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Blueprint: Creating a Cultural Learning Place @ the Library
Transcript of Blueprint: Creating a Cultural Learning Place @ the Library
Learning Place @the Library
Jamaal Fisher, M.L.S.
Last year college
for Whites = 39%,
for Blacks = 19%
U.S Department of Education
The Condition of Education 2011
Official NCAA Graduation Rates (ASU)-2010
The gap between White and African American college graduation rates is increasing
at an alarming rate. The recent United States Department of Education report The
Condition of Education 2011 is a call to action to all the major stakeholders of
America’s destiny. Departing away from a passive model of service, academic
libraries are in prime position to shift and challenge the traditional learning
paradigms, and lead our institutions and communities in filling the gap. Research
continues to affirm a positive correlation between academic achievement and the
usage of academic libraries. Similarly, studies emerging out of the field of
psychology have demonstrated the protective effects of high esteem and pride in
one’s ethnic identity. Using these findings as a model, the proposed blueprint is
designed to serve as a cornerstone for enhancing cultural learning of Alabama State
University students through the university’s library collections, programs,
environment, and services
(2) Focus Groups
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Lo, P. "The Musings of a Young and Curious Mind: Lingnan University Library's Experience in
Developing Arts and Cultural Programmes for the University Community." (2007). International Jounral of Learning, 14(1), 101-126.
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Wong, S. & Cmor, D. (2011). "Measuring Association between Library Instruction and
Graduation GPA." College & Research Libraries, 72(5), 464-473.
Wong, S. & Webb, T.D. (2011). "Uncovering Meaningful Correlation between Student
Academic Performance and Library Material Usage." College & Research Libraries, 72(4), 361-370.
what is your definition of cultural learning?
what pictures, activities, words, or ideas pop up in your mind when you hear "cultural learning?"
what opportunities do you feel the library has to enhance cultural learning?
what areas of our library operations do you feel need to be strengthened in order to sustain cultural learning?
what internal/external challenges do you perceive the library will have to overcome, if any, now or in the future, in order to be recognized as a "cultural learning place?"
what is your definition of cultural learning?
what pictures, activities, words, or ideas pop up in your mind when you hear cultural learning?
list all the places you receive information about culture.
where do you go to learn more about your culture?
what can the university do to enhance your ethnic identity?
what can the library do to enhance your ethnic identity?
what do you do to increase your pride in yourself and your culture?
what cultural values/traditions are the most important to you?
In the context of our discussion of culture, what do you wish you knew more about?
50% women (n = 6)
50% men(n = 6)
age range 18 to 22
FYE to Graduating Senior
75% women (n = 9)
25% men (n = 3)
library experience range 5 months to 27 years
LWLC is already a meeting/gathering place
LWLC environment by design of services, spaces, & mission supports learning in multiple formats and engagement through programs, services, & collection
special collections & archives
professional, expert librarians & staff with diverse backgrounds and compelling callings/connections to historical black institutions
LWLC's connection with National Center for the Study of Civil Rights and African American Culture (Nat'l Ctr)
LWLC recognized by students as a place to connect with culture, get information about culture, and learn about personal & cultural history
LWLC's collections & resources
historical exhibits & displays
library liaisons to faculty/schools/department
LWLC's historical mission & legacy
LWLC's connection to books, authors, publishing, literacy, reading
dated collections & limited resources
operational budget cuts
no-faculty status for librarians
no strong library visibility on campus nor community
fragile technology infrastructure/old technology
limited programming/not enough diversity
sole focus on civil rights/black experience
closed decision making process/too many committees/too bureaucratic/limited input and buy-in from library staff, students, faculty, and community
not nimble, too safe/restrictive (e.g. rules, policies, decisions, focus)
operate in a silo/no meaningful collaboration with other cultural institutions, faculty, students, community
disconnection between library administration & library staff/lack of cohesiveness/low staff morale
little enforcement of policies that support cultural learning
not welcoming to community
trends (e.g. increasing usage/dependence on mobile & virtual technology by patrons)
rising costs/operational expenses
budget cuts/increase competitiveness for grants/external funding
no strategic plan
slow response to external changes/inflexibility
failure of imagination/limited innovation
competing cultural programs/institutions
no buy in from campus/community partners
diversify outreach atmosphere
promote reading advertising
student focus art programs
atmosphere upgrade taskforce
identify key stakeholders
organize focus groups
establish a cultural learning task-force
define cultural learning place
plan S.M.A.R.T. goals
specific, measurable, achievable, realistic, time bound
develop an action plan
build strategic alliances
get to work
creation of a cultural heritage committee
focused/intentional program planning
integration of library cultural resources/collection with curriculum
expanded partnerships with community & faculty
increase access to cultural resources
collection development initiatives
opening of interactive center & historical exhibits
blueprint & recommendations
add more lighting
increase energy efficiency
add bonus "room"
point of view
What were the most significant challenges, what were the resolutions, were all the challenges met?
Who were the stakeholders, how did you identify & involve them, what were the key change issues, how were they managed?
What resistance did you encounter, how did you manage it, what was the response?
What insights and lessons from the Leadership Institute were most helpful in implementing this project?
What goals were not met?How did the initiative fit into the university strategic plan?
Summary, conclusions, and significant lessons.
"The LWLC is a cultural learning place that not only preserves ASU's heritage, but also serves as the hallmark of the University's academic transformation and vision for a dynamic future."
-Dr. Janice R. Franklin, Director
Levi Watkins Learning Center
Alabama State University
Jian Zhang, Sandra Phoenix, Jamaal Fisher, Dr. Alfred Smith, Dr. Janice Franklin, Shatiqua Mosby, Melinda Thomas, Linda Harvey, Brandon Ingersol, Jessica Platt, Wynton Turner, Rachel Altman, Oliver Youngblood, Inga Moten, Terrell Hudson, Natasha Jenkins, Renard Gamble, Cedric Hicks, Jajuan Jones, Monica Hodge, Samia Avery, Colette Coats-Fikes, Danikka Peterson, Tiwana Nevels, Tyneshia Anderson, Dr. Derryn Moten, Felicia Jackson, Amenze Oni, Janasia Green, Darell Elem, Desira Jemison, Krystal Hall, Corie Muhammad, Dr. Ernest Blackshear, Reka Ayers, Katrida Williams, Mom and Dad.