At the Brookes International Learning and Teaching Conference 2023, we explained about the work of the Library’s Equality, Diversity and Inclusion (EDI) group in diversifying our collections, in response to the Brookes Union Mind the Gap (2022) survey.
If the diversity of reading lists is questioned, then the same could apply to library collections, because they may not provide academic staff with a sufficiently diverse range of resources (Wilson, 2021). This provision is further hindered as research shows that scientists from minority ethnic groups are poorly represented on journal editorial boards, and that Black scholars face the longest delays in getting their research published (Hedit, 2023). This will play a part in the diversity of literature available through the library.
Internationalisation has encouraged students to ask questions about their curriculum, particularly whether they are representative of their student populations, whether they reinforce inequalities, and whether they disadvantage, or alienate, some students (Wilson, 2021). To help with this, we have written a guide entitled ‘Diversify a reading list‘, which is designed to assist academic colleagues to assess the content of their reading lists.
In 2022, we received a dedicated fund for the purposes of ordering materials that support EDI. This also helps us to add to our diversity reading lists in Aspire that we have been developing over the years – Anti-racism reading, Activism, Neurodiversity, LGBTQ+ Resources, and Wellbeing. In 2021 the Anti-racism list was among the Top 10 most read lists across the university. In 2022, the Top 250 most viewed lists were released and three of the diversity reading lists (Anti-racism, neurodiversity, and LGBTQ resources) were among the top lists, demonstrating their regular usage.
Collaboration on these diversity reading lists have ensured we have avoided unconscious bias in our collection policies, as evidenced by our offer to Suggest a Resource for all Library users. In addition, ‘More Books’ is a scheme that allows students an opportunity to request books to be added to our collection. Beginning in Spring 2022, roughly 10% of the requests to select a book were because the topic or author amplifies a historically marginalised community.
The Journals Online Project helps increase visibility of peer-reviewed journals from the Global South. Tewell (2018) argues that students should be aware how knowledge is organised and whose beliefs are prioritised. Many academic liaison librarians have been promoting these journals through subject relevant lists and through information literacy sessions, educating students on using balanced sources.
Our colleagues in Metadata have worked to replace 144 subject headings, which were considered discriminatory, offensive, problematic or biased, with more appropriate terms on WorldCat, the software behind our LibrarySearch engine. In a similar vein, Special Collections have updated 61 records with content descriptions, pre-warning users that records contain terms considered outdated, problematic, or discriminatory.
Finally, Scholarly Communications have helped dramatically increase the number of Open Access publications at Oxford Brookes through various Read and Publish agreements with major publishers. This can be advantageous to people from lower economic backgrounds, who otherwise would have to afford the sometimes high cost of reading scientific research, thereby making access to Oxford Brookes research more equitable.
Diversity reading lists have helped highlight diverse content, and have been well used. Collaboration ensures the avoidance of unconscious bias in selecting texts. Promoting the use of Global South resources, and teaching students about critical awareness in where knowledge is sought from, should be integrated into all information literacy teaching. It is incumbent upon us all to examine and update language to better reflect modern terminology.
References
Brookes Union (2022) ‘Mind the Gap & Brookes Together’. Oxford Brookes University. Available at: https://assets-cdn.sums.su/OB/Articles/Mind_The_Gap_Report_-_January_2022.pdf (Accessed: 15 April 2024)
Heidt, A. (2023) Racial inequalities in journals highlighted in giant study. Available at: https://www-nature-com.oxfordbrookes.idm.oclc.org/articles/d41586-023-01457-4. (Accessed: 15 April 2024).
Tewell, E. (2018) ‘The Practice and Promise of Critical Information Literacy: Academic Librarians’ Involvement in Critical Library Instruction’, College & Research Libraries, 79(1). Available at: https://doi.org/10.5860/crl.79.1.10.
Wilson, K. (2021) Decolonising library collections: contemporary issues, practical steps and examples from London School of Economics. In: Crilly, Jess and Everitt, Regina, (eds.) Narrative Expansions: Interpreting Decolonisation in Academic Libraries. Facet Publishing, London, UK.
