Collection Development Diversity Statement

Patrick Carr
Patrick Carr
Last updated 
This statement is recommended for inclusion in the collection development policies of the libraries of CSCU Library Consortium. It was endorsed by the CSCU Council of Library Directors on May 20, 2022.

The statement was adapted, with permission, from the University of San Francisco's Collection Development Diversity Statement. The adaptation was carried out by the Collection Analysis & Review Task Force of the consortium’s Equity, Diversity, Inclusion, & Social Justice Team.  


Diverse, Equitable, and Inclusive Collections

[Library name] is dedicated to curating equitable and accessible collections in service of our diverse learning community. Consistent with the CSCU Library Consortium’s mission statement, we support success, equity, diversity, social justice, and access to resources that spark creativity and intellectual enrichment. (https://www.ct.edu/libraries/strategic). We acknowledge long-standing systemic biases and structural inequities that have shaped how information is created, disseminated, organized, and accessed, as well as the role libraries have played in upholding these systems (Baildon et al., 2017; Bourg, 2016). To dismantle these structures based on power and privilege, we strive to build intentional collections that recognize, value, and embrace the diverse experiences and multiple identities within our community. These identities and experiences include, but are not limited to, race, ethnicity, gender identity, socioeconomic status, sexual orientation, ability, culture, language, geographic origin, level of education, religion, age, and size. By purposefully developing diverse, equitable, and inclusive collections, we aspire to foster a community of scholars and lifelong learners who engage in critical inquiry and social justice that reflects their own backgrounds and the backgrounds of others.

Definition of Terms
Given the myriad definitions, interpretations, and assumptions about “accessible collections,” “diversity,” “equity,” and “inclusion,” we collectively seek to ground ourselves first in a shared language and foundational understanding. After consulting a number of sources, including those from our professional library associations (American Library Association, 2017; Association of College & Research Libraries, 2012), we put forth the following definitions to inform our philosophy:
  • Accessible collections can be accessed by community members of all abilities and disabilities. We recognize that ableism oppresses and discriminates against people with disabilities and advantages those without disabilities (Adams & Bell, 2016, p. 304). The library prioritizes the selection and acquisition of resources that are accessible to all, whenever possible.
  • Equity is not the same as formal equality. Formal equality implies sameness. Equity, on the other hand, assumes difference and takes difference into account to ensure a fair process and, ultimately, a fair (or equitable) outcome. Equity recognizes that some groups were (and are) disadvantaged in accessing educational and employment opportunities and are, therefore, underrepresented or marginalized in many organizations and institutions. The effects of that exclusion often linger systemically within organizational policies, practices, and procedures. Equity, therefore, means increasing diversity by ameliorating conditions of disadvantaged groups. (Adapted from National Association of Social Workers). Adopted by ALA Council in 2017 per the recommendation of the ALA Task Force on Equity, Diversity, and Inclusion.
  • Diversity can be defined as the sum of the ways that people are both alike and different. Visible diversity is generally those attributes or characteristics that are external. However, diversity goes beyond the external to internal characteristics that we choose to define as ‘invisible’ diversity. Invisible diversity includes those characteristics and attributes that are not readily seen. When we recognize, value, and embrace diversity, we are recognizing, valuing, and embracing the uniqueness of each individual. (Adapted from National Education Association). Adopted by ALA Council in 2017 per the recommendation of the ALA Task Force on Equity, Diversity, and Inclusion.
  • Inclusion means an environment in which all individuals are treated fairly and respectfully; are valued for their distinctive skills, experiences, and perspectives; have equal access to resources and opportunities; and can contribute fully to the organization’s success. (Adapted from Society for Human Resources Management, Hewlett Packard, and Ferris State University) Adopted by ALA Council in 2017 per the recommendation of the ALA Task Force on Equity, Diversity, and Inclusion.
  • Social Justice focuses on power dynamics among different groups of people while acknowledging historical and institutional inequities. It has a vision of a society with equitable distribution of resources, in which “all members are physically and psychologically safe and secure, recognized, and treated with respect.” (From Teaching for Diversity and Social Justice, Adams, Bell, Goodman, and Joshi, 3rd ed., Routledge 2016)

References

Acknowledgements 

We gratefully acknowledge the University of San Francisco Gleeson Library Geschke Center, which provided permission to adapt and use their statement. That statement in turn drew on statements by MIT Libraries (“Creating a Social Justice Mindset: Diversity, Inclusion, and Social Justice in the Collections Directorate of the MIT Libraries”) and the University of Maryland Libraries (“Collection Development Diversity Statement”), and we also wish to acknowledge those organizations.