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​RAISING VISIBILITY OF LOCAL STORIES IN THE WAIMAKARIRI

31/3/2022

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Laura Caygill is the Community Experiences and Diversity Team Leader for Waimakariri Libraries. Formerly a community library manager for Auckland Libraries, Laura moved back to her hometown of Ōtautahi in 2019. She recently began learning Te Reo Māori and loves building high-achieving teams that bring about transformational change. This is her presentation from the recent LIANZA 2021 conference.
 

When Waimakariri Libraries backs a bird for Bird of the Year, you can bet we are on Team Ngutu Pare.
Ngutu pare, or wrybills, make their home along the banks of Waitaha’s braided rivers. They are small birds with distinctive curved bills that they use to dig under rocks for kai. River goers need to be careful where they place their feet lest they accidentally crush wee ngutu pare’s eggs, which are tricky to spot amongst the rocks. Without that awareness they could damage these special taonga.
Ngutu pare (or ngutu parore) is the subject of one of two picture books written and illustrated with funding from the New Zealand Libraries Partnership Programme (NZLPP). The project aims to bring local stories to life in partnership with manawhenua.
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The two stories, one featuring ngutu pare and the other the kōwaro, or Canterbury mudfish, are written by Lynne Te Aika, chair of the Tuahiwi Education Committee, and illustrated by local artist Morgan Matthews Hale of Kaitiaki Studios. Te Reo Māori and English versions of each story are being produced. 

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Ngutu Pare title page. Image credit: Waimakariri Library
WORKING WITH SENSITIVITY AND RESPECT
Working with sensitivity and respect for Te Ao Māori and sensitivities pertaining to the Wai 262 claim have been front of mind throughout this mahi. The Te Reo Māori versions use the Kāi Tahu dialect, and both stories reflect information readily available in the public domain, rather than stories that would require higher iwi consultation and approval to share, such as those of local historical knowledge.

Once the draft version of the kōwaro stories have been finalised in both languages we will look to confirm appropriate creative commons licences for the works and discuss platforms for sharing the stories and artwork with the community.

We are excited by the idea of hosting the stories online as well as having physical copies available for loan and for sale at cost, making these stories available to schools, kura and other libraries. Other possibilities include featuring the imagery from the stories in library collateral (such as book bags and on library cards) and in-library art that connects our spaces to this local fauna.

FOCUSING ON MANAAKITANGA AND WHAKAWHANAUNGATANGA
Throughout the process a focus on manaakitanga and whakawhanaungatanga have been important. Following on from kōrero over the phone, our initial meeting to discuss the project in person was a relaxed gathering held at District Libraries Manager Paula Eskett’s home, with the sharing of coffee and kai while Lynne’s mokopuna played close by on the living room floor. At this hui we were able to establish shared whānau and mahi connections and set the tone of mutual care and respect for the project.
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The project is a small step on Waimakariri Libraries’ journey to make work in partnership with manawhenua to make local stories and Te Reo Māori more visible in our spaces, building a library service that celebrates Aotearoa’s biculturalism.
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• Waimakariri District aerial shot: Looking west over Kaiapoi. In the foreground you can see land red zoned after the earthquakes. Photo credit: Waimakariri District Council
RACISM IN WAIMAKARIRI
Waimakariri is a semi-rural region in North Canterbury, with three library branches in Kaiapoi, Rangiora, and Oxford. It is a rapidly growing area, just 20 minutes north of Ōtautahi thanks to recent motorway improvements. It is home to Tuahiwi Marae, the home of Ngāi Tūāhuriri, and the site of the once prosperous Kaiapoi Pā, established by Tūrākautahi around 1700 and abandoned after it was sacked by Te Rauparaha in 1831.

Despite the significance of the area for Māori, the population of the Waimakariri District is overwhelmingly Pākeha (a 2016 article on stuff.co.nz reported it as the most pākeha region in Aotearoa) and recently it has sadly made national news for shameful incidents of racism.

In May 2021, two such stories made headlines within a week of each other. “Racist rant in Farmers store,” read a headline on stuff.co.nz on 20 May 2021, “woman arrested incident involving mosque shooting victim’s family”. One week earlier the owner of a Kaiapoi pub made headlines for what stuff.co.nz called a “racist online rant” in which he called Māori a “scourge”. He later said his comments were misconstrued and then apologised following backlash from business partners. 

The impact of these stories was felt acutely by the library team; the Farmers store is across the road from the Rangiora Library and the pub in the other incident is directly across the river from the Kaiapoi Library.

LIBRARIES MAHI TO COMBAT RACISM AND BUILD COMMUNITY IN WAIMAKARIRI
Making our libraries spaces where a sense of āhuratanga and safety are championed through greater representation of Te Reo Māori and local stories is a key part of our mahi to combat racism and contribute to a strong sense of community in the Waimakariri, as is a focus on youth engagement.

This is important across all our branches, but it is of particular significance for our library in Kaiapoi, where the percentage of the population who identify as Māori is higher than across the district as a whole. The age range of those in the district who identify as Māori is also notably younger compared to the population of the district.
We have recently appointed a full time Rangatahi Engagement Co-ordinator at Ruataniwha Kaiapoi Library, on a two-year fixed term contract. We hope that we will be able to show the benefits of the role for our hapori and gain permission for a permanent role.

Over the last two years we have promoted reading in Te Reo Māori with the Books Alive celebration of the New Zealand Book Awards for Children and Young Adults. Celebrations for Matariki and Te Wiki o te Reo Māori are a focus for my team this year, while planning for various traffic light settings of course.

All new members of our team attend a one-day workshop at Tuahiwi Marae to get to know the history of the area and the aspirations of Ngāi Tūāhuriri, and currently, two-thirds of our team have attended.

As awareness of where we place our feet along the riverbank protects the eggs of the nugutu pare, it is our hope that by taking small steps to increase awareness of Te Reo Māori and local stories as taonga to be respected and protected, we can see them, and all members of our hapori, truly flourish.  

Ka whangaia ka tupu, ka puāwai - That which is nurtured will grow and blossom.
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Two nugutapare eggs camouflaged amongst rocks. Image credit: John Hill https://commons.wikimedia.org/wiki/File:Wrybill_eggs_2.jpg
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MĀ TŌ ROUROU - COMMUNITY ENGAGEMENT AND MANA-ENHANCING PRACTICES AT MASSEY UNIVERSITY LIBRARY

30/3/2022

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Sheeanda McKeagg (Tūhoe, Ngati Porou, Ngā Ariki Kaipūtahi, Te Aitanga a Mahaki) is the Research Services Manager and Kaihautū Māori, and Kat Cuttriss is Associate University Librarian (Client Services) at Massey University Library Te Putanga ki te Ao Mātauranga. They presented their mana-enhancing process at the LIANZA 2021 conference and share it with us here.

E te tī, e te tā
Nei rā te mihi aroha ki a koutou me ōu koutou whānau
Otirā tēnā koutou katoa

The concept of mana-enhancing is not new. But it is gaining wider recognition throughout Aotearoa as people increasingly realise the power and significance of its meaning. Those two words encapsulate a range of values, including respect, professionalism, collegiality, integrity, and manaakitanga.
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In a Massey context, our university’s strategic priority for 2021-2023 is to increase Māori and Pasifika student retention and success. Relevant objectives focus particularly on the first-year Māori and Pasifika student experience and providing positive academic and supporting experiences to improve overall student outcomes. When we considered what actions library staff could take towards ensuring such positive outcomes, we saw an immediate opportunity to apply mana-enhancing practices to all interactions with our clients across the university community.
With this opportunity in mind, at the beginning of 2021, we held a planning hui with our Manawatū Information & Research Services (I&RS) team. We talked through the university’s strategic priorities and then introduced the mana enhancing concept and asked staff to brainstorm what they thought it meant. Some of the responses were:
“Freedom for all to shine”
“appreciation and respect”
“that we act with integrity”
“respectful engagement”

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Sheeanda and Kat ‘bumping into’ each other after a library staff hui online. Image supplied
Together, we co-defined mana-enhancing as respectful interactions with all members of our university community, working in a collaborative, partnership way at every opportunity.  This was a natural extension of our long-standing commitment at Massey Library to the end-user experience (UX) and user-centric approaches to service development, design, and delivery.
The team then made a collective and individual commitment to mana enhancing practices in our library work and every staff member’s PDP (performance development plan) for 2021 included at least one example of mana enhancing behaviour or practice.
Such examples of mana enhancing behaviours included:
  • KŌRERORERO: THE ART OF CONVERSATION
In a mana enhancing sense, kōrerorero is akin to the “empathy conversation” model, which can be effectively used in community engagement.  It’s a way of asking open-ended questions about the person, then listening actively and sensitively, to truly understand their feelings, motivations, pain-points and aspirations, and their lived experiences. The hallmarks of mana-enhancing kōrerorero are that it is ongoing and respectful.  It is not just a point in time interaction, where we get what we need, close off and move on. It is a commitment to an ongoing relationship.  It therefore represents a powerful way to co-design and develop library services, experiences and spaces, in true partnership and with our clients’ needs and aspirations at the heart of all we do.

  • WHANAUNGATANGA: WORK IN PARTNERSHIP
This is one of Massey University Library’s values and expresses our belief that we work in partnership to achieve more than we could do on our own. It describes the power of a true collaborative partnership with our community. We don’t just do library things for our community; we do things with, alongside, and together.  This means we can leverage and work with “what’s strong” in our community, not identify and fix “what’s wrong”.
 
An example of our whanaungatanga approach is our ongoing relationship with the Māori Student Association on the Manawatū Campus. In 2021 we invited students to an on-site hui as part of an ongoing kōrero on our upcoming library transformation project. We looked at building plans together, shared questions, and provided the opportunity for impressions and feedback to be offered over time. A sense of tuakana-teina is achieved whereby everyone brings value to the relationship and the mahi, and every viewpoint is respected. 
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Image credit: Brooke Cagle UNSPASH
  • OUTREACH: CREATING ‘BUMP SPACES’
We achieve this practice by being out and about, standing up from our desks, and getting ourselves into library client spaces, and wider campus places. We make a commitment to visit and spend time in cafes, concourse areas, academic department common rooms, and look for opportunities to ‘bump’ into folks in the coffee queue.
We also explicitly recognise this activity as having value, even if it is mostly invisible, unwitnessed and doesn’t always translate into a transactional output or an evidenced outcome.  As we put it, “there’s nothing to see from it, but everything to gain.”

WHAT DOES THIS LOOK LIKE DURING A PANDEMIC?
The in-person nature of our outreach activities during the first half of 2021 gave us pause for thought as we navigated (and continue to navigate) the pandemic.  Requirements to main physical distancing and don face masks put an obvious challenge in the way of such close, interpersonal interactions.  And how can you do this, when you have limited, or no, opportunities to ‘run into’ people, in real life?

We reflected on what we did to adapt, particularly during the lockdown of August 2021 onwards, and identified the following possibilities:
  • Create and find ‘bump spaces’ by joining university- or community-wide forums, webinars and kōrero. For example, we had several VC strategic forums in which we worked together with various university staff to co-construct our next strategic plan. 
  • “Lean into” the conversation and have a voice, a view, and an opinion.  If this feels a bit nerve-wracking, buddy up with a colleague and ‘amplify’ and mana-enhance each other, so if one of you makes a comment, the other backs it up.
  • Savour every opportunity for synchronous engagement that you can.  Take kōrero into real-time at every opportunity (by phone, Zoom, Teams) and extend the audience to include others, when possible. This is how we see, hear, and appreciate our university-wide community, and it is also how we build our own mana, get seen, heard and appreciated, in return.

THE JOURNEY NOW
A mana-enhancing commitment was included in each Manawatū I&RS team member’s PDP for 2021.  As part of the end-of-year review we encouraged our team to reflect on their mana enhancing practices and progress through 2021. We then set new, or re-set existing, individual goals for 2022. A planning hui for the team at the start of 2022 drew from our collective reflections over the preceding year to co-create a ‘team contract’ of mana enhancing practices for us all to uphold.
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We will continue to share our experiences of our mana-enhancing approach to all facets of our library mahi, with colleagues throughout Massey University and the wider sector.  
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NZ LIBRARIES PARTNERSHIP PROJECT UPDATE

21/3/2022

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The NZLPP Programme Board made some key decisions about unallocated programme funding at their 17 March meeting. These decisions were informed by the Sector Reference Group.
 
An amount of $2m is being allocated for transition payments for public libraries, allowing for up to $30,000 per local authority plus a consideration for hardship. The intention of these payments is to support libraries as they transition out of the programme. We’ll send further information around the transition payments and how to apply by the end of the month. 
 
Te Puna Services subscription fees will be waived for a further year (1 July 2022 to 30 June 2023) with the exception of the same state sector organisations previously excluded. The Te Puna Services team will be in touch with all libraries directly to confirm this.
 
Approximately $1m has been allocated for the continuation of the sustainability initiatives, including a Mātauranga Māori initiative, in the next financial year. While details are still to be confirmed, the high-level approach agreed to is to explore the establishment of a project team hosted by the National Library; and to fund a number of capability grants within the sector to support the implementation of this mahi.
 
There is still plenty of detail to be worked through and discussions with our sector partners will be ongoing throughout April. For further information on NZLPP, and to keep up to date on recent news, please visit our webpage — NZLPP Latest News

NZLPP INTERIM DELIVERY REPORT

the NZLPP Interim Delivery Report can be found on the new NZLPP Reports page. The purpose of this Interim Delivery Report is to summarise 18 months of the programme’s mahi and spending — from establishment to the end of December 2021.

Rachel Esson, National Librarian Te Pouhuaki, says,

“I’ve been reflecting on June 2020, when the COVID recovery fund money came through to NZLPP, thinking what an extraordinary and exciting moment that was. I’ve also been reflecting on the enormous effort, goodwill and collaboration that has gone in to getting us to this point. Right from the outset, we designed the programme with the sector. With people who have given so much of their time and really enabled the programme to be successful. Now we're at the point where that funding is coming to an end and looking at our options, considering how we can lock in the benefits and positive things that have come from the programme and how we can best position the sector for the future.”


A final Delivery Report and Programme Evaluation Report will be provided after the programme’s closure. We have contracted Martin Jenkins for the delivery of an impact evaluation to assess the direct impact of the programme and the extent to which the programme's objectives have been met. These reports will also be made available on our reports page, once complete. ​

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LIANZA Professional Registration - Reflective Writing

17/3/2022

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The LIANZA Professional Registration Board share their insights into the importance of being professionally registered. Board members share their tips and reflections that may support you to gain professional registration or to revalidate.
LIANZA PR MEETUPS

​LIANZA Professional Registration Meetups were offered online in April, July and September 2021. The
recent meetup focused on reflective practice and a participant shares her experience.​
Given that my professional registration is due for revalidation early next year, this session was timely
for me. It was helpful to hear from members of the LIANZA Professional Registration Board about
what they look for when assessing the journals, along with some tips on writing reflections. My
uncertainties were clarified, and I learned that I could make better use of the “activity description’
field for succinctly describing an activity. I found this session very useful - both the presentation by
Catherine and Ann-Maree, and the opportunity for discussion with other librarians who attended.
Having invested a bit of time to find out more about the requirements and techniques needed, I now
feel much more confident about completing my journal.

Donna Salmon,
RLIANZA Unitec Library
​During lockdown LIANZA PR Board members met and shared their recent professional learning and reflections.
Their journal activities and reflections are shared based on the reflection framework uncovered at the recent
meetup.

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Adrian Jenkins
Victoria University of Wellington Library

Learning activity
I learned/ I did …

I taught an information literacy class to a large class of over 300 construction management students on Zoom during level 4 lockdown in Auckland. 
Learning reflection
I think, I realise, I now understand, … I will do …
As I was teaching this class, I reflected how much harder it was for me to know whether students were engaging with and keeping up with what I was teaching or not.  In a face-to-face classroom, I can directly observe the students and speed up, slow down or repeat myself based on whether I perceive students are engaged or not.  In Zoom classes, our students almost uniformly keep their cameras and microphones off, so I didn’t have that non-verbal feedback.  I have realised that in the future when I teach classes on Zoom, it would be best for me to go a little slower than I might normally, to try and find a pace of teaching that most students can engage with and learn well from. 

Domain
Doing (Professional Practice).

BOK
BOK Cluster 2: Understand Information Needs, Generation and Access [BOK 3].

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Catherine Doughty
Victoria University of Wellington Library


Learning activity
I learned/ I did …

I attended a session and learned to use H5P (an e-learning authoring tool). I created a digital learning object using the Te reo Māori-informed Rauru Whakarare Evaluation Framework.
Learning reflection
I think, I realise, I now understand, … I will do … 
I now have some new skills to assist our students with their information literacy learning in the online environment. I realise that learning and teaching activities may be effective if they are pedagogically sound, but the affordances of the technology tool also plays a part in leading to deep learning. I now understand that any learning activities I create must also be resilient enough to cope with lockdowns and natural disasters.

Domain
Doing (Professional Practice).

BOK
BOK Cluster 4: Understanding Information and Communication Technologies [BOK 7].

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Jane Robinson
Marlborough District Libraries

Learning activity
I learned/ I did …

I watched a series of four YouTube cataloguing tutorials prepared by staff who are members of the Kotui Cataloguing Expert Group.  
Learning reflection
I think, I realise, I now understand, … I will do … (optional)
As a non-cataloguer I learnt a lot! The tutorials reassured me of the things I am doing correctly, but also showed me things I could do to make each catalogue record better. I realised that I had been missing an opportunity to improve the way each record appeared on the catalogue. By utilising my new found skills I will be able to enhance existing records, thereby increasing the discoverability of titles resulting in and improved customer experience. 

Domain
Knowing (Professional Knowledge)

BOK
BOK Cluster 3: Understanding Information Resource and Knowledge Management [BOK 5]​

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​Sharon Cornwall

HB Williams Memorial Library, Gisborne

Learning activity
I learned/ I did …

I created a document linking to sites for staff to use for professional development during lockdown e.g. LIANZA webinars, database tutorials, and distributed it via email.
Learning reflection
I think, I realise, I now understand, … I will do … (optional)
I learned that though you may create something in Excel, it is best to distribute as a PDF, so that people can view it regardless of what programmes they have on their device. Crafting a clear email of what you would like people to do is vital. Being willing to assist staff with their IT needs is also necessary.

Domain
Doing (Professional Practice).

BOK
BOK Cluster 5: Understanding Management in Information Organisations [BOK 9).
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LIANZA COUNCIL 2022 ELECTIONS

16/3/2022

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Do you want to play an important role in achieving LIANZA’s vision?

‘People and communities connected and empowered by information’
 
LIANZA is looking for new council members and our next president-elect.

Is this you or someone you know ?

He karanga ki ngā kaiarataki katoa. Kei te reri koe ki te whai i tētahi tūranga kaiarataki ki roto i te rāngai Wharepukapuka me te pārongo?
WHAT IS DIFFERENT IN THIS ELECTION?
Over the next two years, our association will transition to a new governance structure. This was approved by members in November 2021. Our council moves from six regionally elected to four nationally elected council members and two appointed members.

From June 30, three regional council member roles (LIANZA Te Whakakitenga aa Kaimai, LIANZA Ikaroa and LIANZA Murihiku) cease and the Te Rōpū Whakahau tumuaki and Te Rōpū Whakahau council member will no longer sit on LIANZA Council.

LIANZA is now calling for nominations for president-elect and the first two nationally elected council members and one appointed councillor. Nominations are being sought to increase the council’s diversity of skills, knowledge, perspectives, and networks, based on a recent annual council skills audit.
 
LIANZA President-elect
A strength of LIANZA is the ‘three P’s team’- president-past, president, and president-elect; and leading our association with this model will continue. A new president-elect is being sought to join Kim Taunga (who will become president) and Erica Rankin (who will become immediate past-president) for a three-year term to lead our governing council. The three presidents work closely together, and they have many leadership opportunities – representing LIANZA at hui, forums, and conferences; working alongside national and international stakeholders; leading the council; engaging with members and driving the strategic direction of the association. You can  find out who has previously lead LIANZA here.
 
Two elected council members
We welcome LIANZA personal members who have a passion for the library and information sector and experience or understanding of governance, to self-nominate or make a nomination for the two nationally elected roles. 
 
One appointed council member
LIANZA is seeking to appoint someone with skills in Tikanga and Mātauranga Māori or someone with experience from beyond the library and information sector. Nominees do not need to be personal members to be nominated and appointed to council.
 
ARE YOU THE PERSON WE NEED?
We need new energetic and engaged council members to complement the existing council.
 
We value a diverse range of experience on our council and seek experienced people to contribute to:
  • Setting strategic direction and pursuing strategic opportunities to grow the association’s reach and impact.
  • Evaluating financial viability and performance.
  • Identifying and monitoring risks.
  • Strengthening networks with stakeholders beyond the library and information sector.
  • Sharing professional knowledge and experience from across the library and information sector, particularly from tertiary, special and health libraries.
We invite you to send in a self-nomination or to nominate someone who you think would contribute.
This is an exciting time to be involved in the strategic governance of your professional association as we look to the future of LIANZA. If you seek a new challenge and want to make a significant contribution to the library and information sector at the national level, then consider nomination to LIANZA Council. 

Council self-nomination form
Council nomination form of another person
Council appointed nomination form
Timeline for elections

  • Wednesday March 16, 2022: Call for nominations for LIANZA President-elect, elected and appointed councillors
  • Monday April 4, 2022: Nominations close
  • Wednesday April 6, 2022: Elections open
  • Monday May 2, 2022: Elections close
  • Monday May 16, 2022: LIANZA President-elect and council members announced

    For more information on LIANZA Council, the strategic plan, LIANZA Council handbook and the current LIANZA Council go to https://lianza.org.nz/about/who-we-are/meet-our-council/
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