ACRL News Issue (B) of College & Research Libraries 1016 / C&RL News Recruiting the underrepresented to academic libraries By the ACRL Task Force on Recruitment o f Underrepresented Minorities Janice Beaudin Chair, A LA /O LO S Library Service f o r American Indian People Multicultural Outreach Coordinator University o f Wisconsin Em Claire Knowles Assistant Dean Graduate School o f Library and Information Science Simmons College Edith Maureen Fisher (Chair) President, Black Caucus o f A L A Associate Librarian and Ethnic Studies Consultant University o f California, San Diego and Ichiko Morita President, Asian/Pacific American Librarians Association Associate Professor Head o f Cataloging Ohio State University The Final Report o f the ACRL Task Force spells out challenges and opportunities fo r minorities. T he Association of College and Research Libraries Task Force on Recruitm ent of U nderrepresented Minorities was establis ACRL President Joseph Boissé, with the approval of the ACRL Board of Directors. Rs first meeting was held at the 1989 ALA midwinter conference in Washington, D.C. At that first meeting ACRL President Boissé stated his concern that the ACRL membership needs to resemble more closely the diversified ethnic and cultural population of the United States. This means that greater efforts are imperative to attract underrepresented minority groups (African Americans or Blacks, American he Indians or Native Americans, Asian Americans or Asian and Pacific Islanders, and Hispanic or Span­ d isbhy- Speaking Americans) to the profession and to academic libraries. The Task Force charge is: To identify strategies which can be used to re ­ cruit to academic librarianship individuals from underrepresented minority groups; Editor's note: On November 9,1990, the ACRL Executive Com m ittee took action on this report. T heir actions are listed at the end of the article (page 1028). December 1990 /1 0 1 7 To evaluate the potential effectiveness of these strategies; And to recom m end a course of action which the ACRL can pursue during the next decade. In addition to the Task F orce’s charge, the ACRL’s Strategic Long-Range Plan acknowledges the need to “Support the recruitm ent of members of underrepresented groups to academic librarian- ship” (Goal III, Subgoal C, Objective 2). With the first Task Force m eeting in W ashing­ ton, D.C., a num ber of academic librarians and others attended each m eeting to contribute their ideas and concerns. A lively brainstorm ing session at the first m eeting generated a lengthy list of ideas and strategies for the Task Force to consider. D uring the 1989 ALA annual conference in Dallas, those attending the second Task Force m eeting discussed ideas for a report and for confer­ ence programs. It was agreed that the Task Force would focus on preparing a report and action plan prior to considering program planning. D uring the 1990 ALA midwinter conference in Chicago, attendees at the third Task Force meeting com m ented on and contributed ideas to a “draft” report and assisted the Task Force in developing recommendations. A flyer soliciting academic li­ brarians and others to critique a subsequent “re ­ view” version o f the report was also distributed. In addition, the flyer was mailed to each attendee of previous Task Force meetings, to other select indi­ viduals, and to ethnic organizations in library and information science. A “review” version o f the report was sent to each individual who agreed to critique it. D uring the 1990 ALA annual conference in Chicago the Task Force has com pleted its term of appointm ent and submit a final report to the ACRL Board of Directors. The report acknowledges in its introduction patterns of low recruitm ent efforts and minimal attention to the advancement and retention of underrepresented groups. To begin reversing these patterns, key targets to challenge are identified as: 1) I n s titu tio n a l c o m m itm e n t to c h a n g e a n d a c c o u n ta b ility . The recruitm ent, advancement, and retention of underrepresented groups needs to be a high priority and responsibility supported and directed in academic libraries by the leadership of the highest level o f administration. There needs to be a com m itm ent to change and accountability for the recruitm ent advancem ent and retention of underrepresented groups that goes beyond the rhetoric and reactions to university affirmative action mandates, which notably achieve long-term goals with minimal results. 2) P e r s o n a l a n d in s titu tio n a l r a c ism b a r r i­ e r s . T here is a growing and renew ed concern about the im pact of racism. It is a barrier individuals and institutions must be sensitive to and must struggle to overcome. Racism is often invisible to all except its victims. Nonvictims often find it difficult to perceive their racism because their racism is by definition the normal practices, customs, and hab­ its of a majority group that tend to disadvantage a minority group. Leadership is needed to eradicate racism barriers and challenge and expose racial insensitivity and unacceptable or unethical actions and practices. 3) B arriers to a d v a n cem en t an d reten tion . Seri­ ous attention needs to be focused on eliminating barriers to advancement and retention, corner­ stones to recruitm ent, of underrepresented librari­ ans. “Glass ceilings,” “early plateauing,” or the “cycle o f frustration” where minorities experience difficulties, are denied advancement, and ulti­ mately leave the library are too often becoming the plight of underrepresented librarians. Leadership is needed to eliminate the factors that contribute to this phenom enon. The report notes the im portance of developing objective measures to determ ine the effectiveness of recruitm ent strategies in its section on recruit­ m ent strategies and evaluation. It then outlines a range of recruitm ent strategies for the following targets of opportunity: 1) Professionals seeking employment; 2) Paraprofessional library staff and students; 3) Youngsters in grade school. Among the recruitm ent strategies outlined are improvements in: 1) position announcements; 2) advertising; 3) soliciting of information on resu­ mes; 4) interview processes; 5) networking; 6) skill developm ent training, 7) assessment of entry-level trainee internships; 8) administrative and manage­ m ent apprenticeships, and exchange programs 9) opportunities for career outreach training; 10) ca­ reer outreach for paraprofessional library staff and for students; 11) regard for the im portance of mentoring, role modeling and other support ef­ forts; 12) regard for participation in library school programs, curriculum, and recruitm ent efforts; 13) efforts by library schools to recruit, and provide financial assistance, mentoring, and curriculum for students from underrepresented groups, and to increase the num ber of library school administra­ tors and faculty from underrepresented groups; and 14) regard for participation in youth programs to arouse interest in librarianship at an early age in youngsters from underrepresented groups. The Task Force realizes that its efforts are only an initial step and that there is much work ahead. In the rep o rt’s last section it recom mends a tim etable and details for the ACRL Board of Directors to take leadership responsibility and initiate the following actions: 1) I s s u e p o s itio n sta te m e n ts o n k e y ta r g e ts to c h a lle n g e to reverse patterns of low recruitm ent and minimal attention to the advancement and 18 / C &RL News retention of u n d errep resen ted librarians, which are identified as the following: institutional com ­ m itm ent to change and accountability, personal and institutional racism barriers, and barriers to ad­ vancem ent and retention. 2) A p p o in t a s ta n d in g C o o r d in a tin g C o m m it­ t e e o n t h e C o n c e r n s o f R e c r u itm e n t, A d v a n c e ­ m e n t a n d R e t e n t io n o f U n d e r r e p r e s e n t e d G ro u p s in A c a d e m ic L ib r a r ie s to ensure contin­ ued focused attention to these areas. 3) E sta b lish a C o a litio n o f U n d e r r e p r e s e n te d A c a d e m ic L ib r a r ia n s to prom ote new efforts to achieve meaningful com m unication and exchange of concerns and ideas betw een these librarians and ACRL. 4) C o m m is s io n c o n s u lta n ts a n d a d v ise r s to develop initiatives and recom m endations for train­ ing in academic libraries in the areas of racism awareness; em pow erm ent to counteract racial in­ sensitivity; ethnic and cultural awareness. 5) C o n d u c t a n e e d s a s s e s s m e n t a n d e s ta b lis h g u id e lin e s fo r e n t r y - le v e l t r a in e e in te r n s h ip s and other academic library positions for u n d er­ represented librarians. 6) I n it ia te a n a tio n a l a c a d e m ic lib r a ry a d ­ m in istr a tio n a n d a n a c a d e m ic lib r a r y m a n a g e ­ m e n t a p p r e n tic e s h ip for underrepresented li­ brarians to train in these areas. Encourage the initiation o f a national library school administration apprenticeship and local academic library adm ini­ stration and m an ag em en t appren ticesh ip s for underrepresented librarians. 7) S p o n s o r p r e c o n f e r e n c e a n d c o n f e r e n c e p ro g ra m s to develop and evaluate action plans on concerns of recruitm ent, and advancem ent and retention of underrepresented groups in academic libraries. 8) C o -s p o n s o r a n d p a r tic ip a te in t h e d e v e l ­ o p m e n t o f p r o g r a m s with local, state, and ALA ethnic organizations, divisions, and units, and li­ brary schools that focus attention on issues of re ­ cruitm ent, and advancem ent and reten tio n of underrepresented groups. 9) R e q u e s t d a ta fr o m A C R L h e a d q u a r t e r s , th e h o a r d , a n d e a c h c o m m it t e e , s e c t io n , a n d c h a p te r on the participation as officers and m em ­ bers of underrepresented librarians and action plans for increasing their participation. 10) R e q u e s t d a ta fr o m a c a d e m ic lib r a r ie s o n th e ir a d v a n c e m e n t a n d r e t e n t io n tr a c k r e c o r d fo r u n d e r r e p r e s e n t e d lib r a r ia n s , and th e ir continuing education program activities and plans in the area of race relations. 11) A u th o r iz e t h e C o o r d in a tin g C o m m it te e o n th e C o n c e r n s o f R e c r u itm e n t a n d A d v a n c e ­ m e n t a n d R e t e n t io n o f U n d e r r e p r e s e n t e d G ro u p s in A c a d e m ic L ib r a r ie s to initiate and participate in survey and data collection activities to gather relevant inform ation on u n d errep re­ sented librarians in academic libraries, independ­ ently and in conjunction with oth er efforts in survey and data collection. Encourage academic libraries and librarians to contribute to these and other survey and data collection efforts. 12) A u th o r iz e t h e C o o r d in a tin g C o m m it te e o n t h e C o n c e r n s o f R e c r u itm e n t, a n d A d v a n c e ­ m e n t a n d R e t e n t io n o f U n d e r r e p r e s e n t e d G r o u p s in A c a d e m ic L ib r a r ie s to work with the Association of Research Libraries and other rele­ vant organizations to develop objective measures to determ ine the effectiveness o f efforts o f recruit­ ment, and advancem ent and retention o f u n d er­ represented groups. 13) A p p o in t a n E d ito r to d e v e lo p a n in fo r m a ­ tio n e x c h a n g e c o lu m n in ACRL publications to publicize and highlight program s and activities developed in academic libraries for u n d errep re­ sented groups. 14) A p p o in t a C o o r d in a to r t o in it ia t e a n e w a w a r e n e s s p u b lic ity c a m p a ig n to attract u n d er­ represented groups to academic libraries, and to connect with, emphasize, and publicize initiatives and efforts already u n d er way. 15) A p p o in t a p a n e l o f j u d g e s t o a d m in is te r a s e r ie s o f n a tio n a l a c a d e m ic lib r a ry a w a rd s fo r u n d e r r e p r e s e n t e d g r o u p s to recognize their outstanding contributions in academic library lead­ ership, research, mentoring, and paraprofessional or student staff services. Encourage academic li­ braries to model local awards on the national award series. 16) E n g a g e in s im u lta n e o u s fu n d in g a c tiv i­ t ie s t o im p r o v e fu n d in g fo r u n d e r r e p r e s e n t e d g r o u p s in a c a d e m ic lib r a r ie s. The report is a collaborative product o f those academic librarians and others who have gener­ ously contributed th eir ideas and concerns to the Task Force. Special thanks are extended to each of them . An acknowledgment list follows o f those who attended meetings, critiqued the “review” report, and/or requested information. In addition, Jac­ queline Gadois (UC, San Diego) is thanked for her administrative assistance, Emily W oolf (Simmons College) is thanked for h er editorial assistance, Laura Sheppard (Ohio State Univ., Columbus) is thanked for h er volunteer work, and Mary H elen M oreno (UC, Davis) is thanked for h er assistance. T he Task Force m em bers are also thanked and acknowledged for th eir contributions and efforts. I. Introduction A ttention to the recruitm ent and advancem ent and retention o f underrep resen ted groups in li­ braries is an idea whose tim e has come— again! Re­ cruitm ent o f these groups gained w idespread na­ tional attention in th e 1960s and 1970s. Such atten ­ tion, however, subsequently gave way and was 10 December 1990 /1 0 1 9 ACKNOWLEDGMENT LIST Elizabeth R. Ader Univ. of Missouri, KC Stanton F. Biddle Brooklyn, NY Emily Blecher Princeton Univ. Rhea Bradley VA Commonwealth Univ. Diana Brice Univ. of Colorado, Denver Janice Burrows UC, Berkeley Karyle S. Butcher Oregon State Univ. Meredith Butler SUNY, Albany Robert Caban Decatur, GA Maidel Cason Univ. of Delaware Rafaela Castro UC, Davis Clarence Chisholm Athens, OH Bob Cookingham Brooklyn College Luella Davis Emory Univ. Alma Dawson Louisiana State Univ. Barbara Dewey Univ. of Iowa Thomas Duszak St. Library of PA Mary George Princeton Univ. Jan Gilligan Washington, DC Malcolm C. Hamilton Harvard Univ. Leta Hendricks Ohio State Univ. Barbara B. Higginbotham CUNY, Brooklyn Mickey Ann Hinojosa PALINET, Philadelphia Susana Hinojosa UC, Berkeley Richard Jasper Emory Univ. Rebecca Johnson Univ. of Iowa Sharad Karkhanis Brooklyn, NY Bill Keller Geo. Washington Univ. Curtis Kendrick SUNY, Stony Brook Rhonda Rios Kravitz Calif. State Library Catherine A. Larson Univ. of Iowa Laurel Minott Michigan State Univ. Margaret Myers, ALA Off. Lib. Pers. Res. Charles R. Peguese State Lib. of PA Roberta Pitts Texas A & M Univ. Barbara Rapoport UC, Los Angeles Vee Salabiye UC, Los Angeles Lynne Simpson Scott Emory Univ. Margie Simon Univ. of Maryland Gloria Smith Univ. of Arizona William J. Studer Ohio State Univ. Vivian Sykes UC, Santa Cruz Pat Tarin Univ. of Michigan Joyce G. Taylor Marion Co. PL, IN Clarence Toomer Durham, NC Tamara F. Trujillo Sacramento, CA Sally Tseng UC, Irvine Patricia Turner Univ. of Minnesota Benita Vassallo Geo. Washington Univ. Sandy Vella UC, Davis Maurice B. W heeler Detriot, MI Marilyn Wilson UC, San Diego Joyce C. Wright Univ. of Illinois Kenneth A. Yamashita San Joaquin Co. PL Max Yela Univ. of Delaware Peter R. Young Faxon Institute Marie Zielinska Nat’l Library, Ottawa replaced by patterns of low recruitm ent efforts and minimal attention to advancem ent and retention. To begin reversing these patterns, key targets to challenge are: 1) institutional com m itm ent to change and accountability; 2) personal and institu­ tional racism barriers; 3) barriers to advancement and retention, the cornerstones to recruitm ent. C urrently there are very real and increasing discussions in higher education on college and university campuses across the nation on: 1) re ­ new ed em phasis on u n dergraduate education, which in many systems means growing percentages o f underrepresented students; 2) dem ands for di­ versity in the administration and faculty which then also extends to the library; 3) dem ands for classes and materials that adequately reflect the experi­ ences of all American people; 4) the increasing num bers o f underrepresented students that d e­ mand materials of interest to them and to help them work with their communities; and 5) the re ­ newed emphasis and study of “pipelines” for u n ­ derrepresented faculty and others, i.e., graduate education and its curriculum. In this current cli­ mate, ACRL has a responsibility to provide the 1020 / C &R L News leadership necessary to take action that can im­ prove the recruitm ent, advancement and retention of underrepresented groups in academic libraries. I n stitu tio n a l c o m m itm e n t to c h a n g e a n d a c ­ c o u n ta b ility . Leadership is needed in academic libraries from the highest level of administration for a commitment to change and accountability for the recruitment, and advancement and retention of underrepresented groups that goes beyond the rhetoric and reactions to university affirmative action mandates, which notably achieve long-term goals with minimal results. Once the demands of such legal mandates increase further commitment to change and accountability for these areas con­ tributes to the dilemma of low recruitm ent efforts and minimal attention to advancement and reten ­ tion of underrepresented groups. Recruitm ent, advancement and retention of underrepresented groups needs to be a high prior­ ity and responsibility supported and directed in academic libraries by the leadership of the highest level of administration, to the administrative and management staff level, to the professional staff level, and to other library staff. All library staff needs to be educated about personal and institu­ tional racism, and ethnic and cultural awareness and sensitivity, as well as affirmative action policies and guidelines, and notions of reverse discrimina­ tion. Administrators, managers and supervisors need to be accountable for measurable results in improving the recruitment, and advancement and retention of underrepresented groups in their li­ braries. The ACRL should take the leadership to ensure that academic libraries are com mitted to change and accountability beyond the rhetoric of affirmative action to improve the recruitm ent and advancement and retention of underrepresented groups. P e r so n a l a n d in stitu tio n a l racism . Racism is a barrier individuals and institutions must be sensi­ tive to and must struggle to overcome. Old-fash­ ioned racism and prejudice have evolved to mod­ em racism and prejudice. Negative racial attitudes and prejudice are, for the most part, no longer as clearly exhibited in behaviors as they once were. Racism may be unconscious. Racism can often be expressed in behaviors where there is a plausible, nonprejudiced explanation available for w hat might be considered prejudiced behavior. An indi­ vidual may consider his or her behavior nonpreju­ diced yet the negative net effect can be prejudiced. Often awareness and perceptions of racism differ from the point of view of underrepresented groups and those in the majority. In Ann Knight Randall’s chapter on “Minority Recruitment in Librarian- ship” in Librarians fo r the New Millennium, edited by W. Moen and K. Heim (Chicago: ALA/OLPR, 1988), she notes it has been argued that “White institutions are inherently racist, but this is invisible to all except the victims. Whites find it difficult to perceive their racism because their racism is by definition the normal practices, customs, and hab­ its of a majority group that tend to disadvantage a minority group.” A significant portion of librarians consider li­ braries racist working environments. A growing and renewed concern about the impact of racism has led to a num ber of consciousness-raising con­ ferences and workshops within ALA aimed at heightening racial sensitivity. For example, the 1987 ALA preconference “Librarians As Col­ leagues: Working Together Across Racial Lines,” and the 1988 ALA conference programs “Librari­ ans As Colleagues Across Racial Lines: Strategies for Change” and ‘W hite W omen Working To­ gether on Personal and Institutional Racism” tack­ led these issues. These programs are encouraging signs, but they need further support to continue, and they need to be measured for effectiveness. An increasing num ber of race relations consultants and advisers conduct seminars and workshops to assist library staff in recognizing and handling the issues involved in racism. This growing and re ­ newed concern about racism has also led to such exposé articles as Elizabeth M artinez Sm ith’s “Racism: It Is Always T here” (Library Journal, (November 1, 1988) pp. 35-39), and Patrick A. H all’s “Yassuh! I ’s th e R eference Librarian!” (American Libraries, (November 1988) pp. 900- 901.) The effects of racism are capsulized by Ann Knight Randall in her chapter already cited on “Minority Recruitm ent in Librarianship.” It is im portant to begin educational efforts to empower underrepresented librarians and others to challenge racism barriers, racial insensitivity, and unacceptable or unethical actions and prac­ tices in libraries. Such efforts should include infor­ mation about available support, assistance and in­ formation to pursue rights and options, and to activate effective intervention to resolve concerns. ACRL should take the leadership in eradicating racism barriers in academic libraries, and in ensur­ ing that underrepresented librarians and others are em powered to effectively challenge and expose racism barriers in academic libraries. B a rriers to a d v a n c e m e n t a n d r e te n tio n . It is time to focus serious attention on advancement and retention, the cornerstones of recruitment. Identifying the barriers to the advancement and retention of underrepresented librarians requires analysis and administrative attention. U nderrepre­ sented librarians often experience “glass ceilings,” “early plateauing,” or the “cycle of frustration” where they experience difficulties, are denied ad­ vancement, and ultimately leave the library. Many also often find themselves in marginal, stereo­ typed, and token positions with no advancement. Library administration and management is often December 1990 / 1021 frustrated that their past efforts to hire u n d errep re­ sented librarians prove problematic because they are unable to retain them. The usual result o f this “cycle o f frustration” is often a renewed effort to recruit new underrepresented librarians. T he new recruits enter the library, experience difficulties, are eventually denied advancement, do not realize their potential or their expectations, leave the li­ brary, and the cycle begins all over again. F u rth er discussion of this phenom enon appears in “Manag­ ing Diversity,” Library Personnel News 3, no. 4 (Fall 1989): 60-61. Successful underrepresented librarians are al­ ways excellent role models for new u n d errep re­ sented librarians. Unsuccessful underrepresented librarians or those experiencing difficulties in their libraries will hardly encourage the recruitm ent of new underrepresented librarians. It is essential to ensure that underrepresented librarians are being treated fairly and offered opportunities for success and advancement, and are being recognized for their special skills and contributions. Conscien­ tious efforts are necessary to ensure that u n d er­ represented librarians are being treated fairly, and encouraged, supported, and motivated to seek advancement to higher positions and to reach their potential. It is especially im portant to recognize the very real burdens, stresses and anxieties, profes­ sional and personal, that underrepresented librari­ ans often face, especially when they are th e lone m em ber or part of a small num ber of librarians of their group or of underrepresented librarians. Conscientious efforts are also necessary to e n ­ sure that underrep resen ted librarians’ involve­ ment, contributions, and leadership roles in profes­ sional organizations, committees, task forces, and o th er activities focusing on u n d e rre p re se n te d groups are neither trivialized or dismissed, b u t are accordingly regarded, encouraged, and supported as being as significant and as prestigious as partici­ pation in other types of organizations. The special skills and contributions of underrepresented li­ brarians to these activities are invaluable and should be recognized for their importance. Often such activities are a primary avenue for u n d er­ represented librarians’ professional growth, devel­ opment, and contribution. ACRL should take the leadership to ensure: 1) that academic libraries eliminate barriers to the advancement and rete n ­ tion of underrepresented librarians; 2) the success of underrepresented librarians in academic librar­ ies; and 3) that activities of underrepresented li­ brarians focusing on underrepresented groups are regarded as prestigious and significant as other types o f activities. The next sections o f the report outline a range of recruitm ent strategies needed for specific targets of opportunity, and recommends a plan of action and tim etable for the ACRL Board of Directors. II. R e c r u itm e n t s tr a te g ie s a n d e v a lu a tio n Simultaneous strategies for recruitm ent, and advancement and retention of underrepresented groups m ust be p u t in place now and permanently. It is im portant that objective measures be devel­ oped to evaluate the effectiveness of strategies to improve the recruitm ent, and advancement and retention o f underrepresented groups. D ue to this lack of objective measures no evaluation has been attem pted of the potential effectiveness o f the recruitm ent strategies outlined in this section. Among the range of recruitm ent strategies out­ lined in this section are improvements in: 1) posi­ tion announcements; 2) advertising; 3) soliciting of information on resumes; 4) interview processes, 5) networking; 6) skill developm ent training; 7) as­ sessment of entry-level trainee internships; 8) ad­ ministrative and m anagem ent apprenticeships, and exchange programs; 9) opportunities for career outreach training; 10) career outreach for parapro­ fessional library staff and for students; 11) regard for the im portance of mentoring, role modeling and other support efforts; 12) regard for participa­ tion in library school programs, curriculum, and re ­ cruitm ent efforts; 13) efforts by library schools to recruit, and provide financial assistance, m en­ toring, and curriculum for students from under­ represented groups, and to increase the num ber of library school adm inistrators and faculty from underrepresented groups; and 14) regard for par­ ticipation in youth programs to arouse interest in li- brarianship at an early age in youngsters from underrepresented groups. The targets of opportu­ nity for this range of recruitm ent strategies are: 1) Professionals seeking employment 2) Paraprofessional library staff and students 3) Youngsters in grade schools. T he ALA Office for Library Personnel Re­ sources (OLPR) has a general recruitm ent network with periodic mailing for individuals interested in new recruitm ent information and materials. State recruitm ent networks also exchange information on recruitm ent efforts. 1. Professionals P o s itio n A n n o u n c e m e n ts • Emphasis on the potential to contribute to academic libraries and to the campus community needs to appear and be stressed in position descrip­ tions and job announcements. • Continuing education and training needs to be emphasized and considered equally im portant as experience. • Skills need to include dem onstrated success in working with underrepresented populations, and ability to effectively communicate across cul­ tures. 1022 / C&RL News • D uties and responsibilities need to be ex­ pressed precisely to apprise prospective candidates of the expectations. • Restrictive stipulations need to be eliminated, for example, those requiring “previous academic li­ brary experience,” and specific years or types of experience. • Any information deem ed im portant to attract underrepresented librarians needs to be included on the position announcem ent rather than in a separate cover letter. • Statem ents other than the overused legal “E q u al O p portunity/A ffirm ative A ction E m ­ ployer” need to be used that can reflect a conscien­ tious com mitment to attract and hire u n d errep re­ sented librarians. F or example, a listing might read “W e are especially interested in increasing the ethnic and cultural diversity in our professional staff’ or “Ethnic and culturally diverse profession­ als are strongly encouraged to apply.” • Finally, it needs to be recognized that u n d er­ represented librarians are often readily available for em ployment opportunities in their local area. A d v ertisin g • Newsletters, directories, and mailing lists p ro ­ duced by the various ALA, and local and state, ethnic organizations need to be used in addition to conventional advertising sources already in use. The ALA/OLPR produces an annual list of Minori­ ties and Women: A List o f Major Organizations in Librarianship which includes their various publi­ cations and other information. • Leaders and m em bers in ALA, and local and state, ethnic organizations need to be identified and contacted to consider and circulate advertise­ ments. • A statem ent that reflects a conscientious com ­ m itm ent to attract and hire underrepresented li­ brarians needs to be included when using library telephone joblines and other placem ent services. The ALA/OLPR produces an annual Guide to Library Placement Sources which lists the various joblines, placem ent services and specialized agen­ cies. • Advertising in ethnic professional periodicals and in local ethnic community newspapers needs to be explored to expand efforts to attract u n d er­ represented librarians. R e su m e s • In an effort to prevent possible discrimination memberships in professional, social, or fraternal organizations which might reveal an applicant’s race or ethnicity are often om itted on their resume. A statem ent in the position announcem ent that reflects a conscientious com mitment to attract and hire underrepresented librarians may serve to begin reversing this practice. Additional efforts may also be needed. • Skill development training in resume writing can often be needed, and should be made readily available, to ensure that underrepresented librari­ ans present themselves to the greatest advantage. I n te r v ie w s • Conscientious efforts are necessary to ensure that underrepresented librarians are included in the interviewing pool o f prospective candidates. • Interview panels of a candidate from an u n ­ derrepresented group need to include library staff o f the underrepresented group. Academic libraries need to regard as an im portant contribution this special ability o f these staff. Should the library lack such staff, an invitation needs to be extended to campus staff m em bers from the underrepresented group. • O pportunities for input on the decision to hire a candidate from an u n d e rre p re se n te d group should be given to library and campus staff from the underrepresented group who m eet with that candidate. • Interview panels n eed to be trained and skilled, and familiar with the campus and the li­ brary’s affirmative action philosophy, goals, poli­ cies, and guidelines. • If u n d e rre p re se n te d librarians are in te r­ viewed for a position and not selected, they need to be inform ed of what they lacked to be a successful candidate. This will enable them to improve where necessary. • Skill developm ent training in interviewing can often be needed, and should be made readily availabl, to ensure that underrepresented librari­ ans present themselves to the greatest advantage. N etw o rk s • Opportunities to work with underrepresented librarians on committees, task forces, and other professional activities, and who are leaders in ALA, and local and state, ethnic organizations need to be used to establish networks. A Directory o f Ethnic Professionals in Library and Information Sciences and Related Career Fields, scheduled for publica­ tion in 1990, will be an additional source for con­ tacting underrepresented librarians for establish­ ing networks. • U nderrepresented librarians are often used to provide contacts with other underrepresented li­ brarians. It is a fallacy, however, to assume that a cohesive network exists among all u n d errep re­ sented librarians. • Campus and community organizations and groups of the underrepresented groups can serve as sources to contact for establishing networks. • Skill developm ent training in networking can often be needed, and should be made readily avail­ able, to assist underrepresented librarians in devel­ oping productive networks. T r a in e e in te r n s h ip s • There are any num ber of entry-level trainee internships in academic libraries for underrepre- The Wilson Indexes on Magnetic Tape! B ring the renowned Wilson Indexes to your institution with easy, unlimited local electronic access. 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Customized Databanks at Individualized Rates The Wilson databases are available for licensing at an individualized rate based on two factors: a charge for data and a charge for user access. Your initial subscription brings you a full year of retrospective coverage plus monthly up­ dates; all in all, two full years of data. Integrate WILSONTAPE with Your Library Automation System Call for details. Call Toll-Free 1-800-367-6770 for an individualized price quotation or for more information about WILSONTAPE. Telefax 1-212-590-1617. 1024 / C&RL News sented librarians. They typically last for one to two years, select one or two trainee interns p er year, rotate them through various departm ents and engage them in diverse assignments, and at com ­ pletion the trainee intern has to seek a perm anent position on their own. Potential stumbling blocks associated with these entry-level trainee intern­ ships for underrepresented librarians are: 1) p ar­ ticipation of professionals in such an entry-level trainee position can be perceived as dem eaning and the professionals often perceived as lacking skills; 2) professionals who would otherwise be con­ sidered qualified for a perm anent academic library position are hired only temporarily; 3) the close supervision these professionals receive differs from that of perm anent professional employees; 4) po­ tential candidates may often not be inclined to participate because of the tem porary status and the limited scope o f the internship; 5) the intent, p u r­ pose and expectations of the internship are often vague or unclear; 6) with no effort to provide expo­ sure of, or to track, these professionals they are relatively unknown for possible perm anent posi­ tions; 7) these professionals are often not provided with any assistance to ensure they acquire a perm a­ nent position in an academic library; 8) there is no opportunity for these professionals to develop a support network among themselves. An additional factor to consider is if these professionals are even­ tually hired into a perm anent position in the same academic library or library system how their prior internship service period is included in salary, ad­ vancement, and benefit decisions. • U pper adm inistrative or m iddle-m anage­ m ent apprenticeships for training u n d e rre p re ­ sented librarians in these areas are rare and need to be developed. • Exchange programs to expand the experi­ ences and exposure of underrepresented librarians are nonexistent and need to be developed. 2. Paraprofessionals and Students C a r e e r o u tr e a c h • Training needs to be offered for career out­ reach in attracting paraprofessional library staff and students from underrepresented groups to li- brarianship. A model, for example, the California Librarians Recruitm ent Project, held an informa­ tional program at a state library conference which included a series of recruitm ent training work­ shops; and they produced a handbook describing recruitm ent techniques and a career information brochure that highlighted various aspects o f the in­ formation profession, including “C areer O pportu­ nities for Minorities in Librarianship” and “Careers in College and University Libraries.” (These bro­ chures are available for sale from the California Library Association Main Office, 717 K Street, Suite 300, Sacramento, CA 95814.) The project’s success has been attributed to the partnership of the state’s three library schools, com bined with the efforts o f practitioners from various types of library and information settings, and the representation of underrepresented librarians. • P araprofessional sta ff from u n d e r r e p r e ­ sented groups in academic libraries need to be offered career outreach opportunities to attend library school. Im portant factors contributing to th eir choosing librarianship as a career can often be: 1) positive work experiences; 2) opportunities to work with role model professionals; 3) m en­ toring; 4) leave time; 5) financial assistance; and 6) a professional position in an academic library at the completion of library school. Awards need to be es­ tablished for academic library paraprofessional staff from underrepresented groups to provide leave time, financial assistance, and an academic library position. Academic libraries need to en ­ courage library schools to credit paraprofessional work experience toward required course units. • S tudents from u n d e rre p re s e n te d groups n eed to be offered career outreach opportunities to interest them in attending library school. They can be contacted through participation with career guidance and admissions office staff in career out­ reach efforts, and in library orientation sessions, campus and community organizations and clubs, classes, and as library employees. Im portant fac­ tors contributing to their choosing librarianship as a paraprofessional or professional career can often be: 1) positive role models in academic libraries; 2) th e opportunity to work in academic libraries; 3) mentoring; and 4) financial assistance. Tuition waivers are possible types of financial assistance academic libraries might offer. Examples include, an academic library fellowship consisting of a tu i­ tion scholarship, a graduate assistantship position in library school, and a position in an academic library after completing library school; or an aca­ dem ic library internship consisting of tuition reim ­ bursem ent for library related courses, leave tim e to attend courses, and a paraprofessional salary as benefits of academic library employment. • A cad em ic lib ra rie s n e e d a d e s ig n a te d re c ru ite r(s) for u n d e rre p re s e n te d groups, an individual(s) or com mittee responsible for focusing on attracting underrepresented librarians to the academic library, and paraprofessionals and stu­ dents from underrepresented groups to attend li­ brary school. • Academic libraries and library schools need to regard as significant contributions mentoring, role modeling, and other support efforts offered in career outreach to paraprofessionals and students from underrepresented groups. Such efforts can be critical in ensuring these individuals’ success and fostering positive attitudes about library school and December 1 9 9 0 / 1025 the information profession. As role models u n d e r­ represented librarians and administrators, faculty, and students in library schools from u n d errep re­ sented groups need to be visible in all aspects of academic library and library school programs and activities. • The REFORM A/UCLA M entor Program is a model effort by a library school and a professional organization to provide mentoring, role models, and support by a group o f underrepresented li­ brarians for a group o f underrepresented students in library school. Academic libraries need to regard m entoring as a significant contribution and encour­ age the participation of their u nderrepresented li­ brarians in library school programs and curricu­ lum. Students from underrepresented groups can be attracted to academic libraries by those profes­ sionals who have a personal com m itm ent and knowledge base to assist them. • Academic libraries need to encourage and contribute to library schools increasing the num ber o f administrators and faculty from u n d errep re­ sented groups by supporting their u n d e rre p re ­ sented librarians in continuing their education to advance to such positions. • Academic libraries, in conjunction with li­ brary schools, can offer guides to available sources o f financial assistance for underrepresented groups produced by individual library schools to aid in their recruitm ent and admissions efforts. In addi­ tion, the ALA Standing Com m ittee on Library Education publishes an annual directory o f Finan­ cial Assistance f o r Library Education which lists scholarships and assistantships from a variety of sources, as well as aid for doctoral programs and continuing education for staff. Included is an index of aid specifically targeted to underrepresented groups. • Guidance, in addition to providing inform a­ tion about funding sources, can often be needed, and should be made readily available, for parapro­ fessionals and students from underrep resen ted groups applying for financial assistance. 3. Youngsters E a r ly im p r e s s io n s • Academic librarians need to participate with colleagues from school and public libraries in youth programs to arouse interest in youngsters from underrepresented groups about librarianship. F o r example, the Teenage Library Association o f Texas (TALA) provides ex tracurricular activities for youngsters in high school and middle school which involves them in local library activities. Every other year TALA gives two $1,000 scholarships to form er m em bers o f the group attending library school. • Academic librarians need to participate in career talks to youngsters from underrepresented groups. F o r example, the Special Libraries Asso­ ciation’s Affirmative Action Subcom m ittee held discussions with school principals to have teams invited into individual schools to give talks about librarianship. The R ecruitm ent and Professional D evelopm ent C om m ittee of the Black Caucus of ALA has set goals to develop a contact list o f Black librarians interested in going to high schools to discuss their professional careers, and th e ALA/ O LPR has proposed a project to develop a direc­ tory o f librarian contacts at the local level for recruits from underrepresented groups. The next section of the report recom m ends a plan o f action and tim etable for the ACRL Board of D irectors to provide leadership to ensure continu­ ing attention and focus on the recruitm ent, and advancem ent and retention of underrepresented groups in academic libraries. I I I . R e c o m m e n d a tio n s : A p la n o f a c tio n T he Task Force recom m ends the ACRL Board o f D irectors endorse and distribute this report, Recruiting the Underrepresented to Academic L i­ braries: Challenges and Opportunities, and that it adopts the following tim etable and plan o f action for 1) position statements; 2) com m ittee and coali­ tion appointments; 3) training; 4) programs; 5) sur­ vey and data collection; 6) publicity; 7) awards; and 8) funding. 1. P o s itio n s ta te m e n ts By the 1991 midwinter conference: 1.1. Issue a position statem ent that recognizes a continuing com m itm ent to change and accounta­ bility for the recruitm ent, and advancem ent and retention o f underrepresented groups needs to be a high priority and responsibility supported and directed in academic libraries by the leadership of the highest level of administration, to the adminis­ trative and m anagem ent staff level, to the profes­ sional staff level, and to other library staff. 1.2. Issue a position statem ent that recognizes racism is a barrier individuals and institutions must be sensitive to and m ust struggle to overcome; a growing and renew ed concern about personal and institutional racism; the need to eradicate racism barriers in academic libraries; the need to em ­ power underrepresented librarians and others to challenge and expose racism barriers in academic libraries; and that encourages national, state, and local consciousness-raising efforts to heighten ra­ cial sensitivity in academic libraries. 1.3. Issue a position statem ent that recognizes the need for academic libraries to focus serious attention on eliminating barriers to the advance­ m ent and retention, cornerstones to recruitm ent, o f underrepresented librarians. 1026 / C &RL News 2. C o m m itte e a n d c o a litio n 2.1. Appoint a standing Coordinating Commit­ tee on the Concerns o f Recruitment, and Advance­ m ent and Retention of U nderrepresented Groups in Academic Libraries to ensure continued focused attention to these individual areas. Appoint a Chair and members by the 1991 midwinter conference. A report and recom m endations would be issued beginning at the 1992 national conference and thereafter at every annual and national confer­ ence. Among th e expectations for th e com m ittee would be to: 1) coordinate activities with other ALA/ACRL efforts; 2) review and assess the proce­ dures and policies of ALA/ACRL in these areas, and develop an ACRL policy docum ent in these areas; 3) review relevant literature in these areas to prepare policy recommendations, including the Task Force Final Report, Recruiting the Under­ represented to Academic Libraries: Challenges and Opportunities, the Association of Research Librar­ ies (ARL) Spec Kit #67 on Affirmative Action, “Academic Libraries and the NCLIS Report of the Task Force on Library and Information Services to Ethnic Minorities” in the major ALA policy docu­ m ent relating to minority concerns Equity A t Issue: Library Services to the N ations Four Major Ethnic Groups, 1985-1986 (ALA Council D ocum ent #30, 1985-1986), and Minorities on Campus: A Hand­ book f o r Enhancing Diversity, edited by Madeleine F. G reen (Washington, D.C.: Amererican Council on Education, 1989); 4) engage in statistical and other data collection in these areas; 5) review and monitor implementation plans of action in these areas; 6) evaluate funding sources and their distri­ bution to support underrepresented groups; 7) monitor, evaluate and issue a list of programs and activities in these areas; 8) examine for their appro­ priateness and issue a list of ethnic professional periodicals and other sources for advertising; 9) issue a bibliography of articles and publications in these areas. 2.2. Establish a Coalition of Academic Librari­ ans from U nderrepresented Groups to promote new efforts to achieve meaningful communication and exchange of concerns and ideas between these librarians and ACRL committees, sections, and chapters. Schedule the first meeting of the Coali­ tion by the 1991 midwinter conference. 3. T ra in in g 3.1. Commission race relations consultants and advisers to develop initiatives and recom m enda­ tions for training in academic libraries to deal with personal and institutional racism, and to empower underrepresented librarians and others in aca­ demic libraries to counteract racial insensitivity. The initiatives and recommendations would be subm itted to th e Coordinating C om m ittee on Concerns (2.1.) for review and presentation to the ACRL Board of Directors at the 1992 midwinter conference. 3.2. Commission multicultural awareness con­ sultants and advisers to develop initiatives and recommendations on ethnic and cultural aware­ ness and sensitivity in academic libraries. The ini­ tiatives and recommendations would be submitted to the Coordinating Com m ittee on Concerns (2.1.) for review and presentation to the ACRL Board of Directors at the 1992 midwinter conference. 3.3. Conduct a needs assessment and establish guidelines for entry-level trainee internships and other positions for underrepresented librarians. D eterm ine existing funding levels for these posi­ tions. The results would be subm itted to the Coor­ dinating Com m ittee on Concerns (2.1.) for review and presentation in 1992 at the midwinter meeting. 3.4. Initiate national apprenticeships for under­ represented librarians in academic library admini­ stration and in academic library management, to provide training at the highest level of administra­ tion and at the mid or lower level of management in academic libraries. Appoint a planning committee by the 1991 midwinter conference to formulate criteria and procedures for the national appren­ ticeships. The plans and procedures would be subm itted to the Comm ittee on Concerns (2.1.) for review and presentation to the ACRL Board of Directors. Announce the apprenticeships at the 1992 national conference. Encourage academic libraries to initiate local apprenticeships in library adm inistration and in m anagem ent for u n d er­ represented librarians. Encourage library schools to initiate a library school administration appren­ ticeship to provide training for underrepresented librarians. 4 . P ro g r a m s 4.1. Sponsor preconference programs, in con­ junction with the 1992 and 1995 national confer­ ences, to develop and evaluate action plans on concerns o f recruitm ent, and advancement and retention o f underrepresented groups in academic libraries. Appoint preconference program plan­ ning committees by the 1991 and 1992 midwinter conferences. 4.2. Plan conference programs at the 1993 and 1996 annual conferences to follow the preconfer­ ences to highlight concerns and action plans. Ap­ point a program planning committee by the 1991 and 1993 annual conferences. 4.3. Co-sponsor and participate in the develop­ m ent of programs with local, state and ALA ethnic organizations, divisions, units, and library schools that focus attention on issues of recruitm ent, and advancement and retention of underrepresented groups. Publicize those programs in the informa­ tion exchange column o f ACRL publications d e­ voted to underrepresented groups in academic libraries (6.1.). December 1990 /1 0 2 7 5. Surveys an d d ata co llectio n Encourage academic libraries and librarians to contribute to efforts to obtain data and information on underrepresented groups. 5.1. R equest data from ACRL headquarters, the board, and each com mittee, section, and chapter on the participation as officers and m em bers of underrepresented librarians, and action plans for increasing their participation. The results and ac­ tion plans would be subm itted to the Coordinating Com m ittee on Concerns (2.1.) for presentation and approval by the ACRL Hoard o f Directors beginning in 1991 at each midwinter conference. 5.2. Request data from academic libraries on their advancement and retention track record for underrepresented librarians, and their continuing education program s and activities (workshops, seminars, etc.) in the area o f race relations. The results would be subm itted to the Coordinating C om m ittee on Concerns (2.1.) for review and pres­ entation to the ACRL Board o f Directors begin­ ning in 1992 at each midwinter conference. 5.3. Authorize the Coordinating C om m ittee on Concerns (2.1.) to initiate and participate in survey and data collection activities to gather relevant inform ation on u n d errep resen te d librarians in academic libraries, independently and in conjunc­ tion with other efforts in survey and data collec­ tion— for example, to review and advise ALA/ OLPR on the collection of personnel data on u n ­ derrep resen ted librarians in academic libraries appearing in Academic and Public Librarians: Data By Race, Ethnicity and Sex; to review and advise on the collection of library education data on recruit­ m ent policies, and on curriculum relevant courses dealing with issues on underrepresented groups and with academic libraries; to provide profile information data on underrepresented librarians’ career paths and track records for advancement and retention; and on the relationship betw een the size o f the academic library staff from u n d errep re­ sented groups and its im pact on accreditation, as com pared with salary levels and size and depth of collections. The Coordinating Com m ittee on C on­ cerns would include such information data in the report subm itted to the ACRL Board of Directors (2.1.). 5.4. Authorize the Coordinating Com m ittee on Concerns (2.1.) to work with the Association of Research Libraries and other relevant organiza­ tions to develop objective measures to determ ine the effectiveness o f efforts to reach the goals of increasing the num ber o f underrepresented li­ brarians; giving greater recognition to the special skills and contributions o f underrepresented li­ brarians; developing a larger percentage o f u n d er­ represented librarians that are administrators and managers in academic libraries; increasing the num bers o f underrepresented librarians partici­ pating in library school and youth programs. The Coordinating Com m ittee on Concerns would in­ clude such information in the report subm itted to the ACRL Board o f Directors (2.1.). 5.5. Authorize the Coordinating Com m ittee on Concerns (2.1.) to conduct a needs assessment and investigate the feasibility of establishing exchange program training for underrepresented librarians in academic libraries. The Coordinating Com m it­ tee on Concerns would include this in the report subm itted to the ACRL Board o f Directors (2.1.). 6 . P u b lic ity 6.1. Appoint an editor by the 1991 midwinter conference to develop an information exchange column in ACRL publications to publicize and highlight program s and activities developed in academic libraries for underrepresented groups, and ACRL programs and activities on u n d errep re­ sented groups in academic libraries; and to serve as a clearinghouse to exchange other information, i.e., funding sources, new publications, etc., the editor would also consider preparing an annual summary article for the A L A Yearbook. The column should begin to appear in ACRL publications by the 1991 annual conference. 6.2. Appoint a Coordinator by the 1991 midwin­ te r conference to create a new awareness publicity campaign for underrepresented groups to arouse interest in career paths in academic librarianship. The focus o f the campaign would be on ensuring the production of posters, brochures, media, etc. highlighting underrepresented librarians in a vari­ ety o f types o f academic library positions. The campaign would not duplicate efforts and would connect with, emphasize, and publicize initiatives and efforts already under way. Materials produced would be distributed to professional organizations, library schools, colleges, and grade schools. The campaign should be launched by the 1991 annual conference. 7. A w ard s 7.1. Appoint a panel of judges by the 1991 m idwinter conference to plan, establish criteria, and recom m end funding for a series of national academ ic library awards for u n d errep resen te d groups; and to encourage academic libraries to model local awards for underrepresented groups on the national award series. The plan would be subm itted to th e C oordinating C om m ittee on Concerns (2.1.) for review and presentation to the ACRL Board o f Directors at the 1991 annual con­ ference. To be considered among the series would be: 1) academic library leadership award to recog­ nize an outstanding contribution by an academic library or librarian in the leadership o f programs or activities for underrepresented groups in academic libraries; 2) academic library research award to encourage and support research investigating race relations in academic libraries in an endeavor to 1028 / C&RL News have an impact on the development of strategies to eradicate racism in the profession; 3) outstanding m entor award to recognize the librarian, library or library organization developing and contributing to model mentoring activities and projects; 4) aca­ demic library paraprofessional or student staff service award to recognize service and professional potential. $ .F u n d in g 8.1. Participate with the ALA Washington Office and others to remain vigilant about major funding legislation for library school education, to lobby for improved salaries and status for librarians, and to lobby for a loan forgiveness program for library school students who would work for a certain num ber of years in an academic library at the completion of library school. 8.2. Initiate and support new or alternative sources of funding to attract underrepresented groups to academic librarianship; to support the continuing education and advancement of under­ represented librarians in academic libraries; and to support the continuing education plans and activi­ ties (workshops, seminars, etc.) in academic librar­ ies dealing with race relations. Publicize funding sources in the information exchange column of ACRL publications devoted to underrepresented groups in academic libraries (6.1.). 8.3. Establish funding partnerships with busi­ ness and industry, the Coalition of Academic Li­ brarians from U nderrepresented Groups (2.2.), and others to support awards and other funding assistance for underrepresented groups in aca­ demic libraries. 8.4. Identify available sources of funding for underrepresented groups that are not allocated to them and propose solutions to ensure proper allo­ cation. ■ ■ ACRL acts on minority recruitment report The ACRL Executive Comm ittee m et on No­ vem ber 9-10, 1990, and took action on the final report from the ACRL Task Force on Recruitm ent o f U n d e r r e p r e s e n te d M in o ritie s (see p ag e 1016-28). The Executive Comm ittee voted to es­ tablish an ACRL Standing Committee on Racial and Ethnic Diversity with the following charge: “To initiate, advise, and mobilize support for ap­ propriate action related to issues of racial and ethnic diversity in academic librarianship including the recruitm ent, advancement and retention of underrepresented groups to academic librarian- ship; and the promotion of quality academic library and information services for members of racial and ethnic groups.” Ford will make appointments to the committee immediately so they will be able to meet at Midwinter. Ford stated that the new committee will be asked to establish priorities and prepare a budget request for the actions identified in the task force report. The Executive Comm ittee also voted to endorse the position statements included in the task force report. The position statements affirm ACRL’s continuing com mitment to the elimination of bar­ riers to the recruitm ent and retention of under­ represented groups. Ford stated that the task force report will be sent to all ACRL units with a request for consideration and action. Ford stated, “W e hope all ACRL com­ Attention serials librarians The C&RL News annual index for 1990 will appear in the January 1991 issue. mittees, sections, chapters and discussion groups ill focus their energies on issues of racial, ethnic and cultural diversity.” ■ ■ Minority recruitment video The School of Library and Information Sci­ ence, University of Pittsburgh, has produced a video, “Librarians for the Information Age,” to use in the recruitm ent of minorities to the pro­ fession. The video is narrated by actor Ossie Davis. J.E. Josey, professor at the library school, stated that proceeds from the sale of tapes will be used for financial aid for minority students. H e added, “W hen we were preparing the video, it was our hope that it would parallel and sup­ plem ent the ALA video, ‘The F uture Is Infor­ mation,’ and now that we have finished the proj­ ect, we believe that it does.” Copies of the 10-minute and 47-second video are available for $35 from the D epart­ m ent of Library Science, School of Library and Information Science, University of Pittsburgh, 135 N. B ellefield, P ittsb u rg h , PA 15260. Checks should be made to the University of Pittsburgh. Copies of the 18-minute ALA video, “The F uture Is Information,” are available for $45 from ALA Graphics, (800) 545-2433 x5046. The 1989 video is available in VHS, Beta or ¾ U-Matic. w December 1990 / 1029 Cultural diversity in California “UCI Library Ethnic Heritage M ap” was one of three exhibits staged by the Cultural Diver­ sity Environm ent Com m ittee at the University of California, Irvine during the Rainbow Festi­ val in November. The map graphically rep re­ sented the diverse range of countries and cul­ tures in the ethnic backgrounds of UCI Library staff and students. A second exhibit in the Main Library contained ethnic studies materials from the Libraries’ collections, while an exhibit in the Library Study C enter focused on the move­ m ent in the University of California system and throughout academia to broaden the traditional curriculum to include greater representation of the contributions of minorities and women. All nine campuses of the University o f Cali­ fornia were represented when librarians m et at UCLA for a day-long workshop on cultural di­ versity in the UC libraries. D uring the morning session, participants concentrated on the issue paper, “Recruitm ent and Advancement of Ra­ cial and Ethnic Librarians,” suggesting means by which more people of color can be hired as librarians into the University of California sys­ tem . Some suggestions were: encouraging e th ­ nic staff m em bers to attend library school, ex­ panding the existing mentorship program to emphasize minorities, and establishing a p er­ m anent systemwide com m ittee to deal with issues of cultural diversity in the university li­ braries. After lunch, the participants broke up into small groups to discuss the issue papers “Bibliographic Access to E thnic Collections within the University of California,” “Reference Services,” “Bibliographic Instruction for Re­ sources on Cultural Diversity in UC Libraries,” and “Collection D evelopm ent for Culturally Diverse Materials in UC Libraries.” Part-timers sought for study Part-tim e librarians: what do you do in your “spare tim e”? Do you work an additional job? Elizabeth Medeiros Hogue and Lorene Sis­ son are involved in a research project studying part-tim e librarians and their work. They are interested in part-tim e librarians who work an­ other job, w hatever it may be. Please send your name, address, phone num ber, title o f librarian position, and institution name. Please include a b rief description of your other job. F or infor­ mation contact: Elizabeth Medeiros Hogue and Lorene Sisson, Clark Library, San Jose State University, San Jose, CA 95192-0028. Canadiana Products from the National Library of Canada The N ational Library is responsible for prom oting, gathering and preserving the published heritage o f Canada. The L i­ brary has a vast collection o f Canadiana dating from C anada’ s earliest days to the present. In order to provide access to C anada’s published heritage the Library has developed various products which are invaluable to those with an interest in Canadian Studies o r research. T h e L ib ra ry p ro d u ces Canadiana, a com prehensive bibliography which do­ cum ents the nation’s published heritage. Canadiana is a valuable aid for C ana­ dian Studies and is available in printed and m icrofiche form ats and on m agnetic tape. • C anadiana authorities lists verified nam e headings o f Canadian origin and can help in com piling bibliographies and answ ering research and reference questions. • Canadian Theses is a m icrofiche b ib ­ liography o f m asters’ and doctoral theses accepted by Canadian univer­ sitie s, as w ell as selected foreign theses o f Canadian authorship or inter­ e s t • DOBIS is a Canadian online library system that provides access to the col­ lections o f many Canadian libraries via its continuously updated Canadian U n io n C a t a l o g u e o f m o r e th a n 5 000 000 bibliographic records. For more information or a descriptive bro­ chure on these products please contact: National Library o f Canada 395 Wellington Street Ottawa, Canada K1A 0N4