Decolonizing Databases

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Presentation transcript:

Decolonizing Databases A Scalable Critical Pedagogy Activity Lori DuBois & Emery Shriver Williams College NELIG 2019

Agenda and Objectives Agenda Objective: - you’ll be able to: Institutional Context Demonstrate activity by doing it Brainstorm and discuss how you could use it @ your library Questions Objective: - you’ll be able to: articulate how this activity could be adapted for use at your institution

The Setting About Williams: About Library Instruction: Highly-selective, low faculty/student ratio Lots of new/visiting faculty No required courses Colonialist past About Library Instruction: Well-resourced Mostly one-shots Highly-customized New to critical pedagogy Williams is: Highly-selective college with low faculty/student ratio. Our class sizes generally range from 4 to 20 students in the humanities and social sciences. Retirements and generous leave program have brought in new faculty with new ideas and approaches to teaching. No required courses, so no ENGL 101 course we have to teach in a similar way. And lots of new courses every year allowing us to experiment with different approaches. Institution is struggling to acknowledge and come to terms with colonialist past, making it a good time for the library to talk about systems of oppression and teach with a critical pedagogy lens Williams Libraries Instruction is: Well-resourced Lots of instruction librarians with liaison roles. Lori: Africana Studies, American Studies, History, English, Theatre and Dance. Emery: Latinx Studies, Women’s Gender and Sexuality Studies, Asian Studies, Art, Music, Classics, 230+ databases, including Ulrich’s Discovery layer (Primo) Mostly one-shots, with a variety of course topics, levels, and assignments Williams has a tradition of personalized service, so our instruction sessions are highly customized based on the needs of the course. New to critical pedagogy Colleague attended 2017 NELIG fall program on critical pedagogy New colleague Critical pedagogy reading group

The Activity: Let’s do it! What’s happening: You’ll explore how the same source is categorized differently in different research tools. Each group is given: the first page of the same article: Hill, Marc Lamont. 2018. "’Thank You, Black Twitter’: State Violence, Digital Counterpublics, and Pedagogies of Resistance." Urban Education 53 (2):286-302. a record for the article from one or more databases

With your group Compare: Discuss: author-supplied keywords to those assigned by the database Discuss: why they are different

What differences did you notice?

Author keywords

Web of Science

ProQuest Central

PsycINFO

ERIC

Overlap

Discussion Questions Topics What differences in descriptive terminology did your group notice? What reasons might be behind these differences? Subject terms are discipline specific Some tools use controlled vocabulary (ERIC) Humans vs. machines (ex: Web of Science vs. ProQuest) What is a database? What makes them different from other research tools, like Google?

On your own - brainwriting - 3 min Write anything that pops into your head about how you could use this activity @ your library. Suggested topics: In what courses would this fit? How would you do it with/without technology? How would you expand it? How could you relate this to the ACRL Framework?

Share your ideas from the brainwriting exercise With a partner - 5 minutes Share your ideas from the brainwriting exercise

THOUGHTS?

Our adaptations Using an article from class readings Students write down their keywords for the article and then compare to database subjects Using an article written by the course professor Ask them to comment on the assigned subjects In a tech-enabled classroom Students find the article in the assigned database Students examine the creation process for the database How are journals included in the database? How are subjects assigned? In area studies courses Discuss feelings related to how (their) marginalized identities are described Discuss the need to use the oppressor’s language, especially when searching for primary sources

QUESTIONS?

Want more information? Contact: Lori DuBois ldubois@williams.edu Emery Shriver mes4@williams.edu THE END