¿Quién Soy? Finding My Place in History. Personalizing Information Literacy through Faculty-Librarian Collaboration . Bárbara A. Miller
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¿Quién Soy? Finding My Place in History
Bárbara A. Miller
Chicano Resource Center Librarian, Pollak Library, California State University, Fullerton since 1998, earned a B.A. in Latin American Studies from San Diego State University, and an MLIS from the University of California, Los Angeles. Ms. Miller is the President of the Orange County Chapter of REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking. As a PhD Candidate in Information Studies at UCLA, her dissertation is entitled: “Information Border Crossing: Scholarly Communication and Information Seeking across the U.S.-Mexico Border.”
andNancy Porras Hein
Assistant Professor, Chicana & Chicano Studies Department, California State University at Fullerton. She earned a B.A. in Spanish at California State University Fullerton and her Ph.D. from University of California at Riverside. Her dissertation explored the relationship between Chicano parents and public schools. She has published articles on parent participation in schools and family. She presented papers in La Paz, Mexico, Phoenix, Chicago, Albuquerque, Florida and California on the Chicano family and on parent participation and the schools. Dr. Porras Hein has worked extensively with community agencies in Orange County, California.
This poster session describes a long-term, library instruction collaboration between a Chicana/Chicano Studies faculty member and the Chicano Resource Center Librarian at the Pollak Library at California State University Fullerton. Library instruction sessions and a web site have been developed to support a unique family history assignment created by the Faculty member to build student’s self-esteem while allowing them to place their family history into the larger historical context. The problem for the collaborators was to create library sessions and a web site that would provide students with a common set of information literacy skills while offering a specialized set of practical skills needed to successfully complete the genealogical research assignment. We discuss the challenges, solutions, and outcomes associated with personalizing information literacy standards. We conclude with our own self-assessment including suggestions for future improvements.
CHIC-305-02 CHICANO FAMILY-Schedule 11218
Tuesday and Thursday 2:30-3:45 H 521
Dr. Porras Hein
(714 278-3733)Email: email@example.com
Office Hours: Mondays10-12 a.m.; Tuesdays 1-2 p.m. and Thursdays 8-9 a.m., Humanities 312 G
The Chicano family development as an American social institution. Historical and cross-cultural perspectives. The socio-psychodynamics of the Chicano family. A focus on the Chicano family organization and its bearing upon population growth and industrialization. Attention is drawn to the extended family and the nuclear family, their linkages to indigenous family structures. Family typology, roles, cultural values from the perspective of socio-cultural psychology. Data to emphasize variations, migration, urbanization, rural, colonia and barrio life patterns.
The goal of the class is to familiarize you with the Chicano Family. Questions pertinent to the objectives to meet this goal include: Why is it important to know the history of the Chicano family in the United States? Why should we have an understanding of the Chicano family economic, social and demographic data? How can knowledge of geographic differences and experiences, with the resulting cultural values, roles and expectations of the Chicano family expand our understanding? How do theoretical frameworks aid us in studying Chicano families? The meeting of the objectives are measured by tests, presentations, class discussions and a paper.
Sandra Cisneros, The House on Mango Street
Richard Griswold del Castillo, La Familia
Robert R. Alvarez, Jr. Familia
Family origins paper-group work……………………………100
Family Issues Notebook……………………………………..100
Class participation (attend class, read and bring texts,
Ten points will be deducted for late papers.
Family Issues Notebook:
Each student is required to maintain a Family Issues Notebook containing five current newspaper, magazine and journal articles (or four articles and attendance at a Los Amigos meeting in Anaheim with a short one page report) in Education, Health, Politics and Community/Social Concerns. Bring articles as assigned for discussion.
Family History Paper
Written text must be a minimum of seven pages. Citations for data required. See the family history form for further information.
Attendance & Participation
Class participation points will be deducted for absences. Insure you sign the attendance sheet. Participation in Blackboard is vital. Read the assigned text.
Week of Feb. 4th-Introductions-Syllabus-Schedule Overview-review family history form-Read House pp.3-7 Explain Blackboard
Week of Feb. 11th-Read – La Familia, Preface and Chapters 1 and 2; Article due, divide into groups, needs assessment, film.
Week of Feb. 18th-Read –La Familia, Chapters 3 and 4; and House pp.108-109; Article due
Week of Feb. 25th-Read La Familia, Chapter 5 & 6; House pp. 103-107, Library
Week of March 4th–Read La Familia, Chapters 7 and 8; and House pp.94-100-Article due
Week of March 11th-Read Familia, Foreward, Introduction and Chapter 1; film-Family History Preliminary outline due
Week of March18th-Read Familia, Chapters 2 and 3; and House pp. 88-93, Article due
Week of March 25th-Read Familia, Chapters 4 and 5; Article due
Week of April 8th-Read La Familia, Chapter 9; and House pp. 81-87-Midterm preparation
Week of April 15th-Midterm; Family History Rough draft due;
Week of April 22nd–Familia film, Presentations
Week of April 29th-Presentations; Family issues notebook due
Week of May 6th-Presentations-Family History paper due
Week of May 13th-Presentations
Week of May 20th-Presentations-Preparation for Final
Final Thursday, May 29th-2:30-4:20 p.m.
[i] Robert R. Alvarez, Jr., Familia: Migration and Adaptation in Baja and Alta California, 1800-1975 (Berkeley, University of California Press, 1987).
[ii] Ibid, xiv.
[i] Carlos Muñoz, Jr., Youth, Identity, Power: the Chicano Movement (London: Verso, 1989).
[ii] Richard Delgado and Jean Stefancic, eds., The Latino Condition (New York: New York University Press, 1998)
[iii] Rodolfo F. Acuña, Anything but Mexican: Chicanos in Contemporary Los Angeles (London: Verso, 2000).
[iv] F. Arturo Rosales, “Preface,” in Chicano! The History of the Mexican American Civil Rights Movement, 2nd ed. (Houston: Arte Publico Press, 1997), viii-xix.
[v] Peter Iadicola, “Schooling and Social Control: Symbolic Violence and Hispanic Students’ Attitudes toward Their own Ethnic Group,” Hispanic Journal of Behavioral Sciences 3, no. 4 (December 1981): 361-383.
[vi] Roland A. Andrade, “Latino Students: Struggle for Identity,” Latino Studies Journal 1, no. 2 (May 1990): 48-59.
FAMILIA HISTORY FORM
The learning objective pertaining to understanding economic, social and demographic information gained through historical accounts of
migration and immigration as well as inter-cultural understanding are accomplished through the Family History Papers. The following is a
list of information to guide your research.
You need to get names and dates of births of parents, siblings, grandparents, great grand parents, etc.
Immigration History: When, from where to where, why? Specific information as to how they immigrated. Did one come first, etc.?
Background: For example, are they indigenous, Spanish or any other group?
Work: What type of work did they do? Did female work at home? Entrepreneurs?
Roles: Are there specific roles, like gender roles? Differences between siblings in roles?
Patriarchal or matriarchal? Who is the head of the family?
How does the family identify itself? Chicanos? Mexicanos? Americans? Etc.
Lanuages spoken by members of the family? By generation.
Exogamy, Endogamy: Have members of the family married outside of the group?
What are the ties to the country of origin?
Cultural behavior: child rearing, etc.
Trace the familia history to the present. Go back as far as you can go. Gather other information. Interesting information on family
member, hobbies (like singing , playing the guitar, etc.).
Interview family members. Be sure to videotape or tape the interviews. Use the internet. Barbara Miller will provide information for
research on the internet. You will need to locate your family within a historical framework and must provide a minimum of three citations.
My great grandmother
My great grandfather
Petra Castillo Perez
Work: hacienda & housewife
Migration: Penjamo, Guanajuato
Mexico. Fled Mexican Revolution
during 1918 to Westminster, CA.
Had gold-bought house in Westminster
Died of influenza epidemic in 1920.
Understood English but preferred Spanish
“When people learn technologies they need to see themselves in the technologies. They’ll be able to learn and figure out how it’s related to them. If they can see their own presence it’ll be more important.”
“Cuando la gente aprenda usar las tecnologías, se necesita ver a sí mismo en las tecnologías. Pueden aprender y imaginarse como se relaciona consigo. Si se ven a su propia presencia, será mas importante.”
- Richard Chabran, Director of the Communities for Virtual Research (CVR) at UC Riverside (Belcher 2001).