Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University.

Fuente: ERIC Institute of Education Sciences

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Bibliographic Details
Main Author:	Kenerson, Murle E.
Format:	Recurso educativo Open Access
Language:	en
Published:	1996
Subjects:	Academic Libraries Benchmarking Black Studies Cultural Context Cultural Differences Culturally Relevant Education Diversity (Institutional) Higher Education Library Acquisition Library Collection Development Library Collections Literature Reviews Multicultural Education School Demography Student Characteristics
Online Access:	Acceder al recurso
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author	Kenerson, Murle E.
author_facet	Kenerson, Murle E. Kenerson, Murle E.
collection	Education Resources Information Center
contents	Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University. Kenerson, Murle E. Academic Libraries Benchmarking Black Studies Cultural Context Cultural Differences Culturally Relevant Education Diversity (Institutional) Higher Education Library Acquisition Library Collection Development Library Collections Literature Reviews Multicultural Education School Demography Student Characteristics This document profiles the role of Tennessee State University's Brown-Daniel Library in its collection development activities for a culturally diverse student body. It recommends that a series of goals and objectives be maintained in the selection criteria of library materials for students having diverse backgrounds. Topics include a brief historical background, school demographics, a description of the Brown-Daniel Library and its multicultural policies and programs, the African-American studies program at Tennessee State University, and a review of the literature on multicultural education. The library and its collection practices are analyzed using Nieto's Model (1992) for multicultural education, which consists of seven benchmark characteristics for multicultural education. Multicultural education should be: anti-racist; basic; widely relevant to all students; pervasive; instrumental in educating about social justice; process-oriented; and based on critical pedagogy. (Author/SWC) (Contains 19 references.)
format	Recurso educativo Open Access
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spellingShingle	Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University. Kenerson, Murle E. Academic Libraries Benchmarking Black Studies Cultural Context Cultural Differences Culturally Relevant Education Diversity (Institutional) Higher Education Library Acquisition Library Collection Development Library Collections Literature Reviews Multicultural Education School Demography Student Characteristics Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University. Kenerson, Murle E. Academic Libraries Benchmarking Black Studies Cultural Context Cultural Differences Culturally Relevant Education Diversity (Institutional) Higher Education Library Acquisition Library Collection Development Library Collections Literature Reviews Multicultural Education School Demography Student Characteristics This document profiles the role of Tennessee State University's Brown-Daniel Library in its collection development activities for a culturally diverse student body. It recommends that a series of goals and objectives be maintained in the selection criteria of library materials for students having diverse backgrounds. Topics include a brief historical background, school demographics, a description of the Brown-Daniel Library and its multicultural policies and programs, the African-American studies program at Tennessee State University, and a review of the literature on multicultural education. The library and its collection practices are analyzed using Nieto's Model (1992) for multicultural education, which consists of seven benchmark characteristics for multicultural education. Multicultural education should be: anti-racist; basic; widely relevant to all students; pervasive; instrumental in educating about social justice; process-oriented; and based on critical pedagogy. (Author/SWC) (Contains 19 references.)
title	Implications and Strategies in Collection Development for Multicultural Education at Tennessee State University.
topic	Academic Libraries Benchmarking Black Studies Cultural Context Cultural Differences Culturally Relevant Education Diversity (Institutional) Higher Education Library Acquisition Library Collection Development Library Collections Literature Reviews Multicultural Education School Demography Student Characteristics
url	https://eric.ed.gov/?id=ED398928

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