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Definition and Key Indicators Sample questionsBeginning (1)Developing (2)Progress (3)Not Applicable (0)BenchmarkData sources
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1. DiversityThe ways in which people and groups differ
in ideas, perspectives, and values1
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1a. Compositional Diversity [Race and ethnicity]Diverse representation in content, materials, environments, aesthetics, perspectives, methods, and knowledge; various applications and implies respect. How is compositional diversity represented and supported in collections workflows? Is compositional diversity wide ranging or stereotypical and narrow ? How does the compositional diversity of some groups compare with that of the dominant culture group? If we could improve compositional diversity in collections, what would this look like? Awareness about the compositional diversity and acceptance of dominant cultures and areas for improvementHas measurable quantiative procedures to assess compositional diversity; plan development or actively identified areas for improvement of gaps
and ways to fill them.		Strong quantitative evidence of compositional diversity; Plan and/or structure(s) in place to sustain compositional diversity as a value.University DIAP data contains comprehensive compositional diversity reports, definitions
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1b. Promotes Inclusivity “the act of creating environments in which any individual or group can be and are welcomed, represented, present, respected, supported, and valued to fully participate; in words and actions; this is different than diversity e.g., a diverse group is not always inclusive”2. Can you think of examples of library workflows that promote collections inclusivity and demonstrate welcoming, representation, support, value and full participation? In what ways are individual and groups included fully in library collections at the library in actions or words?Inclusion may or may not be practiced; not consistently evident in action or word; not clearly communicated as a value of the institution.Inclusion is practiced but inconsistent in action or word at some levels of participation; it may or may not clearly understand the institution's value.Promotes and requires respectful inclusion of all peoples in action, word, opportunity, and representation at all levels of participation; this is a clearly understood value of the institution.
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1c. Cultural Competency “More than cultural awareness; “ acknowledges and responds to the unique worldviews of different people and communities3; requires a range of awareness, knowledge, and skills including the ability to adapt, dialogue, deal with conflict and the dynamics of oppression and
inequality”4. 		How do library collections respond to unique worldviews of different people and communities? How does the library workflow support this range of awareness, knowledge and skills? How does the library adapt, deal or dialogue about inequality relative to collections and the processes that support them? What evidence exists for cultural competence? What score could we give for cultural competency in collections?Evolving awareness of other cultural knowledge, perspectives, and practices; representative of dominant culture/"whiteness"; no contemporary targeted evaluation for inequalityEvolving awareness of other cultural knowledge, perspectives, and practices; some incorporation of other worldviews and communities through specific incidents (not holistic); active plan to re/evaluate for inequality. Language, approaches, tone, guidelines, functions do not center dominant culture/"whiteness"; it takes into account other worldviews and communities by considering and actively counteracting contemporary examples of inequality and stereotypes e.g. over policing.
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1d. Representation
Representation works toward egalitarianism versus hegemony; representation differs from diversity by allowing for authenticity from the source, not reliance on other forms, sterotypes, sources, etc.How would we score representation of black material and culture in BUL’s collections? Do workflows support egalitarianism or hegemony about different groups of people? Do we rely on resources that are not "authentic from the source"? Do researchers have access to only a few types of materials?
Representation is a stated value but not formally integrated into operations or practices; diverse representation is varied without clear definition and lacks interconnectedness and direction toward egalitarianism.Representation is integrated into some current practices, but is not a main mode of operating or practice; it is often specific to certain areas, projects or functions. Often the few examples are inaccurately promoted as representative of the whole; interconnectedness may or may not be demonstrated.Representation is consistently, purposefully represented/evident in a holistic way; explicably interconnected throughout all aspects; hegemony is actively counteracted.
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2. EquityEqual opportunities, outcomes, and treatment sustained through systems and structures; absence of marginalization; recognizes the rights of all; decenter
Whiteness
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2a. Demonstrates Fairness/Equity in Process Allocation; “the fair and equitable distribution of good and harm, and/or the social benefits and social costs, across the spectrum”5Does fairness/equity factor into decision making about collections and associated workflows? Is fairness/equity communicated about collections? Is it measured?Fairness is a perceived practice; no evaluation toward equity for all has been done. Marginalization likely occurs.Fairness is an articulated practice; some practices have been updated but no holistic or vetted approach has been taken; marginalization may or may not occur; rights of all are perceived to be respected.Fairness is articulated, benchmarked, assessed, and structurally enforced; Proven equity for all peoples from beginning-to-end; attempts at marginalization are not successful; rights of all are respected and accounted for.
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2b. Counteracts Cultural Racism “...representations, messages and stories conveying the idea that behaviors and values associated with white people or “whiteness” are automatically “better” or more “normal” than those associated with
other racially defined groups”6		What messages and stories do collections currently tell? Are all groups represented as better? Do current collections and related workflows support or counter cultural racism? What collections related examples can you think of? Whiteness is not decentered and others are expected to operate within the existing framework.Some efforts are being made to decenter Whiteness in certain functions, operations and services (in part); others are expected to operate within the existing framework.Whiteness is decentered in any way that provides advantage or privilege including but not limited to structure, process, prerequisite understandings and optional decision-making.
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2c. Use of Current or Relevant Taxonomy
Terminology used; introduction of new terms, changes, and accommodating evolution. Does it support equity? Is it culturally vetted, sensitive and appropriate? Internal and external influences, actors, and
implications.		How does our descriptive metadata and other access points (website, social media, etc) for our collections score for terminology that supports equity? Do workflows support updates of terminology or are translations often needed? Do researcher find what they need with ease?Terminology is outdated or inconsistent; does not support equity and/or has not been culturally vetted; no system in place to support changes.Terminology is somewhat relevant, equitable and culturally vetted; updates are on a case by case basis; a system may or may not be in place to sustain this practice.Terminology used is relevant, supports equity, culturally vetted and updated as needed; systems in place sustain this practice.
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3. AccessAll users can engage in the services, offering, opportunities in all formats including digital, physical, and in-person
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3a. Security
By/Of Objects and people; materials remain intact and secure from theft and damage; Support privilege or oppression? Legal and
procedural responsibilities.7		How would you rate collections security? Do you feel safe and able to secure collections in your workflow? Is security for digital, physical and in-person access understood? Can you think of various collections security scenarios and be confident colleagues would respond in the same way? What are ways current object and people security is equitable or not? Objects are prioritized over people (or vice versa) - no balance; processes and protocols for security that may or may not be outdated and demonstrate inequity and current social justice issues. Inconsistent methods, processes and protocols for security; somewhat or heavily dependant on staff choice; objects are prioritized over people (or vice versa); some vetting and changes to functions and operations for equity and social justice issues, but not holistic and/or consistent.The methods, processes and protocols for security protect people and objects without reinforcing inequity, stereotypes and known social justice issues, including but not limited to over policing, identification, issue escalation, questions/ing, communication of rules/regulations, access, and operational consistency. Alignment with University regulations.
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3b. Risk
Institutional, Legal, Societal; Liability MitigationAre the legal and societal collections risks understood? Do they reflect equity? Are risks discussed and are they actively mitigated thinking about all types of access? and communities?Undefined or unclear correlation between operations and actual risk and/or how it relates to equity and social justice values/principles.Somewhat clear and defined correlation between operations and actual risk; some understanding of the relationship to equity and social justice values/principles. Clear and defined correlation between operations and actual risk that reflect equity and social justice values/principles.
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3c. Help/Assistance “...address information needs of users. These include from circulation services, reference services, online information services, inter library loans, and information literacy skills training.”8Do all users have access to equal assistance? How are complaints handled? Is there regular training? Are there "blind spots" they may not be addressed? Please provide some examples.Assistance is provided mostly in an inconsistent and/or in an inquitable manner; this is in part related to staffing issues or another factor; complaints/feedback about this issue are received, but it is understood not much can be done. No formal training for staff.Assistance is provided mostly in a consistent and equitable manner, but gaps remain; complaints/feedback about this issue have been received and modifications may or may not have been put into place. Inconsistent formal or informal training for staff.All users have access to equal and consistent assistance for their library needs in a safe environment; complaints/feedback are rarely received about this. Training is conducted on a regular basis for staff.
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4. AccountabilityWays the Library holds itself to goals and actions; must be visible, with a transparent agenda and process.9 Diversity and Inclusion Action Plan (DIAP) Action Plan (2016): "Brown is committed to the thorough, fair and transparent enforcement of these polices and processess" 10
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4a. Existing/Current Policy Do documented policies exist around this topic? Are they known/communicated and accessible to all? Is social justice addressed?Do documented policies exist for collections? Are they known/communicated and accessible to all? Is social justice addressed?No policy but process is understood or mapped.Policy exists but is outdated or is currently being updated; social justice issues may or may not be addressed; knowledge of policy existence is unclear or
clear.		Current policy exists, clearly known and accessible; social justice issues are addressed within
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4b. Feedback Mechanism
Way to receive positive and negative comments, questions and concerns; anonymous or not; beneficial to an institutionWhat are the feedback methods? How are they communicated and managed? Are there ways to circumvent the current mechanism or system? How can this area be improved? Is feedback accessible to users in different and accessible ways?No existing or formal method(s) to receive feedback; issues may be referred to manager for action.Both formal and informal method(s) for feedback; may or may not be collected; acted upon at various levels by managers with no centralized reporting.Multiple formal ways to receive identified and anonymous feedback; feedback is collected, reviewed and acted upon as needed; more than one person is responsible for transparency.
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4c. Responsibility Accountability; institutional enforcement; clear communication and understandingAre responsibilities for collections clear and traceable? Could you create a beginning to end flow chart and feel confident it would match other department colleagues understanding? Is responsibility enforced and clearly communicated? How are changes addressed and enacted with accountability? Is it clear what is library specific and what is more University purview?Few levels of accountability are identified and traceable in an operational way (institutional and personal); enforcement parameters and consequences are unclear and inconsistent are mapped from the individual to the larger institution; no clear point person(s) identified demonstrating formalized responsibility; information is not clearly communicated. Some levels of accountability are identified and traceable in an operational way (institutional and personal); enforcement parameters and consequences tend to be consistent; point person(s) may or may not be clearly identified demonstrating formalized responsibility; information may or may not be clearly communicated. All levels of accountability are identified and traceable in an operational way (institutional and personal); enforcement parameters and consequences are clearly mapped from the individual to the larger institution; point person(s) clearly identified demonstrating formalized responsibility; information is clearly communicated.
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4d. "Decision Points"Critical look at independent and automatic steps to alleviate inequalityIs it clear what decision points are independent and automatic around collections and related processing? Are decision points regularly evaluated and is equity part of that? How are decision points identified and addressed in process, policy, operations within your department?No evaluation to identify decision points and intersections of potential inequality.Some or targeted evaluation to identify decision points and intersections of potential inequality (not holistic); usually on a case by case basis and changes are likely circumstantial; some changes may or may not have resulted in changes to process, operations and policy.Thorough evaluation to identify decision points and intersections of potential inequality resulting in demonstrated changes to process, operations and policy.
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4e. Education/Training
Are the education, training, and tools accessible and
available to foster, ensure and manage accountability?		Is current training or educational offerings topical and effective related to collections? Do current trainings clearly communicate a relationship to accountability? Do you feel like you have what you need to do your job effectively and understand the overall connection to library operations?Training is accessible; may or may not be supported or coordinated around specific needs.Training is accessible and is inconsistently offered or permitted; may not be aligned with specific areas or jobs.Training is accessible and available; it is supported by management and is topical and effective; the plan fits into the overall operations of the department.
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4f. Communication Varied and reinforced messaging at all hierarchical levels about Brown University social justice priorities and valuesAre social justice priorities communicated about collections consistently and clearly? Is the message easily understood and applicable? Are improvements needed? What are examples can you think of?Not evident in most processes, policies and operations; can be interpreted as optional and/or unclear in application. Infrequent and/or very narrowly defined social justice priorities and values that are "isolated" in relation to broader operations; varying levels of incorporation (process, policy and operations); may or may not be clearly understood.Social justice priorities and values are varied and reinforced at all levels including processes, policies and operations; clearly understood and regularly conveyed.
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4g. Reward & Incentives
Is there a informal or formal system for
reward that supports social justice		How does your department or library reward social justice? Are the parameters for incentives or reward clearly communicated and understood? Do they work?No formal or informal system for reward that supports social justice.Informal system for reward that supports social justice.Formal system for reward that supports social justice
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5. Power RelationshipsPower is unequally distributed; some individuals or groups wield greater power than others, thereby allowing them greater access and control over resources; Power may also be understood as the ability to influence others and impose one’s beliefs. All power is relational, and the different relationships either reinforce or disrupt one another. Power is not only an individual relationship but a cultural one, and power relationships are shifting constantly. Power can be used malignantly and intentionally, and individuals within a culture may benefit from power of which they are unaware. 11
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5a. Positional Awareness (individual level)“...thoroughly examining our own lifestyle, thoughts, and assumptions—particularly our cultural assumptions and the situations those beliefs affect; understanding position in society and our experience of privilege and oppression.”12No or very littleopportunity to assess awareness and no or minimal adjustments toward social justice in various demonstrated ways.Some opportunities to assess awareness and make adjustment(s) toward social justice in at least one way.Ample opportunities to assess awareness and made adjustments toward social justice in a variety of demonstrated ways.
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5b. Social Cognition (community level)What assumptions are being made connected to the protected characteristics: race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), national origin, age (40 or older), disability and genetic information. These can be both positive and negative, but should be identified. "People’s assumptions about how the world works are based in large part on their life experiences, which are often greatly shaped by their experiences of privilege and racism. Groups need to take these different perspectives and world views into account when laying out their collective work."How does social cognition impact BUL's collections? Think specifically about every phase of the collection lifecycle.No or very little evaluation of assumptions and no or minimal adjustments toward social justice in various demonstrated ways.Some evaluation of assumptions and some adjustment(s) toward social justice in at least one way.Thoroughly evaluated assumptions and made adjustments toward social justice in a variety of demonstrated ways.
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5c. Identify Colonial & post Colonial Legacies (global level)How does Decolonization apply? Global and historical understanding of how things came to be; imperialism and the lasting indirect and direct aftermath; including social, political, economic, exploitation, displacement, genocide, etc.13Do you observe that there is an understanding and/or dialogue about how BUL's collections reflect and/or reenact colonial structures of knowledge? Do you observe any conscious efforts to decolonize the collections?No or very little evaluation of colonial and post colonial impacts and no or minimal adjustments toward social justice in various demonstrated ways.Some evaluation of colonial and post colonial impacts and some adjustments toward social justice in at least one way.Thorough understanding of colonial and post colonial histories, legacies and effects and applicable antithetical adjustments in a variety of demonstrated ways toward social justice.
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6. Financial SystemsRe/aligning social justice priorities with the financial systems and structures of the institution; including production, consumption, allocation, distribution.
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6a. FundraisingDiverse donor composition, awareness of social justice priorities and clarity about the range of influence (including duration); explicit fundraising goals toward social justiceDoes BUL's fundraising agenda for collections explicitly include social justice goals including, but not limited to, cultivating a diverse philanthropic base and creating specific social justice priorities. If you do not have firsthand knowledge, please extrapolate from your best understanding. Donor composition is
heavily skewed toward
hegemony; no or little
awareness of social
justice priorities and
range of influence		New and diverse donors are actively solicited; composition is changing and becoming
more diverse; social justice priorities are known, relationships are and expectations
Diverse composition and interests represented, clear documentation, social justice priorities are clearly understood, well-managed relationships, and expectations are mutually sustainable.
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6b. Funding StrategyInternal and External influences, challenges and risks; are there broader campus related implications? Are we mapping social justice priorities throughout with accountability and a comprehensive strategy?Is social justice part of the spending strategy for collections across all formats and disciplines?No relationships between funding and social justice impact (use, distribution, guidelines) are planned or demonstrated with balance toward equity. Some relationships between funding and social justice impact (use, distribution, guidelines) are planned and evident; demonstrated in association with other information (not specifically); may or may not demonstrate a relationship toward equity or be evaluated. Relationships between funding and social justice impact (use, distribution, guidelines) are planned and clearly demonstrated with balance toward equity. This is formally evaluated on a regular/annual basis.
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6c. Funding AssessmentRegular assessment of financial spending and reporting that results in changes toward social justice goals. Monies spent reflect priorities of equality, and diversity; understanding of structured funding vs. Library decision-makingDoes the Library regularly assess its collections expenditures against social justice goals?Unknown distribution of funds in correlation with
social justice priorities or informal correlation		Isolated formal or informal assessment correlation with social justice priorities is vague
or limited, not holistically integrated Library framework		Consistent assessment, effectively implements
adjustments, correlation with social justice priorities demonstrated in detail and holistically within Library budget framework
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6d. Resource Allocation
Distribution of funds, people and time for tasks that align with social justice goals and priorities; overall structure supports social justice goalsDo social justice goals inform how resources are allocated to collections across all formats and disciplines?Inadequate resources and structure to support social justice needs and goals overall.Somewhat adequate resources and structure to support social justice needs to support social justice needs and goals; improvements and restructure may be needed.Adequate resources and structure to support social justice needs and goals; regular evaluation and modifications demonstrate sustainability.
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6e. Suppliers/VendorsDiverse professional and ethically vetted suppliers that align with priorities; including local/regional/ global distribution.How do our collection vendors and suppliers score in terms of their diverse and ethically obtained materials and compositionally diverse ownership and staff?Unknown whether vendors/suppliers are
diverse or vendors/suppliers are slightly diverse		Vendors/suppliers come from a known small group and are slightly diverse in ownership, staff, material offerings, subjectsBroad diversity of vendors/suppliers with regular review for diverse and ethical materials and compositionally ownership, staff,
diverse material offerings, subjects
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7. Alignment with BUL and Brown University Missions Connectedness to the mission and goals of the Library and the University, especially in regard to racial justice and counteracting anti-black racism
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7a. Academic Curriculum Alignment
(process)		Are the social justice information needs (domestic and global) of students, faculty being met through available Library resources? Materials support and are used for regular course instruction. Citing a 2016 letter by President Paxon re: Pathways to Diversity and Inclusion: An Action Plan for Brown University (DIAP): "Curriculum: The plan focuses on ensuring that students can thrive in their chosen fields of study, while providing opportunities to learn about diverse perspectives." 14Are the social justice information needs (domestic and global) of students, faculty being met through available Library collections? Unknown if needs are being met or informal processes or irregular pursuitSome formalized assessments put into place on a regular or irregular basis for one or
some disciplines		Regular systematic qualitative and quantitative vetted assessment is put into
place across disciplines
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7b. Supports Academic Execllence and Research (process and product)Brown is a research institution where the creation of knowledge is part of the fundamental mission; supporting our faculty and students in all aspects of their research activities from the conception of new ideas through the dissemination of the knowledge they create.13; Citing a 2016 letter by President Paxon re: Pathways to Diversity and Inclusion: An Action Plan for Brown University (DIAP): "Academic Excellence: The DIAP calls for increased scholarly resources to support education and leading-edge research on issues of race, ethnicity, inequality, and justice around the globe." 15Do BUL's collections support academic excellence and research as described in the DIAP?Research information is identified without clarifying details and/or not easily accessible to faculty and studentsResearch support is defined and more accessible for some (not all) for limited research activitiesLibrary support for research in relevant areas is well-defined, multi-faceted, communicated and available to faculty and students related to research activities
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7c. Exemplifies Brown Library Mission Statement (process)The Brown University Library advances instruction, learning, and research in the University by providing critical expertise, curated collections, and responsive technology and spaces in an environment of creativity and inclusivity.Do our collections align with the Library's mission statement?Does not fit the mission in a indirect or direct wayFits some parameters of the mission in an indirect wayFits the parameters of the mission with an adaptation for social justice in a direct and clear relatable way
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7d. Demonstrates Applicable University Priorities, Goals and Initiatives (process)Brown University Policies of Anti-Black Racism, Diversity, Equity and Inclusion (DEI)Do University goals, priorities, and initatives related to anti-black racism, and DEI inform BUL's collections? Do BUL's collections further these goals?No written alignment or standardized procedure Alignment in written formAlignment in written form and examples of accountability through a standardized procedure
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7e. Creates, Fosters and Aligns Library Opportunities Social justice is considered in the development, offerings, access and goals of all library based opportunites e.g. fellowships, proctorships, visiting scholars, work-study and career experienceIs social justice considered in library-based opportunities related to collections? No written alignment; dependant on individual conception, hiring and implementation; may or may not be accountabilitySome alignment in written form; inconsistent opportunity offerings (directly and indirectly related to social justice); may or may not be accountabilityAlignment in written form and consistent examples of accountability in reasonable proportion to other offerings
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Footnote Resources
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1
https://independentsector.org/resource/why-diversity-equity-and-inclusion-matter/
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2
https://independentsector.org/resource/why-diversity-equity-and-inclusion-matter/#:~:text=Tackling%20equity%20issues%20requires%20an,and%20valued%20to%20fully%20participate.
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3
CULTURAL COMPETENCE & SOCIAL JUSTICE: A PARTNERSHIP FOR CHANGE By Jonathan Stacks, MSW, Project Coordinator, Youth Empowerment Initiatives;
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4
https://acpacsje.wordpress.com/2013/02/05/cultural-competency-for-social-justice-by-diane-j-goodman-ed-d/
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5
https://www.capsim.com/blog/five-ways-shape-ethical-decisions-fairness-approach/
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6https://www.racialequitytools.org/glossary
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7http://www.ala.org/acrl/standards/security_theft
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8
https://www.igi-global.com/dictionary/information-literacy-support-online-students/17103
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9https://www.racialequitytools.org/glossary ;
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10University DIAP (2016)
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11https://www.racialequitytools.org/glossary
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12
https://www.racialequitytools.org/glossary ; https://courses.lumenlearning.com/austincc-learningframeworks/chapter/chapter-17-diversity-and-cultural-competency/
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13https://www.britannica.com/topic/postcolonialism
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14University DIAP (2016)
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15University DIAP (2016)
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16https://www.brown.edu/research/home
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https://www.nedcc.org/preservation101/session-1/1what-is-preservation#:~:text=Since%20the%201980s%2C%20the%20library,treatment%20of%20individual%20damaged%20items.
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https://www.nedcc.org/preservation101/session-1/1what-is-preservation#:~:text=Since%20the%201980s%2C%20the%20library,treatment%20of%20individual%20damaged%20items.
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Considerations and Resources
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First VoiceSubject(s) and creator(s) of materials are one in the same including materials in languages other than English
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Preservation“activities that reduce or prevent damage to extend the life expectancy of collections”14
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Conservation“specifically the physical treatment of individual damaged items”15
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Subject and Cultural
Expertise & Partnerships		Correlates to collections; intercultural knowledge/skills/training
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Selection ProcessSelectors and selections; clarity and transparency; Decisions made to remove, include, deny collections and the underlying process
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PartnershipsRelationships with campus and external individuals, organizations, departments,that fill a gap, provide expertise and share social
justice values
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InterpretationMetadata, Catologing, Taxonomy, Guides, Search Terms including descriptive and structural relationships and information maintenance
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