Tag Archives: multiculturalism

Upholding Cultural and Linguistic Diversity: Reflections on International Mother Language Day

International Mother Language Day (21 February) is an annual affirmation of the important role that cultural and linguistic diversity plays in building sustainable societies.

Cultural and linguistic diversity are fundamentally linked to freedom of expression and access information; they are at the heart of the promotion of cultural and educational rights.

If the availability of educational material, cultural expressions, scientific information, and artistic works do not reflect the linguistic diversity of the community, the possibility for all members in the community to meaningfully engage with, and to benefit from, this material is severely limited.

International Mother Language Day 2022

As the world looks to post-pandemic recovery, considering the lessons learned over the past two years, the opportunities and challenges of digital technologies has become a central theme. Ensuring opportunities associated with technological advances are available to all is an important element of upholding universal rights and freedoms concerning expression, access to information, and cultural participation.

With this in mind, UNESCO has named the following theme for International Mother Language Day 2022: “Using technology for multilingual learning: Challenges and opportunities”

UNESCO will take this opportunity to encourage a discussion on the role that technology has in advancing multilingual education and supporting the development of quality teaching and learning for all.

Audrey Azoulay, Director-General of UNESCO, addresses this theme in her message:

Technology  can  provide  new  tools  for  protecting  linguistic  diversity.  Such  tools,  for  example,  facilitating  their  spread  and  analysis,  allow  us  to  record  and  preserve  languages which sometimes exist only in oral form. Put simply, they make local dialects a shared heritage. However, because the Internet poses a risk of linguistic uniformization, we must also be aware that technological progress will serve plurilingualism only as long as we make the effort  to  ensure  that  it  does.

Libraries are gateways to information and knowledge, as well as community-level nodes in connectivity infrastructure helping to bridge the digital divide.

Making cultural and linguistic diversity a pillar of library collection development, cultural heritage preservation, and library programming promoting diverse cultural expressions can help further the role of libraries as key partners in preserving and promoting linguistic diversity.

Libraries for Universal Access and Meaningful Connectivity

Discussions on how technological advances may benefit cultural and linguistic diversity must first address the key challenge of bridging the digital divide. Any opportunities that can be brought about by digital transformation will not successfully reach those who could perhaps benefit most without addressing gaps in digital access.

Libraries bring valuable solutions, practices and lessons-learned to internet governance policy dialogues that prioritise addressing the digital divide.

For example, one of the takeaway messages from the 2021 Internet Governance Forum in Katowice highlights the role of libraries in the discussions on universal access and meaningful connectivity:

Public access through institutions such as libraries can help deliver on all of the components of access that help drive development – equitable and inclusive connectivity, content and competences. The COVID-19 pandemic has demonstrated that countries had to prioritise the massive development of connectivity infrastructure to connect the unconnected to an increasingly digital world.

IFLA urges discourse on the role of digital technologies in upholding cultural rights and promoting multilingualism to examine gaps in the connectivity infrastructure. We encourage policymakers to look to libraries as knowledge partners who can help work towards universal access and meaningful connectivity.

Find out more, and how you can get involved in this work, here: Dynamic Coalition on Public Access in Libraries: Annual report and a look ahead to 2022

The role of Memory Institutions in Selection of Digital Materials for Long-term Preservation

To enable the enduring preservation of and access to cultural heritage, including in digital form, in line with the UNESCO 2015 Recommendation, steps must be taken to preserve digitised and born-digital materials.

This can be a practical application of upholding plurilingualism through cultural heritage preservation.

Reviewing policies that decide what digitised and born-digital materials are preserved serves an important role in upholding UNESCO’s call to ensure that technological progress serves plurilingualism.

There is a need to address the questions – what material is being digitised? Are these decisions reflective of the world’s rich cultural and linguistic diversity? Who is making these decisions, and, if applicable, are they being carried out with appropriate community consultation?

Selection Guidelines

A tool to aid these selection decisions is the recently launched 2nd edition of the UNESCO-PERSIST Guidelines for the Selection of Digital Heritage for Long-term Preservation.

These guidelines were created primarily for use by practitioners in cultural institutions who make the day-to-day decisions about which digital materials are candidates for long-term accessibility. They support practitioners in reviewing existing policies, highlighting important issues to consider, and providing guidance in drafting institutional policies.

The Guidelines stress that the material for collection that they refer to is intended to include digital content created by or about all ethnic, religious, gender, social, and political groups found in all regions of the world. The Content Task Force who created the Guidelines recommends that archives, libraries, and museums consult and collaborate with underrepresented communities when making selection decisions to ensure that documentary heritage created by and about these communities is identified for long-term digital preservation.

Access the Guidelines here in English, Spanish, and Arabic: 2nd Edition of the UNESCO/PERSIST Guidelines for the Selection of Digital Heritage for Long-Term Preservation.

Connecting Cultural and Linguistic Diversity to Sustainable Development

Agenda 2030 recognises the importance of education that promotes appreciation of cultural diversity, education for sustainable development, and recognition of culture’s contribution to sustainable development in Target 4.7:

By 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Achieving this goal will not be possible without recognition of the key role that multilingualism plays in education for sustainable development.

This is being reflected more and more in international efforts to address global challenges through education, culture, and the arts.

Here are some key developments that could provide inspiration to reflect on the role of libraries in connecting cultural and linguistic diversity to sustainable development.

UNESCO Futures of Education Report

UNESCO’s Futures of Education initiative and recent report, Imagining our Futures Together: a new social contract for education, stresses the importance of promoting increased diversity in knowledge.

This includes linguistic diversity, diverse world views, and ways of knowing that have traditionally been left out of formal education, such as indigenous knowledge. The dimension calls for climate education to be prioritised in order to fundamentally reorient how the place of humans in the world is understood.

Read more about libraries in the Futures of Education Report: Libraries Contributing to a New Social Contract for Education.

 International Decade of Indigenous Languages

The International Decade of Indigenous Languages will span 2022-2032, and calls for global action to preserve, revitalize, and promote the world’s Indigenous languages.

The recently launched Global Action Plan outlines and seeks to coordinate actions for national governments, indigenous peoples’ organizations, civil society, academia, the private sector and other actors.

The Action Plan includes much scope to involve librarians in this work, including the development of professional competencies for information and media professionals, including librarians, and carrying out of awareness-raising on the importance of including Indigenous language material in their work.

Find out more here: Global Action Plan of the International Decade of Indigenous Languages (2022-2032)

Libraries around the world are already carrying out programmes to involve their communities in preserving indigenous culture, including oral tradition. See just one of many examples from the Library Services for Saskatchewan Aboriginal people, in which Indigenous storytellers take part in the annual Saskatchewan Aboriginal Storytelling Month, held both in libraries and through online platforms in order to reach more people.

Stay tuned for more information from IFLA on how libraries can be involved in the International Decade.

Inspiring action through multiculturalism and multilingualism in the arts

Cultural and linguistic diversity, expressed through the arts and both through traditional and digital platforms, add critical voices to efforts to address humanities most urgent challenges, such as the climate emergency.

During the 26th UN Climate Conference (COP26), hosted in Glasgow in November 2021, the Climate Heritage Network officially launched the Climate Heritage Network Race to Resilience Campaign. This campaign calls for a scaling-up of efforts to use culture-based strategies to build climate resilience in our communities.

IFLA’s Secretary General, Gerald Leitner, joined the celebration to give a short address on the power of the written and spoken word in creating connections across cultures and finding solutions to humanity’s shared challenges:

Resilience requires connections. Connections to the past and the lessons it can teach us, but also connections between ourselves, binding us together. Connections enable us to mobalise to support each other, to understand one another’s experiences and values, to create and innovate in the way we face our common challenges. The written and spoken word provides one of the most effective ways we have to realise these connections. It moves, it forms, it enables actions at all levels. It should be available and accessible to everyone, because for culture-based strategies to enable us to build a more resilient world, they need to be inclusive. This is what libraries… look to achieve.

He went on to introduce the poet, filmmaker, and musician Rosanne Watt, who hails from the island of Shetland, Scotland. Her work is deeply connected to her homeland, a connection which she says she can express best through the Shetland dialect.

In this, she stressed the importance of Indigenous languages in bringing voices to climate action.

The use of digital platforms to enable remote participation enabled diverse voices to be brought to high-level COP26 events. Watch Rosanne perform poems in both English and the Shetland dialect on this occasion [YouTube].

To note: among the resources launched during COP26 in November 2021, Climate Heritage Network’s Working Group on Supporting Climate Action by Local Communities and Indigenous Peoples has launched a resource “Models of Supporting Climate Action by Local Communities and Indigenous Peoples” [access this resource here].

Get involved in the discussion!

The intersection of cultural rights with multilingualism and digital transformation will be among the topics explored at IFLA’s upcoming Resiliart x Mondiacult virtual event: Libraries enabling inclusive and meaningful participation in cultural life.

Join the conversation on Wednesday 23 February [15:00-16:50 CET]. More information and the link to register is available here: ResiliArt x Mondiacult at IFLA – Meet the Panel and Register Now!

Multilingual Libraries: Approaching Language as Identity and Inclusion

Multilingual learning, including mother tongue instruction, is a vital element of equitable access to education and opportunity (see UNESCO Languages in Education). The IFLA/UNESCO Multicultural Library Manifesto encourages “linguistic diversity and respect for the mother tongue” as part of the mission of multicultural library services.

But are we truly fostering inclusive, multilingual environments through our practices?

For this year’s International Mother Language Day (21 February) on the theme: “Fostering multilingualism for inclusion in education and society”, we encourage readers to take a careful look at their library’s collections and services through the lens of language as identity and language as inclusion.

Beyond Utility: Language as Identity

Language is more than a way to share ideas, thoughts, and knowledge (although these are important aspects). It is the culmination of a shared past – an indicator of community and a means of experiencing cultural identity.

In a globalised world, this results in a balancing act between the values of a lingua franca and of preserving the nuances of localised, Indigenous, dialectal, and otherwise marginalised languages. While there is great utility in having a shared language for cultural exchange, knowledge transfer, and international relations, language is about more than just utility.

Preserving a language means preserving and passing on the cultural memory of those who speak it. Losing a language is a loss to cultural identity, and therefore preserving language is a necessary element of cultural preservation.

This theme was explored in depth through the case of Indigenous languages during 2019’s International Year of Indigenous Languages. For more, take a look back at our series on how libraries preserve and promote Indigenous languages, which examines the impact libraries can have for endangered Indigenous languages.

Accessing mother tongue languages

Beyond endangered languages, global migration caused by lack of economic opportunity, climate change, conflict, and other factors leads to groups finding they must speak a language other than their mother tongue to navigate daily life. IFLA’s Library Map of the World collects multiple cases of libraries helping migrant and refugee communities acquire necessary language skills to adapt and integrate into their new homes. See SDG stories from Germany and Canada for some examples.

However, as highlighted above, language is about more than utility. Having the ability to access one’s mother tongue can greatly impact one’s experience of identity. This requires language support to go beyond helping users acquire necessary new language skills; it should also enable people to use their own language.

In their paper presented at the World Library and Information Congress 2019, Keira Dignan, Hannah-Lily Lanyon and Rebecca Wolfe of ECHO for Refugees shared their experience providing mobile library services to refugee camps and marginalised communities in and around the Athens area. Click here to read the paper in full.

While providing support for learning English and Greek, the authors expressed the importance of also offering users access to resources in their mother tongue.  They stress that this is vital for providing “a piece of home, for community building, and for survival” and well as for ensuring children who may have missed formative school years gain language ability in the native tongue.

To treat language truly as identity, rather than as utility, consider which groups in your community of users could benefit the most from accessing mother tongue resources.

A Benefit for all Learners

Fostering an environment where all languages are valued and valid has a benefit for all learners – those that are bi- or multilingual as well as those that are not.

The pedagogical strategy known as translanguaging encourages educators to refrain from placing value on one language over others – especially in multicultural and multilingual learning environments. It refers to the way multilingual speakers blend languages and allow their mother tongue to inform the way they learn new languages and express themselves.

In practice, this means that everyone in a learning environment is empowered to express themselves in whatever language – or blend of languages – they feel comfortable. It can also mean that all participants strive to incorporate words from other languages into their daily use and are made welcome to share aspects of their native language with others.

The EAL Journal describes this process as being concerned with communication rather than with only learning the utility of the language.  To do this effectively, it requires everyone in the learning environment to become co-learners – growing multilingual respect organically.

Librarians, especially those working with multicultural communities, may be interested in exploring this approach in their practice. For more of an introduction to this concept, refer to this article from the EAL Journal: What is Translanguaging?

Language and Power

In all the previous examples, it is critical to examine the power structure behind multicultural environments that is expressed through the languages we speak. Language has social implications that intersect with systemic inequalities relating to class, national origin, race, and privilege.

In their article, the team from ECHO for Refugees stress that practicing multiculturalism leads to examining inequalities on the global and local scale, especially in terms of power and access. They report experiences working with refugees who themselves place a higher value on English language than their mother tongue, as English is perceived to have higher marketability.

This topic is explored in depth in the article Multilingualism, Neoliberalism, and Language Ideologies in Libraries from the online journal In the Library with the Lead Pipe. Author Ean Henninger explores the intersection of power and value dynamics with the languages of available library collections and services. The following passage is especially interesting:

In supporting specific languages and giving them power, libraries set conditions for who can engage with the library: who can access resources, who feels included, and who sees themselves in collections and services… If a library treats a given language only as an object of study, something that resides in individual books, or something that must be supplied to meet demand, not as something that is intertwined with culture, race, gender, and access to power, then the picture is incomplete. (Source)

The article advises against the commodification of library users and information services. This can be expressed in such seemingly innocuous ways as policies determining which resources are eligible for collection and a focus on customer service which avoids examining social responsibility.

It is vital to consider multicultural and multilingual library services not only through their potential benefit for users, but also as actions taken in direct response to, and under the influence of, inequalities in power and access.

Although individual action cannot solve large-scale, systemic inequalities, acknowledgement of these structures and creating inclusive space to address them is a step in the right direction.

Taking Action Towards Inclusion

How can libraries truly address the language needs of their communities? Perhaps start by examining the current multilingual resources and programmes you have available. Here is a short checklist that may be helpful to get you started:

  • Do your resources and programmes accurately reflect the language needs of your community? How do you know for sure?
  • Have you made assumptions on the language(s) your users speak? Could some communities not feel comfortable or empowered enough to make their needs known?
  • Have you approached multilingual collecting and services in a participatory manner? Could there be more avenues for user input?
  • Do users feel empowered to speak in their mother tongue (or other languages) in your spaces and during your programmes? Could you increase their comfort through practices, such as multilingual signage?
  • Have you considered the different dialects or variations used by local communities in collection development?
  • Is providing language support or translation an extra task for employees who are multilingual? Are they compensated for this additional labour?

This is only a start – we are interested to hear how you provide multilingual services that meet the needs of your community! Share feedback in the comments below.

 

Inclusion is an Action: the Relevance of the IFLA Multicultural Libraries Manifesto

After months where the need for immediate action to tackle the COVID-19 pandemic had been dominating news schedules, the ongoing events in the United States have sharply refocussed attention onto other, more long-term challenges societies face.

For many, especially those in groups subject to marginalisation or discrimination, the death of George Floyd is just the latest incident in a long series, and the protests that have followed are the natural result of years of unequal treatment. For others, it has forced a confrontation with issues that they were aware of, but perhaps felt hard-placed to act on, or even believed were someone else’s problem.

An emerging point is the understanding of the need for action – of the unacceptability of simply leaving things as they are. The fact of things having been done in a certain way in the past cannot provide a justification when the result of this is exclusion and inequality.

This applies to individuals and societies as a whole, including of course libraries. There needs to be a readiness to seek out, hear, reflect and include all experiences, rather than just proceed on the basis of a single point of view, however well-meaning.

This also applies globally – it is clearly not the case that the United States has a monopoly on discrimination and inequality. Indeed any situation where particular groups have faced persistent inequalities in so many areas of life – education, employment, housing, or treatment by courts – libraries can, and must, be ready to show the way in terms of how a key service can be provided.

Indeed, the specific role of libraries in providing access to information – a foundational condition for so much else – as well as in offering a place for the safeguarding and remembering of heritage, and for building social cohesion, makes them particularly important.

This is a key message of the IFLA-UNESCO Multicultural Libraries Manifesto, approved by the IFLA Governing Board in 2006, and by the UNESCO General Conference in 2009.

Building on the instruction to provide services to all, regardless of characteristics (including race) in the Public Library Manifesto, as well as IFLA’s Statement on Intellectual Freedom, and own Core Values, the Multicultural Library Manifesto goes further in underlining both the reality, and the value of diversity of all forms in our societies and cultures. In doing so, it rejects racism and other forms of discrimination, however they are manifested.

In terms of principles to be applied in the day-to-day work of libraries, the Manifesto stresses the need in particular providing information in appropriate languages and scripts, giving access to collections that reflect all communities and needs, and ensuring that staffing reflects the diversity of communities served with proper training to respond to the information need of all.

This clearly already requires work in many cases, with historical acquisitions policies and cataloguing practices often reflecting outdated views of the world, making it more difficult for marginalised groups to find themselves in the library.

Crucially, the Manifesto also sets out a proactive role for libraries. First of all, it makes it clear that it is not enough to offer the same services to all and expect everyone to benefit in the same ways – such an approach can risk deepening existing inequalities.

Instead, there needs to be a concerted effort to understand what may be needed (indeed, the Manifesto Toolkit offers steps for doing this), in particular through ensuring that library and information workers who are also members of groups subject to discrimination are fully part of decision-making.

It also gives libraries a mission – to promote awareness of the value of diversity in communities, and to provide tools and services that support this, online and offline (including through decisions about what to collect and preserve).

Furthermore, through skills provision – in particular information literacy and digital skills – libraries can also not only help give everyone the chance to make the most of the internet, but also help everyone identify prejudice in what they read, and combat it.

Finally, such efforts – the Manifesto underlines – need to be central to the work of libraries, integrated into core planning rather than included as an optional extra.

 

With societies around the world forced to confront the reality of inequality and discrimination in order to build something better, libraries have the rare power of being able to help societies level-up, providing opportunities for progress and spaces for building cohesion.

This is not to say that this will happen automatically. As highlighted in the title, inclusion is an action, and action takes effort and commitment. The Multicultural Library Manifesto offers a great starting point for this.

 

See how the American Library Association is responding here. Find out more about the work of our Section on Library Services for  Multicultural Populations, and read our blog for the International Day of Cultural Diversity.

Gateways to Cultural Diversity: Libraries as multicultural hubs

Cultural diversity is a force for development.

It nurtures a climate of mutual understanding, celebration of differences, and critical thinking to combat pre-conceived notions of the “other”. This is a vital component of building peace, stability, and development.

UNESCO states that three-quarters of the world’s major conflicts have a cultural dimension.

In order bridge these divides, we must begin with the acceptance and recognition of cultural diversity as being central to peacebuilding. This is reflected in UNESCO’s cultural conventions, including the 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions.

Fully realising cultural diversity as a driver for development will take cooperation at all levels: from the local to the international, from memory institutions to civil society, individuals to policy makers.

With our mission of facilitating access to information, our role as defenders of free speech, and our responsibility of protecting and sharing the heritage of our communities, libraries are key players.

To celebrate the World Day for Cultural Diversity for Dialogue and Development (21 May) this article will explore and hopefully inspire reflection on some of the ways libraries act as cultural hubs – as gateways connecting our communities to one another, and to diverse expressions of culture the world over.

Access to Culture

International human rights law guarantees the right to culture, to freedom of expression, and to engage in the cultural life of one’s community.

Politically motivated intolerance of different cultures, silencing voices from minority and indigenous groups, and targeted destruction of cultural heritage – these are all very real threats to the enjoyment of these rights by everyone.

In the face of this, libraries have long been champions of free speech and access to information and culture.

Upheld in IFLA’s Code of Ethics for Librarians and other Information Workers, core principles for the work of library and information professionals include:

  • Ensuring access to information for all for personal development, education, cultural enrichment, leisure, economic activity and informed participation in and enhancement of democracy.
  • Rejecting censorship in all its forms.
  • Ensuring that the right of accessing information is not denied to anyone, regardless of their age, citizenship, political belief, physical or mental ability, gender identity, heritage, education, in-come, immigration and asylum-seeking status, marital status, origin, race, religion or sexual orientation.

These principles carry over into the IFLA/UNESCO Public Library Manifesto:

The public library, the local gateway to knowledge, provides a basic condition for lifelong learning, independent decision- making and cultural development of the individual and social groups. It is a living force for education, culture and information, and as an essential agent for the fostering of peace and spiritual welfare through the minds of men and women.

Providing their communities, no matter their identity, with the freedom to read, to access information, and to participate in cultural life is central to libraries’ roles as cultural hubs.

For reflection: how can libraries uphold these key ethical principles in both their physical and digital spaces? Where are the gaps? Which members of your community may not have a platform to express and share their culture, and how might libraries help mediate that?

Preserving our Heritage

The importance of cultural heritage, in all its expressions, lies in its ability to tangibly bridge the gap between generations and between cultures. The experiential quality of monuments and sites, intangible cultural heritage, movable and documentary cultural heritage gives them an incredible potential as learning tools.

To put it simply, heritage places, objects, and expressions can make culture come to life – both for those experiencing their own heritage and those learning and appreciating the culture of others.

Libraries have multiple roles to play in this.

Preservation

On one hand, preservation and conservation work at libraries help ensure that our documentary heritage can be passed along to future generations.

On the other, access to information regarding the historical study of heritage, and the way culture was written about in the past, gives us a perspective for historical context and lessons-learned. This enhances our ability to improve representation and methodology in the study of culture today.

Access

Beyond the preservation and conservation of documentary heritage, UNESCO’s 2015 Recommendation upholds that the ability to access this heritage is equally important.

This Recommendation encourages member states to provide appropriate legislative frameworks, empowering memory institutions to provide accurate and up-to-date catalogues, and to facilitate partnerships that will enhance access.

Digitisation is an important aspect of access – and indeed when libraries’ doors are closed, an essential pre-condition.

Libraries and documentary heritage professionals are vocal supporters of digitisation policy, and the legal framework that will allow for it. For a good example, please have a look at the Guidelines to Setting up a Digital Unification Project. More information and tips for digitisation is provided online by IFLA’s Preservation and Conservation (PAC) Centres: PAC Frequently Asked Questions.

It is also important to ensure that a more diverse range of content is becoming digitised. IFLA, together with partners in the UNESCO PERSIST project, are working on updating the Guidelines for the selection of digital heritage for long-term preservation. This update seeks to expand on the Guidelines, such as including emerging technologies, to better support practitioners in the preservation of digital heritage.

For reflection: how can the preservation and conservation of cultural heritage be more inclusive? How can expressions of cultural heritage be used as learning tools, while still staying authentic to their core value as traditional social practice? What role can libraries play in connecting their communities to these expressions of cultural heritage? 

Libraries as Multicultural Centres

Libraries exist at an intersection of culture, education, and community, and through this, they become a hub for fostering cross-cultural dialogue and active citizenship.

The IFLA/UNESCO Multicultural Library Manifesto puts this quite clearly:

As libraries serve diverse interests and communities, they function as learning, cultural, and information centres. In addressing cultural and linguistic diversity, library services are driven by their commitment to the principles of fundamental freedoms and equity of access to information and knowledge for all, in the respect of cultural identity and values.

In a world where refusing, silencing, and – at times – destroying evidence of cultural diversity is politically-driven, then providing a space for cultural diversity is a powerful and profound act.

Libraries can lead their communities by example. They can be hubs for dialogue, spaces for performance, repositories for expressions of culture, and providers of services that nurture inclusion.

For reflection: How can libraries best determine what materials and services will best meet the cultural needs of their communities? How can libraries use their position as multicultural hubs in to advocate for more inclusive spaces in their communities? Collecting and sharing success stories can be powerful testimony for the importance of libraries, how can libraries do this more effectively?

***

Now more than ever, the need to keep connected with one another and with cultural life is felt acutely. As many countries are grappling with the interface of the COVID-19 epidemic, economic hardship, and possibly civil unrest and natural disasters, these are times where support is greatly needed. Culture is connection and comfort, and cultural diversity is a powerful reminder of our shared humanity in the face of hardship.

This period of raised awareness of and participation in culture on digital platforms can be an opportunity for libraries to seek out better ways to keep the door to culture – and connection within their communities – open.