Forever Changed: Boarding School Narratives of American Indian Identity in the U.S. and Canada
This essay examines personal narratives to identify experiences at boarding schools. These collective experiences forged new American Indian identities due to a white educational system forced upon these Indian students. While stories remain part of tradition, they convey that Indian youth had changed permanently. An Ojibwa man, Ted Mato, who attended an Indian school, explained about the system established to educate American Indian students. He stated, "...the government set up an extensive system of boarding schools to bleach the red out of Indian children, to make us into white people. American Indians are forever changed." 1 As this Native man so eloquently stated, the intent of the Western educational system was to purposefully eliminate the cultural identity of American Indian people. But as the narratives will show, the students were not passive recipients of the process. One purpose of this paper is to give voice to the American Indian people who survived the Western educational system. The Native perspective of this cultural assault and the ensuing opposition to this aggression, as well as the existence and tenacity of this people, as demonstrated by the narratives of the participants, form the significance of this paper.
The portable North American Indian reader
MYTHS, TALES, POETRY AND ORATORY BY NORTH AMERICAN INDIANS OF THE IROQUOIS, CHEROKEE, WINNEBAGO, SIOUX, BLACKFEET, HOPI, AND MANY OTHER TRIBES. ACCOUNTS OF INDIAN LIFE BY WHITE OBSERVERS FROM BERNAL DIAZ TO FRANCIS PARKMAN. CONTEMPORARY REASSESSMENTS BY SUCH WRITERS AS LUTHER STANDING BEAR, N SCOTT MOMADAY, VINE DELORIA, JR., THOMAS BERGER AND GARY SNYDER.
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.