Submitted by: Jennifer Hubert Swan

We continued the discussion of divisional DEI projects and planned to discuss re-opening plans and databases renewals next week.

Submitted by: Jennifer Hubert Swan

One major goal for this year is to look closely at the collections. While we have been working to increase the diversity of the collections for several years, the work has focused on purchasing new materials, rather than examining the collections as a whole; because the publishing industry has long skewed largely white-default, even dedicated purchasing hasn’t balanced our holdings to the extent we would like. We discussed strategies for conducting DEI audits with limited collection access (due to the hybrid model and library spaces currently functioning as classrooms), which makes some audit forms more difficult to undertake. DEI audits are a way of scientifically analyzing a collection, looking at various markers (authorial race, religion, gender, and sexuality; character race, religion, gender, sexuality, socioeconomic class, geographic location, and more). This year, we will focus on auditing, to varying degrees of formality, promoted titles (booktalks, readalouds, Instagram posts, displays if those should happen). The HS will also begin auditing genre collections, specifically romance and horror, two smaller genres that are notably less diverse than the collection as a whole. We also discussed ordering, and examining even more closely the diversity of new materials. 

Programmatically, one initiative is that Early Childhood readalouds this year will contain at least 50% books featuring overtly diverse characters; in beginning to compile books Jesse found that the picture book collection may be statistically diverse but many of the books with BIPOC child characters are either lackluster or stereotypical and in need of replacement with better materials, so the picture book purchasing for 2020-21 will focus on replacing those titles. In research at the MS and HS levels, we will work to note and call out bias in the historical record more explicitly, making it clear that while bias is not inherently bad, it tends to reflect systems, including systems of oppression. Karyn recently worked with 10th grade history on a runaway slave ad project and, as a first pass at this, discussed how historians need to be detectives when it comes to BIPOC stories as white power structures make those stories harder to find. We are also looking at our databases and considering what additional or alternative databases we can provide to make sure BIPOC voices and perspectives are more represented in the digital research materials we provide to students.

Submitted by: Jennifer Hubert Swan

What are we doing well?

• Collection development
• Book promotion (readaloud choices, booktalk titles, summer reading titles)

The Library Department is mindful of diversity, equity and inclusion when choosing books for the 4s-12th grade collection and when choosing titles to share with students through readalouds, booktalks and summer reading lists. We stay current in our DEI practice by reading reviews and articles that reflect this work in our professional journals and by participating in committee and roundtable discussions in our professional organizations. The journals we write for and the organizations we belong to (The American Library Association, The Hudson Valley Library Association, School Library Journal, Booklist, The Horn Book) are all actively engaged in this work and their standards and guidelines keep us accountable. 

Where are the gaps?

• Despite our best intentions, we know our collection does not reflect every possible identity and/or viewpoint. We are looking at conducting a diversity audit of our collection in targeted areas this year as the schedule and space allow, and a more thorough audit in future school years. 
• Programming, specifically in bias education: the Library Department is poised and ready to collaboratively teach bias in research and the media and are currently being underutilized by the institution. We could partner with and/or provide resources for any curricular topic in terms of identifying and developing critical thinking skills around bias, fake news, disinformation, misinformation, and other forms of media manipulation. 

Submitted by: Jennifer Hubert Swan

Submitted by: Jennifer Hubert

Here are the notes and brainstorming photos from our EdTech/Library Retreat day on May 11. While this is obviously a work in progress, you can see we have begun creating an important and necessary road map for our shared work next year and the years to come. Everyone came away with at least one or two lesson or collaboration ideas to propose or execute in the fall. We will continue to revise these collaborations, concepts, lessons and vocabulary in future department meetings and professional development days.

Thank you for providing us with the time, we found it extremely helpful and recommend it for other departments.

Celeste, Clair, Jen, Jesse, Joy, Karyn, Stacy

We met at 6th Avenue, and discussed end of year schedule, summer reading, and debriefed the success of the spring break book bundles and how we might continue that program through different school holiday breaks next year.

We met at 6th Ave, worked on organizing our renovation wish list and also planned a “book bag” initiative in all three divisions where we plan to send out google forms to select grades and from their answers, make recommendations for spring break reading.