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<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">FYI and Congrats to Sheryl for being featured in the Equity Spotlight!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Deb<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<div>
<p class="MsoNormal"><span style="font-size:14.0pt;font-family:"Book Antiqua","serif";color:#7030A0">D. B. Thomas, MA AMLS<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Book Antiqua","serif";color:#1F497D">MeL & Library Outreach Coordinator<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Book Antiqua","serif";color:#1F497D">Library of Michigan<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Book Antiqua","serif";color:#1F497D">517-373-4466<br>
<img width="936" height="138" id="Picture_x0020_1" src="cid:image001.jpg@01CF6EA8.01D96820" alt="LMSigforEmail"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Book Antiqua","serif";color:#7030A0">Visit MeL at:
<a href="http://mel.org/"><span style="color:#7030A0">http://mel.org</span></a> and on Facebook at:
<a href="http://facebook.com/mel.org">http://facebook.com/mel.org</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Book Antiqua","serif";color:#1F497D;background:white">The Library of Michigan is pleased to share a new video series highlighting Michigan libraries and how they are making a difference in their
communities. To experience Michigan libraries in a new light, v</span><span style="font-size:11.0pt;font-family:"Book Antiqua","serif";color:#1F497D">isit
<a href="http://brightside.cedam.info/">http://brightside.cedam.info/</a> and watch the 21<sup>st</sup> Century Libraries episode.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Book Antiqua","serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family:"Book Antiqua","serif";color:#7030A0"><o:p> </o:p></span></b></p>
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<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
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<p class="MsoNormal"><b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">From:</span></b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif""> Mase, Sheryl (MDE)
<br>
<b>Sent:</b> Tuesday, May 13, 2014 11:38 AM<br>
<b>To:</b> BiggThomas, Deb (MDE)<br>
<b>Subject:</b> FW: The Great Lakes Equity Center May 2014 Newsletter<o:p></o:p></span></p>
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<p class="MsoNormal"><o:p> </o:p></p>
<div id="OWAFontStyleDivID">
<p style="background:white"><span style="font-family:"Calibri","sans-serif";color:black">please share widely<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><b><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:black">From:</span></b><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:black"> Great Lakes Equity Center <<a href="mailto:glec@mr93.mr.bmdeda99.com">glec@mr93.mr.bmdeda99.com</a>>
on behalf of Great Lakes Equity Center <<a href="mailto:glec@iupui.edu">glec@iupui.edu</a>><br>
<b>Sent:</b> Monday, May 12, 2014 7:54 PM<br>
<b>To:</b> Mase, Sheryl (MDE)<br>
<b>Subject:</b> The Great Lakes Equity Center May 2014 Newsletter</span><span style="font-family:"Calibri","sans-serif";color:#282828">
<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-family:"Calibri","sans-serif";color:#282828"> <o:p></o:p></span></p>
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<p class="MsoNormal" align="center" style="text-align:center"><span style="font-size:8.5pt;font-family:"Arial","sans-serif";color:#666666">Having trouble viewing this email?
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<p class="MsoNormal" align="right" style="text-align:right"><strong><span style="font-size:31.5pt;font-family:"Arial","sans-serif";color:#7B120E">Equity Dispatch</span></strong><strong>
</strong><b><br>
</b><span style="font-size:24.0pt;font-family:"Arial","sans-serif""> Students as Critical Users and Producers of Knowledge: Reframing the Equity Conversation in Library and Information Sciences
</span><o:p></o:p></p>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#7B120E"><a href="#Educate"><span style="color:#7B120E">Educate</span></a>:</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif""> Read why the equity conversation must extend
beyond parity in funding and access to information<span style="color:black">.</span></span>
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<span style="color:black">Learn about the American Library Association's efforts to advance equity in and out of schools. </span></span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif""><a href="#Empower"><span style="color:#7B1211">Empower</span></a>: <span style="color:black">Explore these resources to better understand how librarians and digital media can promote critical literacy.</span></span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif""><a href="#spotlight"><span style="color:#7B1211">Spotlight</span></a>:
<span style="color:black">Read about how Sheryl Mase leverages her role as Assistant Director of the Library of Michigan to advance equity.</span></span>
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<p class="MsoNormal" style="margin-top:7.5pt"><strong><span style="font-family:"Arial","sans-serif";color:#7B120E">IMPACT</span></strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#7B120E">:</span><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#FF7200">
</span><strong><i><span style="font-family:"Arial","sans-serif";color:black">Educate, Engage, Empower--For Equity</span></i></strong><strong><i><span style="font-family:"Arial","sans-serif";color:#FF7200"> </span></i></strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#FF7200">
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</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">To teach is not to transfer knowledge, but to create the possibilities for the production or construction of knowledge.
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<em><span style="font-family:"Arial","sans-serif"">--Paulo Freire, Pedagogy of Freedom</span></em></span><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#FF7200"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-top:7.5pt"><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Enabling access to information and creating opportunities to produce new knowledge* are two obligations of a democratic society (Lievrouw & Farb, 2003).
In the past, these imperatives have compelled individuals in the field of library and information sciences to question and study the adequacy and comparability of resources within knowledge-providing institutions, including schools and libraries (Pribesh,
Gavigan, & Dickinson, 2011). More recently, unprecedented growth in technology has led to new equity considerations. Reconsidering who has access to information, as well as who is responsible for or empowered in the process of producing and validating knowledge,
has implications for the roles of staff and educators in our K-12 institutions (Yu, 2006; Zins, 2007). Specifically, while educators should remain concerned with comparability of information access, they should also recognize that what counts as valid and
valuable knowledge is culturally determined (Lievrouw & Farb, 2003). Furthermore, students should be viewed and empowered by educators as producers of knowledge rather than as recipients. In sum, educational stakeholders seeking to provide all students with
equitable learning environments in the information age must tackle issues concerning the creation, selection, accessibility, and distribution of information with the ultimate goal of empowering students to read and respond to both “the word” and “the world”
(Freire & Macedo, 1987). </span><br>
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<strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Equity Considerations</span></strong>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">We have long recognized that disparities exist in access to particular sources of information, including physical access to comparably-funded libraries (Pribesh, Gavigan, & Dickinson, 2011) and
the internet (Mossberger, Tolbert, & McNeal, 2008) as well as to skills necessary to interpret print or use technology (Meneses & Momino, 2010; Pribesh, Gavigan, & Dickinson, 2011). History is replete with examples of times that resources and literacies were
intentionally denied to particular groups (Collins, 1995; Jimenez, 1990; Luke, 2012) or when information was tightly controlled or manipulated, with those controlling the flow of information referred to as “gatekeepers” (Pettigrew, 1972). Within the context
of information flow to students, decision-makers at all levels, from state political leaders who determine how to distribute funding to schools, to school board members who approve curricula, to media specialists and teachers who introduce information and
resources to students, serve gatekeeping roles.</span> <br>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">One of the outcomes of unbalanced decision-making processes is that schools with the highest concentrations of students from low-income families have the fewest school library resources to draw
on, and schools serving more affluent families are also more likely to have more than one full-time librarian (Pribesh, Gavigan, & Dickinson, 2011). Perhaps more relevant to this generation is the extent to which youth have access to new technologies that
connect them to digital information and each another (Asselin & Doiron, 2008); access here is also unequal, with African-Americans from working-class communities the least likely group to be able to use the internet regularly (Mossberger, Tolbert, & McNeal,
2008). Research studies have also noted differences in environmental factors that implicitly value or devalue print literacy, including whether or not neighborhood stores sell reading material for children, the amount of signage in the neighborhood, whether
physical spaces to read are available, and the quality of daycare and preschool materials (Neuman & Celano, 2001). Such concerns have spurred movements in library and information sciences to improve political enfranchisement and participation of individuals
in digital and print literacy activities (Lievrouw & Farb, 2003; Meneses & Momino, 2010). Ensuring access to information in various forms is an enduring concern, and one that remains important in equity conversations.</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">At the same time, we must also acknowledge that what constitutes meaningful access and valued information is locally and culturally determined (Meneses & Momino, 2010). All individuals live in an
“information world that is defined by their shared culture: the way in which people acquire and use information and the way in which people make sense of the information are all ultimately shaped by this culture” (Yu, 2006, p. 232). Moving beyond equality
of access to information requires acknowledgement that “fair or reasonable distribution of information among individuals, groups, regions, categories, or other social units” is one that allows “the opportunity to achieve whatever is important or meaningful
to them in their lives” (Lievrouw & Farb, 2003, p. 515; see also Becvar & Srinivasan, 2009). Accordingly, schools and libraries should center the knowledge needs of their local communities as defined by and in dialogue with those communities.</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Those in marginalized communities possess important information resources (Becvar & Srinivasan, 2009) as well as an ability to unravel myths and distortions in dominant sources of information (Luke,
2012). As information-centered institutions, schools and libraries can shift from a primary focus on distributing information to one that facilitates the important work of producing knowledge and preserving and promoting cultural and ethnic heritage. In other
words, rather than falling into the common trap of considering students and families as merely receivers or seekers of knowledge, we should recognize their power as knowledge sources and creators of information (Meneses & Momino, 2010). When combined with
action-based methods and frameworks for capturing their unique knowledge, digital technologies can prove a powerful tool for developing these kinds of two-way knowledge-sharing relationships (Becvar & Srinivasan, 2009).</span>
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<strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Recommendations</span></strong>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">An equity focus on information access and production first entails recognition that the go-to sources for teachers and media service personnel in schools are often drawn from their own cultural
backgrounds and/or from sources that are privileged among particular groups (Doherty, 2006). Because of this, students’ requests for information tend to be met with responses drawn from a white Anglo-Saxon male paradigm (Doherty, 2006). Furthermore, if information
sources (e.g., texts) describe racial or ethnic groups inaccurately, students may become skeptical about the trustworthiness of both texts and of teachers (Overall, 2009). Rather than treating information as a neutral commodity, it must be seen as context-
and interest-dependent. To assess information equity, we must ask whether what we are providing allows individuals “to accomplish their particular ends and purposes” (Lievrouw & Farb, 2003, p. 515); such a question widens the view of information to that which
is “constantly changing, contested, interdisciplinary, and collaboratively constructed and re-constructed” (Asselin & Doiron, 2008, p. 3).</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Educators, including school librarians, must take on new roles, facilitating students’ growth as critical information-seekers and knowledge-sharers. Encouraging students to ask questions that engender
critical literacy – an ability to unpack myths and distortions and build new ways of knowing (Luke, 2012) - is essential. These might include:</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">What is ”truth?” How is it presented and represented, by whom, and in whose interests? (Luke, 2012, p. 2)</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">How does the author get me to believe him/her? What does this person have invested in this information? How does this information influence my thinking on the subject? (Asselin & Doiron, 2008)</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">What explicit and hidden messages about (race/gender/nationality/ability) do the authors send to readers? (Teaching Tolerance, 2014)
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">While digital access opens the door to many new resources for students, teachers and school librarians do still have significant influence over the types information students will work with in schools.
Because of this, it is important that they provide access to materials in a wide variety of formats and from a wide variety of perspectives (Smith & Brown, 2013). When students and families are involved in the selection of materials and when materials represent
the full range of languages spoken in the school community, students benefit (Overall, 2009).</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Finally, if we accept that learning is not simply information transmission from teacher, text, or web to learner, but accept that each person has relevant experiences that can be used to “enable
people to overcome their false perceptions of reality” (Freire, 1993, p. 86), we must also attend to students and communities as creators of valid and valuable information (Gonzalez, Moll, & Amanti, 2005). Students should be encouraged to produce and share
information, asking:</span> <o:p></o:p></p>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">What do I already know about this particular topic?</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">How did I develop this knowledge?</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Is what I know consistent with other sources of information?
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">What other information would help me to understand this topic better?</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">How could I represent and share what I know with others?</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">By encouraging students to approach new information with respect for what they already know or to share what they know with others, we take a step toward recognizing “young people as active members
of society: not only becoming, but being as well” (Meneses & Momino, 2010, p. 206).
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<strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Conclusion</span></strong>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Opportunities to access relevant information, critically assess “the word” and “the world”, and produce knowledge, are all vital to students’ growth as participants in democratic society. As we
continue to assess the adequacy and equality of access, retaining an understanding that relevance, validity, and literacy are culturally bound notions will serve us well as we seek to expand opportunities and participation. In schools, moving beyond information
retention to seeking, assessing, and producing will serve our students best as they strive to be and become active participants in society.
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</span><em><span style="font-size:8.5pt;font-family:"Arial","sans-serif"">*While the meaning of terms like “information” and “knowledge” are contested, drawing from Zins’ Critical Delphi, this article adopts the perspective that information is a set of organized
data that is universally available (e.g., through a film, article, or podcast), while knowledge is information that has been interpreted by a particular individual (Zins, 2007).</span></em>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif"">Have a question or comment about this article?
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">The American Library Association (ALA) was founded in 1869 in Philadelphia, PA and its national headquarters is currently located in Chicago, Illinois.
Today, the organization serves over 9,000 members through its 11 membership divisions and 20 sub-committees that focus on specific issues related to library services, school support, and community development. By establishing a network, ALA now has affiliates,
chapters, and many other relationships with grassroots organizations. <br>
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ALA's mission is to produce research, provide professional development opportunities, and host conferences that bring librarians together to improve education. In alignment with this mission, the ALA has identified eight key action areas for the 21st century,
including advocacy for librarians and the profession, intellectual freedom, literacy, diversity, education and lifelong learning, transforming libraries, organizational excellence, and equitable access to information and library services. To support these
key action areas, ALA publishes reports, offers resources, and hosts events across the country pertaining to literacy and library equity.
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The organization has also established divisions and subgroups that focus on these matters across the nation. The Office for Library Advocacy, for example, works directly with schools in crisis, providing resources, letters of support, and national data sets
to help local school districts and grassroots organizations that are seeking to renew closed or deprived libraries, librarians, and literacy resources in school. In addition, the Office is charged to bring media attention to the issues facing school libraries.
This is just one of many offices within the ALA that are fighting to better support the development of school libraries. Please view
<a href="http://www.benchmarkemail.com/c/l?u=36DDDC5&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
<span style="color:black">their site</span></a> and use their resources to advocate in the Great Lakes region.</span>
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<strong><span style="font-family:"Arial","sans-serif"">Something to Read! </span>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black"><a href="http://www.benchmarkemail.com/c/l?u=36DDDC7&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">Speak
Up</a> is an initiative committed to understanding how students' use of digital technology has evolved over the last ten years. In 2013, Project Tomorrow surveyed over 325,000 students from 9,000 schools in 2,700 national school districts and published
<a href="http://www.benchmarkemail.com/c/l?u=36DDDC8&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
this national report</a> on student learning and its relationships to technology and digital device usage in classrooms. The report offers insights into how students use digital tools and resources inside and outside of school activities to enhance learning.
For instance, by using digital technology and mediums such as Skype, Facebook, and Google Images, students are able to share their narratives and investigate content and ideas. Using a metaphor of native storytelling, the authors compare students’ adoption
of digital technology as a method to explore the evolution of the education process.
<a href="http://www.benchmarkemail.com/c/l?u=36DDDC6&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
Read this report</a> to better understand students’ digital learning experiences.
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">The <a href="http://www.benchmarkemail.com/c/l?u=36DDDCA&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
Iowa Association of School Librarians</a> produced <a href="http://www.benchmarkemail.com/c/l?u=36DDDC9&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
this short video</a> to describe how librarians - whom they assert are teachers first and foremost – can transform schools. The video highlights the values and skills librarians bring to school settings, proposing a student-centered, community-inclusive framework
for libraries in schools. Ultimately, librarians are considered strategic assets in schools’ mission to support critical literacy and life-long learning. Watch to learn more!
</span><br>
<b><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:#7B120E"><br>
<strong><span style="font-family:"Arial","sans-serif"">Something to Use! </span>
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<p class="MsoNormal"><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">In honor of honor of this year’s National Library Week, the American Library Association (ALA) released
<a href="http://www.benchmarkemail.com/c/l?u=36DDDCB&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
The State of America’s Libraries: 2014</a>. The report discusses various aspects of information literacy and the role of libraries in five critical goal areas: literacy, inquiry, social and emotional growth, creativity, and imagination. Additionally, the report
shares findings from a national survey that confirms the public’s interest in retaining a robust library system for schools and communities. However, while considered vital in the U.S., school budget cuts have resulted in underfunding and neglect of school
libraries, adding to an information literacy gap. As the information literacy gap continues to increase, the current state of library services in schools and communities must be discussed in a larger context.
<a href="http://www.benchmarkemail.com/c/l?u=36DDDCB&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
This report</a> provides students, teachers, and parents with valuable knowledge to help initiate the conversation in their communities.
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<strong><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#7B120E">Reference List:
</span></strong><b><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#7B120E"><br>
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</span></b><strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Educate:</span></strong><strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif"">
</span></strong><b><span style="font-size:9.0pt;font-family:"Arial","sans-serif""><br>
</span></b><b><br>
</b><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Asselin, M., & Doiron, R. (2008). Toward a transformative pedagogy for school libraries 2.0.
<em><span style="font-family:"Arial","sans-serif"">School Libraries Worldwide, 14</span></em>(2), 1-18.</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Becvar, K., & Srinivasan, R. (2009). Indigenous knowledge and culturally responsive methods in information research.
<em><span style="font-family:"Arial","sans-serif"">Library Quarterly, 79</span></em>, 421-441.
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</span><br>
<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Collins, J. (1995). Literacy and literacies.
<em><span style="font-family:"Arial","sans-serif"">Annual Review of Anthropology, 24</span></em>, 75-93.</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Doherty, J. J. (2005-06). Towards self-reflection in librarianship: What is praxis?
<em><span style="font-family:"Arial","sans-serif"">Progressive Librarian, 26</span></em>, 11-17.</span>
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<span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:black">Freire, P. (1993).
<em><span style="font-family:"Arial","sans-serif"">Pedagogy of the oppressed</span></em>. New York, NY: Continuum Books.
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif""><br>
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<span style="color:black">Freire, P. & Macedo, D. (1987). <em><span style="font-family:"Arial","sans-serif"">Literacy: Reading the word and the world</span></em>. South Hadley, MA: Bergin & Garvey.
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<span style="color:black">González, N., Moll, L., & Amanti, C. (2005). <em><span style="font-family:"Arial","sans-serif"">Funds of knowledge: Theorizing practices in households, communities and classrooms</span></em>. Mahwah, NJ: Erlbaum.</span>
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<span style="color:black">Jimenez, R. T. (1990). The history of reading and the uses of literacy in colonial Mexico (Technical report no. 494). Retrieved March 13, 2014 from
<a href="https://www.ideals.illinois.edu/bitstream/handle/2142/17965/ctrstreadtechrepv">
https://www.ideals.illinois.edu/bitstream/handle/2142/17965/ctrstreadtechrepv</a>
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01990i00494_opt.pdf?sequence=1 <br>
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<span style="color:black">Lievrouw, L. A., & Farb, S. E. (2003). Information and social equity.
<em><span style="font-family:"Arial","sans-serif"">Annual Review of Information Science and Technology, 37</span></em>, 499-540.</span>
<br>
<br>
<span style="color:black">Luke, A. (2012). Critical literacy: Foundational notes.
<em><span style="font-family:"Arial","sans-serif"">Theory into Practice, 51</span></em>(4), 4-11.</span>
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<br>
<span style="color:black">Meneses, J. Momino, J. M. (2010). Putting digital literacy in practice: How schools contribute to digital inclusion in the network society.
<em><span style="font-family:"Arial","sans-serif"">The Information Society: An International Journal, 26</span></em>, 197-208. Doi: 10.1080/01972241003712231</span>
<br>
<br>
<span style="color:black">Mossberger, K., Tolbert, C. J., & McNeal, R. S. (2008).
<em><span style="font-family:"Arial","sans-serif"">Digital citizenship: The internet, society, participation</span></em>. Cambridge, MA: MIT Press.
</span><br>
<br>
<span style="color:black">Neuman, S. B. & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods.
<em><span style="font-family:"Arial","sans-serif"">Reading Research Quarterly, 36</span></em>, 8-26.</span>
<br>
<br>
<span style="color:black">Overall, P. M. (2009). Cultural competence: A conceptual framework for library and information science professionals.
<em><span style="font-family:"Arial","sans-serif"">The Library Quarterly, 79</span></em>, 175-204.
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Pettigrew, A. M. (1972). Information control as a power resource. <em><span style="font-family:"Arial","sans-serif"">Sociology, 6</span></em>, 187-204.
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Pribesh, S., Gavigan, K., & Dickinson, G. (2011). The access gap: Poverty and characteristics of school library media centers.
<em><span style="font-family:"Arial","sans-serif"">The Library Quarterly, 81</span></em>, 143-160.
<br>
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Smith, A. J. M. & Brown, N. J. (2013). Crossing the language barrier: The potential for school librarians in facilitating cross-cultural teaching and learning in the school library. In M. J. Dow (Ed.),
<em><span style="font-family:"Arial","sans-serif"">School libraries matter: Views from the research</span></em>. Santa Barbara, CA: ABC-CLIO, LLC.
<br>
<br>
Teaching Tolerance (2014). Looking at race and racial identity through critical literacy in children’s books. Retrieved April 25, 2014 from
<a href="http://www.tolerance.org/lesson/looking-race-and-racial-identity-through-critical-literacy-c">
http://www.tolerance.org/lesson/looking-race-and-racial-identity-through-critical-literacy-c</a>
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Yu, L. (2006). Understanding information inequality: Making sense of the literature of the information and digital divides.
<em><span style="font-family:"Arial","sans-serif"">Journal of Librarianship and Information Sciences, 38</span></em>, 229-252.
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Zins, C. (2007). Conceptual approaches for defining data, information, and knowledge.
<em><span style="font-family:"Arial","sans-serif"">Journal of the American Society for Information Science and Technology, 58</span></em>, 479-493.
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<em><span style="font-family:"Arial","sans-serif"">Disclaimer:</span></em> <br>
<br>
<em><span style="font-family:"Arial","sans-serif"">Great Lakes Equity Center is committed to the sharing of information regarding issues of equity in education. Reference in this newsletter to any specific publication, person, or idea is for the information
and convenience of the public and does not necessarily reflect the views and opinions of Great Lakes Equity Center. The contents of this newsletter were developed under a grant from the U.S. Department of Education. However, these contents do not necessarily
represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.</span></em>
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<span class="ggyogwrqoutx"> </span><strong><span style="font-size:18.0pt;font-family:"Arial","sans-serif";color:white">May 2014</span></strong><strong><span style="font-size:18.0pt;color:white">
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<strong> </strong><strong><span style="font-size:13.5pt;font-family:"Arial","sans-serif";color:white">Meet the Authors:</span></strong>
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<span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:white">The newsletter at Great Lakes Equity Center is written and edited by
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD0&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
<span style="color:white">Kitty Chen, Erin Macey, Juhanna Rogers, Marsha Simon, Seena Skelton, and Kathleen King Thorius</span></a>.
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<a name="spotlight"></a><strong><span style="font-family:"Arial","sans-serif"">Equity Spotlight</span></strong>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><br>
Sheryl L. Mase is the assistant director at the Library of Michigan, where she has worked for 13 years. Sheryl devotes her career to the establishment of more equitable access to information and literary resources for all communities. As the assistant director,
she directs statewide library services, which includes the oversight of federal grant administration, certification and professional development for librarians, broadband development, public access computing, collaborative projects, and consulting. Sheryl
is also responsible for the coordination and management of the Library of Michigan’s flagship program, the
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD2&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank">
<span style="color:white">Michigan eLibrary</span></a>. <br>
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Sheryl’s experience with social justice work began in college, leading her to explore issues related to intellectual freedom. As an undergraduate student at the University of Michigan, Sheryl became acutely aware of socio-economic inequities, particularly with
relation to community protection initiatives. From her perspective, information must not only be for the privileged elite, especially if Americans are serious about being a democratic nation with guaranteed First Amendment Rights. “Thomas Jefferson said that
an informed citizenry is at the heart of a dynamic democracy, which is often quoted as ‘intellectual freedom is the cornerstone of democracy’ and this has always made sense to me. Information is power - power to the people.”
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To Sheryl, the process of uncovering equity issues for K-12 education may differ somewhat from uncovering those in the library world. However, at the root, the process has the same tenets. Sheryl believes that the economic stratification of American families
contributes to the growing literacy gaps between middle class and low-income households. Everyone needs to be committed to solving the problems surrounding access and opportunities. Sheryl asserts that the career of a librarian centers on providing resources
and creating pathways that expose the community to information; she also challenges all citizens to use their political power to support libraries.
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<b><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:white"><br>
</span></b><a name="upcomingevents"></a><strong><span style="font-size:18.0pt;font-family:"Arial","sans-serif";color:white"> Upcoming Events
</span></strong><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:white"><o:p></o:p></span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Illinois
</span></strong><b><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white"><br>
</span></b><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">May 14-15, 2014
<br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD3&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:whitesmoke">Education Recognition Program Illinois Showcase</span></a>
<br>
Chicago, IL <br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><br>
May 21, 2014 <br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD4&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">Advancing Evaluation Implementation for Special Education Personnel Workshop.</span></a>
<br>
O'Fallon, IL <br>
<br>
May 22-23, 2014 <br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><a href="http://www.benchmarkemail.com/c/l?u=36DDDD5&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">2014
Chicago International Conference on Education <br>
</span></a></span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">Chicago, IL
<br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><br>
<br>
</span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Indiana</span></strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">
<br>
May 27-31, 2014</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74">
<br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><a href="http://www.benchmarkemail.com/c/l?u=36DDDD6&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">National
Conference on Race and Ethnicity</span></a> </span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">Indianapolis, IN
<br>
<br>
<br>
</span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Michigan
</span></strong><b><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white"><br>
</span></b><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">July 29-31, 2014</span><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">
<br>
</span><u><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><a href="http://www.benchmarkemail.com/c/l?u=36DDDD7&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">2014
Summer Leadership Conference </span></a></span></u><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">
<br>
Marie, MI <br>
<br>
October 30, 2014 <br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD8&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">Legislative, Education & Advocacy Day (LEAD)</span></a>
<br>
Lansing, MI<strong><span style="font-family:"Arial","sans-serif""> </span></strong><b><br>
</b></span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><br>
<br>
</span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Minnesota
</span></strong><b><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white"><br>
</span></b><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">May 13, 2014
<br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDD9&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">The Other Side of Poverty in Schools</span></a>
<br>
Minneapolis, MN<strong><span style="font-family:"Arial","sans-serif""> </span></strong><b><br>
<br>
</b></span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">October 16-17, 2014</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74">
<br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><a href="http://www.benchmarkemail.com/c/l?u=36DDDDA&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">2014 Education
Minnesota Professional Conference</span></a> </span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74">
<br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">St. Paul, MN</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74">
<br>
<br>
<br>
</span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Ohio</span></strong><strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">
</span></strong><b><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white"><br>
</span></b><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">June 16-18, 2014
<br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDDB&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">OERC Conference: Connecting Research, Practice, and Policy</span></a>
<br>
Columbus, OH <br>
<br>
June 18, 2014 <br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDDC&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">Half-Day Learning Session hosted by Ohio Education Research Center</span></a>
<br>
Columbus, OH <br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><br>
<br>
</span><strong><span style="font-size:10.0pt;font-family:"Arial","sans-serif";color:white">Wisconsin</span></strong><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:white">
<br>
May 17, 2014 <br>
<a href="http://www.benchmarkemail.com/c/l?u=36DDDDD&e=4881CA&c=2C391&t=0&l=5F406EE&email=eE7Zd%2B0x4baPcs2EkrTzvgM1mADixvgX" target="_blank"><span style="color:white">Next Door's 25th Annual Walk fo Children</span></a>
<br>
Milwaukee, WI <br>
<br>
</span><span style="font-size:9.0pt;font-family:"Arial","sans-serif";color:#857F74"><o:p></o:p></span></p>
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