Selecting library books is an art

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Librarians from all across Ontario met in Toronto Jan. 29 and 30 for the annual conference of the Ontario Library Association.

Crystal McGregor (Whitefish River First Nation), Lorrain Boyer (Michipicoten First Nation), Marsha White (Akwesaane Public Library), Patricia Squires (Serpent River First Nation) and Melissa Pitawaanakwat (Wikwemikong) all work in First Nations public libraries, and they all attended a workshop titled Native Resources 101: Assessing Aboriginal Materials for the Library. They heard speakers Stella Staats (Six Nations) from Goodminds.com and Bernadette Wabie (Timiskaming First Nation) from the Woodland Cultural Centre explain to a standing-room-only audience how to solve problems in choosing books.

The key question put to them was this: out of all the books published, when they are adding books to their library, what do they choose?

Also, when asked to recommend a book, what do they select?

According to Staats, their goal is "to provide good materials. There is a lot that is not good."

Content, language and illustration go together to make a book. By looking at each aspect separately, the speakers explained how to analyze a book, not just read it. Using the format of a hands-on, "how-to" session, the speakers explained the criteria for evaluating books. Participants began by looking at books that had not met the criteria. The speakers, by asking questions about the material before them, demonstrated how people can become more aware of what they read.

Staats began, "Look at the source of the content, such as who is the author, and where does the story come from? The origin of the story may be obscure."

She continued, "Where do the illustrations come from? Illustrations often don't match the content." This may involve, "taking items out of context, such as medicine masks, and not explaining them or that they are still used today."

A not-uncommon error shows all Aboriginal people dressed the same, whether they are from the West Coast, the Plains or the East.

The material in the book must be authentic, said Staats. "Where did the resources come from to produce the book? Have First Nations educators looked at the book and validated it?" The basic test, she said, is to "look at the First Nations child's perspective, whether on reserve or in town. Would that child have any concern about reading the book?"

Staats gave an example of how to be alert to vocabulary, using the word "roam" to illustrate her point.

"Indians did not roam" she said. "They knew where they were going."

Pay attention to the verb tenses, too she added. Aboriginal people should not just be written about as being in the past. "We are still here, and important."

She looked at the different factors to consider at the primary, junior-intermediate, and secondary school levels. For the later grades, she advised choosing library books that serve as "resources that give a broad overview of Aboriginal issues and themes and that recognize Aboriginal contributions to developing Canada."

Wabie looked at what books are available in Aboriginal languages. "The cultural centres are the place to go for language resources." However, she advised, "Languages are often specific to a community and the communities push to develop their own resources."

Delegates also shared how their library district is celebrating First Nations Public Library Week.

Squires said at her library they will have a "Wall of Fame" where, for one dollar, people get to add their name to the wall.

At the end of this month, writer Marilyn Dumont (Metis) participates in a literary evening sponsored by PEN Canada Readers & Writers. As part of a celebration of national Freedom to Read Week, she'll read from her book of poetry, green girl dreams mountains. The event, scheduled for Feb. 27 at the Metro Toronto Reference Library, supports access to reading, whether for those new to reading, or for those whose languages are in danger o disappearing.

See related story on page 2.