cameron Wheaton, BA (Hons), MLIS Candidate at Western University, Co-op Student at Cape Breton University
7 Purposes - Case Study FrameworkParticipate in a new MOOC offered by CBU: Learning from Knowledge Keepers of Mi’kma’ki (http://bit.ly/1JzLdpN) Conduct a comprehensive scan or information audit of social/educational resources available across campus Plan innovative delivery and access to these compiled and described resources Promote and evaluate efficacy of the compiled resources and mode of delivery. Develop an outreach strategy to utilize the resources to increase faculty and student engagement with various information delivery points on campus. The tools we build to assist information professionals, students, faculty and staff are available in order to contribute to the wider community of practice engaged in indigenization and the Call to Action from the TRC.
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10 Wagmatcook
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12 Indigenization on Campus
13 MIKM2701 Stephen Augustine The free MOOC course for the publicDean, Unama’ki College & Aboriginal Learning Hereditary Chief and Keptin of the Mi'kmaq Grand Council MIKM2701 The free MOOC course for the public - included 11 sessions - covered a range of topics e.g., the Mi’kmaq creation story, oral history and traditions, indigenous governance, the legacies of residential schools and the impact of the Truth and Reconciliation Commission. “Unama’ki is the Mi’kmaw word for Cape Breton Island, and loosely translates to “Land of Fog.” Cape Breton has been home to the Mi’kmaw people for centuries, and Unama’ki College strives to meet the needs of Mi’kmaw and all other Aboriginal students from across the country. This means small class sizes, knowledgeable Mi’kmaw faculty and staff, and our Department of Indigenous Studies, which offers courses designed with Aboriginal students in mind.”
14 TRC-Calls To Action
15 TRC - Education and Reconciliation 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. Building student capacity for intercultural understanding, empathy, and mutual respect. Identifying teacher-training needs relating to the above. 65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation.
16 TRC - Museum and Archives 69. We call upon Library and Archives Canada to: Fully adopt and implement the United Nations Declaration on the Rights of Indigenous Peoples and the United Nations Joinet-Orentlicher Principles, as related to Aboriginal peoples’ inalienable right to know the truth about what happened and why, with regard to human rights violations committed against them in residential schools. Ensure that its record holdings related to residential schools are accessible to the public. Commit more resources to its public education materials and programming on residential schools.
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18 Reconciliation as Relationship in Canada’s Residential Schools: Reconciliation (p. 16)Supporting Aboriginal peoples’ cultural revitalization and integrating Indigenous knowledge systems, oral histories, laws, protocols, and connections to the land into the reconciliation process are essential. Reconciliation requires political will, joint leadership, trust building, accountability, and transparency, as well as a substantial investment of resources. Reconciliation requires sustained public education and dialogue, including youth engagement, about the history and legacy of residential schools, Treaties, and Aboriginal rights, as well as the historical and contemporary contributions of Aboriginal peoples to Canadian society.
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20 Mi’kmaq Resource Centre (MRC)D. Chisholm, Coordinator, Mi’kmaq Resource Centre, Unama’ki College of CBU (Ethical Guidelines Regarding Academic Librarianship and Reconciliation with Indigenous Peoples 2016) Guidelines for Selection of Books Bibliography Stephen Augustine MIKM2701 Indigenous Research Methodologies Indigenous Mi’kmaq Mi’kmaq - Use of the Word
21 The Beaton Institute Working Towards a Decolonial Sensibility:Jane Arnold, BA, MLIS, Archivist at the Beaton Institute, CBU Working Towards a Decolonial Sensibility: Early Projects and Partnerships 2009: Nova Scotia Historical Newspapers Project 2010: Music: Cape Breton’s Diversity in Unity website 2012: Guide to the Mi’kmaq Holdings The holdings of the Beaton Institute archive at Cape Breton University have always reflected the multicultural communities on Cape Breton Island. The collections and fonds are multi-lingual and culturally diverse. However, in 2009 there was recognition that much of the Mi’kmaq related materials were difficult to access as a whole. With an increase in reference questions related to Mi’kmaq heritage and culture as well as faculty looking for specific Mi’kmaq resources, the archive worked on a number of projects that included community and academic partners: 2009: Nova Scotia Historical Newspapers Project 2010: Music: Cape Breton’s Diversity in Unity website 2012: Guide to the Mi’kmaq Holdings In all cases we did involve consultants from the originating communities and/or representatives from Unama’ki College or the Mi’kmaq Resource Centre. For example, with the Music website, we did try to involve families and content creators even if they didn’t hold legal copyright. In essence, this would constitute moral copyright and was very important to staff that Mi’kmaq artists or the artist’s estates knew the recordings would be online with their permission. However, the archive entered into these projects without clear policies around a decolonised approach. We may have changed our methods around how the content is accessed, described and ultimately used if we had been more aware of existing discussions around Indigenization before beginning the projects. We are now taking steps toward this goal and this current research group has helped move these initiatives and procedures forward. Image credit: Eskasoni 4-H Club, 1967 Centennial pageant
22 The Beaton Institute Working Towards a Decolonial Sensibility:Core Archival Functions Access and Reference Participatory Appraisal Arrangement and Description Working Towards a Decolonial Sensibility: Core Archival Functions Access and Reference Many archives face challenges associated with processing records due to the sheer quantity and expectations around access. Very often records are only half-described and usually by one person. However, in the case of the Guide to the Mi’kmaq Holdings we decided to add entries for records only processed to a minimum degree. Once published a few of the entries gained the attention of a researcher. The researcher worked for the Union of Nova Scotia Indians and wanted access to a set of correspondence between Mi’kmaq residents near St. Peter’s Cape Breton and the Department of Indian Affairs. The letters were part of a larger collection from a general store, which at one time provided an office for a local Indian Agent. Ultimately, with only a few exceptions the letters were forwarded to the researcher based on the early dates of the correspondence as well as the discussion around the Truth and Reconciliation Commission at the time. The few documents not released held private medical information and the date of the correspondence was later than the others-which again jeopardized the privacy of the individual mentioned. It was also decided to retain the letters as part of the collection, despite the fact that they were copies of Federal Government correspondence. This was a complicated situation that would have benefitted from clear policy and a participatory appraisal process. At the time, staff made the decision based on information available at the time, as well as through the lens of the ongoing Truth and Reconciliation Commission. Participatory Appraisal/Description A more recent donation of audio recordings and textual documents created by a well-known Mi’kmaw tradition bearer will be approached in a more participatory manner, although policy and procedures are still being drafted. The historically significant audio recordings and associated materials will be under the direction of the donor, who is the creator’s son. Meetings to listen and understand the meaning of the content are essential and important to the appraisal and descriptive process. Rather than staff undertaking all of the processing steps alone, the donor will be part of the process guiding the way we work with the collection. Ideally, a translator fluent in Mi’kmaq will be part of the process as the donation progresses and the collection is processed. Not only to translate the content but to increase understanding with the donor and donor’s family around their intentions for the collection and future use of materials.
23 MRC & Beaton CollaborationWorking Towards a Decolonial Sensibility: Faculty and Students Through the Beaton Institution Internship program and the CBU Student Bursary Program, the archive is currently working to make additional resources related to the Mi’kmaq of Cape Breton Island accessible and improving descriptions. Work Study Program Beaton Institute Internship Program As materials become more available, it is much easier to engage researchers including faculty and students. We have worked with various faculty providing recordings and primary source documents for classes such as Samuel Holland’s map illustrating “Indian Hunting Ground”, historic recordings of the Mi’kmaq, and documents and photographs showing the King’s Road Reserve. However, very often it’s the same resources which are accessed multiple times by different researchers. We have recognized the need to be more pro-active in both processing and making accessible materials while also promoting and engaging faculty and students with new materials. • Through the Beaton Institution Internship program and the CBU Student Bursary Program, the archive is currently working to make additional resources related to the Mi’kmaq of Cape Breton Island accessible and improving descriptions. The work study program will employ one student for 15 hours per week for a total of 12 weeks and is supervised jointly between the archive and MRC. A workspace has been established at Unama’ki College rather than only working out of the archive. The work study will focus on assisting with recent donations of Mi’kmaw song and dance traditions as well as making additional Mi’kmaw content available through the Digital Archives: • The Internship program is a joint offering between the Department of History and Culture and the archive. Between 2-6 students annually apply for a six-credit internship that provides a combination of practical hands-on experience mixed with archival theory and discussion. This year is the first year the course outline has included specific readings dedicated to Indigenization and the Truth and Reconcilliation call to action. (See document) These readings about indigenization are now mandatory and will continue to inform the archive’s approach to student orientations and work, as well as inform core archival functions.
24 MRC & Beaton CollaborationWork Study Program (See document) The work study program will employ one student for 15 hours per week for a total of 12 weeks and is supervised jointly between the archive and MRC. A workspace has been established at Unama’ki College rather than only working out of the archive. The work study will focus on assisting with recent donations of Mi’kmaw song and dance traditions as well as making additional Mi’kmaw content available through the Digital Archives:
25 MRC & Beaton CollaborationBeaton Institute Internship Program The Internship program is a joint offering between the Department of History and Culture and the archive. Between 2-6 students annually apply for a six-credit internship that provides a combination of practical hands-on experience mixed with archival theory and discussion. This year is the first year the course outline has included specific readings dedicated to Indigenization and the Truth and Reconcilliation call to action. (See document) These readings about indigenization are now mandatory and will continue to inform the archive’s approach to student orientations and work, as well as inform core archival functions.
26 MRC & Beaton CollaborationFuture Steps Review our unit using the TRC Scorecard to determine areas of improvement Update policies and procedures following the lead of other archives working toward decolonisation and in consultation with Mi’kmaq consultants. Support staff professional development through courses such as the Knowledge Keepers of Mi’kma’ki at CBU Provide course support for faculty and students and promote newly accessible content Engage faculty before course development to include primary source materials Improve subject headings, keywords and descriptions through a participatory process Increase community partnerships with First Nations communities For most cultural and educational institutions there are challenges associated with funding and human resources. In the case of the Beaton Institute, it is difficult to set aside our daily work commitments and focus on policy development to implement change to the core archival functions. As a result, some collections do not get processed in a timely manner or the policy hasn’t been written to create a participatory process or the descriptions are brief and lacking context. As well, the participatory process is completely at odds with other popular recent theories in archival processing such as More Product Less Process (MPLP) which aims at addressing constant backlog situations through a ‘less is more’ approach to working with records. Despite these challenges, the Beaton Institute is dedicated to helping move toward a national strategy outlined by the Truth and Reconciliation Commission. Archives can no longer be complacent when we have been called to action. As a result, there are a number of initiatives the archive will be working towards over the coming months to help meet our goals: Review our unit using the TRC Scorecard to determine areas of improvement Update policies and procedures following the lead of other archives working toward decolonisation and in consultation with Mi’kmaq consultants. Support staff professional development through courses such as the Knowledge Keepers of Mi’kma’ki at CBU Continue providing course support for faculty and students and promote newly accessible content Engage faculty before course development to include primary source materials Continue improving subject headings, keywords and descriptions through a participatory process Increase community partnerships with First Nations communities
27 The CBU Library LibGuides: Mi'kmaq & Indigenous StudiesYayo Umetsubo, BA (Hons), MA, MLIS, Liaison Librarian for Arts and Social Sciences, Education, and Unama'ki College Cameron Wheaton, BA (Hons), MLIS Candidate at Western University, Co-op Student at CBU (until April 2016) LibGuides: Mi'kmaq & Indigenous Studies Online Library Instructional Videos (research project) Library Report Public Displays
28 Social Sciences (SASS)The School of Arts and Social Sciences (SASS) Dr. Lee-Anne Broadhead, BA (Hons), MA, MLS, PhD, Professor, Department of Political Science, CBU Faculty Recommendation to information professionals A Seat at the Table: An Academic’s View of the Importance of Information Professionals in Decolonizing the Academy
29 Student Services Chantal Phillips, BA, MLIS, Student Placement Officer Experiential Learning, CBU The Open Scorecard on Truth and Reconciliation in University
30 Universities Canada Principles on Indigenous EducationEnsure institutional commitment at every level to develop opportunities for Indigenous students. Be student-centered: focus on the learners, learning outcomes and learning abilities, and create opportunities that promote student success. Recognize the importance of indigenization of curricula through responsive academic programming, support programs, orientations, and pedagogies. Recognize the importance of Indigenous education leadership through representation at the governance level and within faculty, professional and administrative staff. Continue to build welcoming and respectful learning environments on campuses through the implementation of academic programs, services, support mechanisms, and spaces dedicated to Indigenous students. Continue to develop resources, spaces and approaches that promote dialogue between Indigenous and non-Indigenous students. Continue to develop accessible learning environments off-campus. Universities Canada/Universités Canada. (2015). Retrieved from
31 Universities Canada Principles on Indigenous EducationPrinciples (cont.) Recognize the value of promoting partnerships among educational and local Indigenous communities and continue to maintain a collaborative and consultative process on the specific needs of Indigenous students. Build on successful experiences and initiatives already in place at universities across the country to share and learn from promising practices, while recognizing the differences in jurisdictional and institutional mission. Recognize the importance of sharing information within the institution, and beyond, to inform current and prospective Indigenous students of the array of services, programs and supports available to them on campus. Recognize the importance of providing greater exposure and knowledge for non-Indigenous students on the realities, histories, cultures and beliefs of Indigenous people in Canada. Recognize the importance of fostering intercultural engagement among Indigenous and non-Indigenous students, faculty and staff. Recognize the role of institutions in creating an enabling and supportive environment for a successful and high quality K-12 experience for Aboriginal youth.
32 Next Steps Access Outreach Research Knowledge Teaching Learning &Transformation Teaching Access Outreach Classification Learning & Sharing Research
33 Thank you! Wela'lin! Yayo Umetsubo E: