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Positive Space Working Group Final Report Vining, Eirian; Reich, Ina; McGrath, Kat; Patrick, Lisa; Ishida, Mayu; Waitt, Meghan; Sullivan, Rachael; Simpson, Rachel; Cochrane, Tamis 2018

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        1 Positive Space Working Group Final Report December 2018 The Positive Space Working Group works to build knowledge and capacity for LGBT2SQIA+ inclusion at UBC Library. After delivering Positive Space training workshops to 41% of UBC -V Library employees, we conducted a follow-up survey at UBC-V Library. An analysis of the workshop evaluations, the follow-up survey responses, and the 15% exercises (completed by Lib Exec and LOT) form the basis of the recommendations in this report.    Background UBC Library is participating in the Equity & Inclusion Office’s Positive Space Campaign to make the Library more welcoming to LGBT2SQIA+1 students, staff, faculty, alumni and allies in all our working, learning and living environments.  The Positive Space Working Group works to build knowledge and capacity for LGBT2SQIA+ inclusion at UBC Library. The working group designed a custom curriculum, recruited a team of volunteer facilitators, and delivered Positive Space training workshops to 41% of UBC-V Library employees. Workshop evaluations demonstrate increased knowledge of sexual and gender diversity, as well as support for the program and its goals. The Working Group’s intermediate report summarizing the workshop evaluations is available on Confluence2.    Once the initial workshops concluded, a follow-up survey was delivered to all UBC-V Library employees. This survey allowed them to share experiences and offer recommendations about LGBT2SQIA+ inclusion and Positive Space at the Library. An analysis of the responses of the workshop evaluations, the follow-up survey, and the 15% exercises (completed by Lib Exec and LOT) form the basis of the results and recommendations in this report.   The work of the Positive Space Working Group has focused specifically on LGBT2SQIA+ inclusion at the UBC Library. We acknowledge that this is only one area where the Library can demonstrate and work to improve our diversity competencies. The tools and format of this working group can provide a framework for the DIT education programs to continue to build the capacity for equity and inclusion in the Library.                                                              1 LGBT2SQIA+ is an acronym used to identify different identity labels people might use to identify their sexual or gender identity. It means, Lesbian, Gay, Bisexual, Trans, Two-Spirit, Queer/Questioning, Intersex, Asexual/Ally, and the + is used to indicate that these labels are ever expanding as people develop and self-identify using different terms to capture their sense of self.  2 https://confluence.it.ubc.ca/display/DIT/Positive+Space+Working+Group         2 This work was made possible by the dedication of the following individuals.  Positive Space Working Group members  (subgroups indicated) Eirian Vining (assessment, curriculum, facilitation) Emily Kompauer  Ina Reiche (curriculum) Kat McGrath (communications) Lisa Patrick (assessment) Mayu Ishida (co-chair, facilitation) Meghan Waitt (co-chair, assessment) Rachael Sullivan (curriculum, facilitation) Sloan Garrett Tamis Cochrane (curriculum, facilitation)  Workshop facilitators Andrea Robin Chelsea Shriver Eirian Vining Elizabeth Stevenson Mayu Ishida Rachael Sullivan Tamis Cochrane  Survey analysis Meghan Waitt Rachael Sullivan Rachel Simpson  Identifying priorities In an effort to understand what changes are possible, we used the 15% Solutions Exercise as part of the Positive Space workshops facilitated with both the Library Executive (Lib Exec) team and the Library Operations Team (LOT).   This tool is based on the idea that most people have about 15% control over their work while the other 85% is governed by the broader context, systems, structures and culture of their workplace. The exercise itself is meant to help people identify actions that they have the freedom and resources to do immediately, and create incremental, transformational change.3 Often the outcomes of this exercise are surprising, but essential for moving initiatives forward in ways that are accessible and meaningful to a group.  The exercise asks, What is your 15 percent? Where do you have discretion and freedom to act? What can you do without more resources or authority? – with the aim of surfacing what is possible with little effort, and what will make a big impact4. In this case, both Lib Exec and LOT were asked, within the 15% framework, to answer the question How can we make the UBC Library more welcoming and inclusive for gender and sexual diversity?  With the responses gathered in these workshops, the areas of importance and implementation became clearer to the working group. In both groups, the physical space, washroom signage, and education & training were the three main areas where small changes were identified to have a big impact.   From these results, we developed survey questions that would provide additional feedback from the UBC Library community and further reveal what can be made possible to support gender and sexual diversity at the UBC Library.                                                              3 Source: http://eraswaukesha.org/wp-content/uploads/The-15-Solution-Tool.pdf 4 Source: http://www.liberatingstructures.com/7-15-solutions/         2 Positive Space Survey About the survey The survey was designed as an environmental scan to help identify needs and priorities, and inform the working group’s recommendations to support Positive Space in the Library. Jeremy Buhler (Assessment Librarian) provided feedback on the questions and survey design. The survey questions are available on Confluence5.  In consultation with DIT, the group confirmed that the survey would be distributed to UBC-Vancouver employees only at this time. We launched the survey in mid-September using Qualtrics and individual email distribution. It was open for just over four weeks. Response rate was fairly low in the first two weeks, which was expected as the beginning of the fall term is the busiest time for Library employees. In October, two reminders were sent to people who had not yet responded.  Responses to the survey are confidential and identifying information has not been shared. Any direct quotes are anonymized where necessary.  Gaps in survey responses The group acknowledges that voices may be missing from the survey responses. Responses showed very little lived experience6 and what was provided was not overly positive. Some responses displayed a perception that positive space is mainly for cisgender and straight individuals or for dealing with students and patrons. Overall, not very much information has been gleaned about what LGBT2SQIA+ individuals have to say or experience with respect to the Library. Participation in the Library’s positive space initiatives have been voluntary and in particular do not reach student assistants, a sizeable demographic of employees who also have considerable interaction with Library patrons.   Quantitative Analysis The survey was distributed to 229 people identified as Library employees on the UBC-Vancouver campus. 92 people completed the survey, a response rate of 40%.   Of the 92 respondents, 71% (65) reported having attended a Positive Space Workshop (either the Library-specific workshops or the campus-wide workshops offered by the Equity & Inclusion office) while 29% (27) did not. For those that did not attend, the most common reasons were scheduling conflicts (10) and not knowing about the workshops (10).  Respondents were asked to rate a list of potential activities according to their importance for developing and supporting Positive Space at UBC Library, on a unipolar 5-point Likert scale of “Extremely important” to “Not at all important.”                                                           5 https://confluence.it.ubc.ca/display/DIT/Positive+Space+Working+Group 6 The term lived experience describes the first-hand accounts and impressions of living as a member of a minority or oppressed group.         3  Figure 1. Survey question: How important is each potential activity to developing and supporting Positive Space at UBC Library? (n = 92)  Of the 6 activities, the majority of respondents considered them extremely or very important (Figure 1). The option rated as most important was unbiased, inclusive recruitment and hiring, with 94% of respondents saying that was extremely or very important. The lowest rated option was collection development, which 69% identified as extremely or very important. Ideas and suggestions for each of these activities have helped to inform our recommendations.  In addition to the quantitative data, the survey had four open-ended comment questions. These questions received an average of 34 responses per question (37% of respondents). Responses indicating “no comment” were excluded from these counts. The following qualitative analysis of comment themes is informed by these responses.   Survey comment analysis Qualitative analysis of four open-ended comment questions indicates that the UBC Library-specific Positive Space education initiative was necessary and valued. There is an identified gap in knowledge about terminology, best practices, and greater awareness of sexual and gender diversity both within the UBC Library community and when working with Library patrons. Many UBC Library employees who responded to the survey also indicated a certain sense of inclusion within the Library has already been cultivated.    A more detailed engagement with the qualitative responses was carried out using the qualitative data analysis software NVivo. This analysis identified five major themes: Terminology; Resources and Collections; Signage and Visibility; Overall Belonging; and Hiring Practices and Decisions. Comments in each of these themes included both supportive and critical perspectives on the Positive Space campaign and the Library’s perceived levels of inclusivity.             4  Figure 2. Percent coverage of identified themes in qualitative analysis of survey comments   For a more detailed discussion of each comment theme, please see the Appendix following this report.            5 Recommendations The following recommendations are based on the responses from the follow-up survey, and are categorized under the four emerging themes: Terminology, Signage & Visibility, Resources & Collections, and Sense of Belonging. The recommendations are changes and objectives the library strives for to make the Library more welcoming, positive space. Priorities will be assigned to the recommendations in consultation with Library Executives (LibExec), Library Operation Team (LOT), and other groups who are positioned to take a lead and be instrumental in implementing the recommendations. The DIT co-chairs will facilitate the consultation process.  Terminology Priority Recommendation Leadership  Identify, use, and share/post inclusive language policies for the Library’s internal and external communications, social media guidelines similar to section 6.3 of the Editorial Guide for UBC Communicators7:  “Unless it’s truly necessary and germane to the story, avoid language that signals gender. Also, especially in such a diverse place as UBC, never assume gender from a person’s first or given name. Always check with them and use their preferred pronoun...As a modern, diverse and inclusive university we listen to what our community feels most comfortable with and increasingly ‘they’ is being used to refer back to a singular pronoun” (p.46). Communications, UL  Standardized Library email signatures include an option for pronouns. All pre-printed name tags, door labels, business cards also include a space for pronoun preferences. UBC Brand & Marketing  Confirm that any documentation that requires people to select a gender option or name option is in keeping with best practices as indicated by access and diversity.  HR, Communications  Make sure that preferred names, rather than only legal names, show up in the circulation module and on any generated email notices etc. Communications, IT                                                              7 http://assets.brand.ubc.ca/downloads/ubc_editorial_guide.pdf         6 Signage & Visibility Priority Recommendation Leadership  Increase signage on all washrooms by:  Creating and posting Library signage on all gender-inclusive washrooms.  Creating and posting “Trans People Welcome” signs on gendered washrooms. LOT, Facilities  Raise awareness for already existing gender-inclusive washrooms by:   Having maps for UBCV or UBCO8 gender-inclusive washrooms available at desks.  Updating people working reference about where the closest gender-inclusive bathrooms are.  Posting signs when gender-inclusive washrooms are not available that apologize and point to the closest available one.  Sending emails to the Equity & Inclusion Office about new gender-inclusive washrooms in the Library or washrooms that were missed on the UBCV and UBCO maps.  Add gender-inclusive washrooms to Library branch maps. LOT, LibExec, Branches, Facilities  Increase the amount of Gender-Inclusive Washrooms by:  Consulting with the Equity & Inclusion Office whenever renovations are happening in the Library.  Following best practices for newly built buildings when doing renovations. LOT, LibExec  Encourage signs of Positive Space within the Library through:  Stickers and bookmarks  Digital signage  Rainbow lanyards LOT, Branches                                                              8 https://www.google.com/maps/d/viewer?mid=1Nviv1JmRdpTNjj7BuXg06dc2uW0&ll=49.264057587910315%2C-123.24728327751438&z=16 https://www.google.com/maps/d/viewer?mid=1iPjlsOlxp13nvRk2JDQ2SoKacm4&ll=49.939814066294666%2C-119.39650172696349&z=17         7 Resources & Collections Priority Recommendation Leadership  Hold 3-4 ongoing Positive Space Workshops throughout the year for all Library employees.  Approve an ongoing annual budget for Positive Space Workshops.  Establish terms, best practices, training renewal, support, etc. for volunteer facilitators.  Develop an assessment plan to measure the impact and success of the ongoing positive space program (e.g., # of workshops offered, # of attendees / workshop, attendee feedback) DIT, Education Lead  Offer by-request Positive Space Workshops to unit heads and managers. DIT, Education Lead  Maintain and update Positive Space resources on Confluence DIT, Education Lead  Approve student employee training practices to include Positive Space / SOGI content by:  Offering Positive Space training workshops & resources (with custom curriculum if needed) to supervisors of student employees.  Offering Positive Space training workshops to student employees.  Add SOGI human rights & UBC Policy 3, 131 information to student assistant training manual. Share updates directly with all Library employees who hire, train, and/or supervise students. DIT brings to LibExec, LOT, & HR  Add a section on Positive Space to the New Employee Orientation package:  Campus resources (UBCO and UBCV)  Terminology  Information about the positive space campaign  Triangle exercise (information about sex, gender, and sexuality) DIT brings to LibExec, LOT, & HR  Have the positive space workshop and resources added to onboarding checklists and orientation documents provided by HR. Library HR  Consider sexual and gender diversity in collection development decisions in all subject areas. CIRSC, Collection development librarians          8 Sense of Belonging Priority Recommendation Leadership  Hiring and recruitment:  Make sure that there are options for pronoun and preferred name use in all documentation and interviews  Implicit and explicit bias training for all staff that work on hiring committees.  Research into best practices around anonymizing resumes and making sure our recruitment advertising is reaching a diverse pool of applicants.  Research expanding where and how our recruitment information is publicized. Library HR & hiring managers  Commit to participate in UBC Pride ongoing each year. DIT  Encourage and support employees to participate in workshops, and use resources already available to them. LOT  Connect with UBC Okanagan; figure out whether they want to establish library-specific workshops, share Confluence documentation, run survey, etc. DIT  Encourage branches to create displays around Positive Space Lib Exec, Branches  Hold events and celebrations around Positive Space EWC, Culture Club  Create and publicize a set of policies and practices to make sure that any outside association or charity that the library supports with our time, attention, or money is aligned with our Positive Space values. (For example, the library should never formally or informally support charities that are anti-LGBT.) LOT, HR  Create a social, supportive group for LGBT2SQIA+ members of the library (potentially a caucus?) DIT  Connect this initiative with others at DIT to increase awareness about intersecting identities. DIT            9 DIT Education Lead The Diversity and Inclusion Team (DIT) created the Education Lead position in order to develop and sustain its educational offerings to enhance library employees’ diversity competencies. In October 2018, the DIT co-chairs emailed a call for volunteers to DIT members, Positive Space Working Group members, and positive space workshop facilitators. Mayu Ishida submitted her name and was offered the position, which will start in January 2019.  The Education Lead is a member of Diversity and Inclusion Team (DIT) responsible for overseeing DIT educational programs in consultation with DIT chairs and other members. The term is one to two years.   The Education Lead will:  Ensure continuity of educational programs as identified by DIT  In consultation with DIT, establish targets and timelines for the delivery of educational programs to address these needs  Form (but not necessarily be a part of) working groups to address and deliver identified educational programs  Act as liaison to facilitators of educational programs in instances where there is no working group oversight   We recommend that Library Positive space workshops be sustained and offered regularly as part of DIT educational programs.   To continue offering positive space workshops, the Education Lead may:  Ensure that workshop content and related resources are up to date  Recruit and retain volunteer facilitators. Coordinate their schedule and training.  Ensure that impact of positive space workshops is assessed continuously. Capture feedback to improve positive space workshops.  Ensure catering orders for workshops, budget permitting  The Education Lead may consult the UBC Equity & Inclusion Office about the content, facilitation, and assessment of positive space workshops as well as other individuals with expertise who have been involved in offering library positive space workshops.            10 Appendix The following is a detailed qualitative analysis of the open-ended comment questions in the survey, provided by staff from the UBC Equity & Inclusion office and in consultation with the Positive Space Working Group.  Terminology While only mentioned 10% of the time, terminology was considered one of the main ways to demonstrate inclusion. Respondents indicated that they would like more information on when and how to use pronouns, especially gender-neutral pronouns, in their work with both patrons and colleagues. Some respondents indicated that having more information about the importance of pronouns could help them demonstrate support and understanding, key aspects for indicating their desires to be considered allies (people who do not have lived experience with a specific identity or form of oppression, but want to demonstrate understanding and support for those who do).   The use of gender-neutral language more broadly in UBC Library communication channels and in policies and procedural documents was identified as an important practice for demonstrating allyship and inclusion. Respondents suggested that the use of inclusive language extend from internal communications to the collection of data, including gender categories, pronouns, preferred/chosen names and other gendered information on forms. Similarly, respondents also cited the use of gender-neutral language when interacting with library patrons to be a goal to work towards. The use of gender-neutral language in all these areas aligns with UBC Library’s aspirational value of Diversity.    Signage & Visibility Signage and visibility regarding SOGI (Sexual Orientation and Gender Identity) issues was an important finding within the survey, with roughly 18% of respondents providing qualitative comments. Not only did respondents suggest that all Library employees become aware of and use the gender-neutral washroom maps (UBCV & UBCO9), but respondents also articulated the need for an inventory of all washrooms in all Library buildings to ensure: a) the signage is consistent throughout all the library branches; b) there are enough single-user and multi-stalled facilities throughout the branches; and c) where there is a lack of single-user facilities, signage makes clear where the nearest one is located, be it located on an adjacent floor or adjacent building.   Survey respondents want to see other indications that UBC Library was a welcoming and inclusive space as well. One suggestion was to have an increased visibility of the Positive Space logo10 by displaying the logo in workspaces and on the digital signage throughout the branches. Such visibility would help remind employees and patrons alike to be aware and inclusive of LGBT2SQIA+ members within the Library spaces.                                                                 9 https://www.google.com/maps/d/viewer?mid=1Nviv1JmRdpTNjj7BuXg06dc2uW0&ll=49.264057587910315%2C-123.24728327751438&z=16 https://www.google.com/maps/d/viewer?mid=1iPjlsOlxp13nvRk2JDQ2SoKacm4&ll=49.939814066294666%2C-119.39650172696349&z=17 10 http://positivespace.ubc.ca/         11 Resources & Collections As the second largest node (26%) in the qualitative data, resources and collections can be broken into two specific, but overlapping areas: a) resources to support learning and awareness of Sexual and Gender diversity by those without lived experience, and resources to support those who do; and b) greater visibility and access to collection materials that would support learning, research, and teaching in these areas. Since teaching, learning, and research are intertwined within UBC Library activities, the focus of resources will be for UBC library employees, while collections will be mainly for patrons.   Respondents suggested developing or sharing resources to support onboarding and further training on LGBTQ2SIA+ issues, visibility, and inclusion within the library environment. In addition, respondents identified the need to have continued touch points throughout the year to ensure the conversation and learning moves beyond the attendance of a workshop, and is integrated into the work of the UBC Library and the interaction with library patrons. Some suggested that engaging with local SOGI authors and speakers could support such integration and build greater awareness of these authors and their work, which would again demonstrate the library’s commitment to equity, diversity & inclusion.   Along with a desire for more inclusive language practices, survey respondents also asked for inclusive writing resources for teaching (writing theses, dissertations, and reports) and supporting research into sexual and gender diversity. This goal would be supported by collections that include both materials about LGBT2SQIA+ lives and materials created by those within the LGBT2SQIA+ community.     Sense of Belonging Many of the comments fall under the category of belonging, the largest node captured in about 28% of the qualitative responses. Responses come from both those who have lived experience as a self-identified member of the LGBT2SQIA+ community, and those who do not (mainly self-identified cisgender and heterosexual). Within each of these groups, there was a mix of comments that articulated either a sense of belonging or instances where they felt less like they belonged.  For the purposes of this survey, a sense of belonging can be understood as the relationship between respondents and the overall UBC Library environment. It may include a sense of collegiality, an understanding of what is and is not expected from employees and patrons, or how employees feel impacted by advocacy for SOGI issues at UBC. For example, some participants shared11:  “Overall I am so happy that there is a broad acceptance of sexual and gender diversity at UBC and Positive Space helps to spread that around. Long overdue, I will do my best to help move change along positively. I appreciate that there is action towards showing that UBC is inclusive. I'm glad that I work in an environment that cares about inclusion.” “Thank you for investing in this learning for our community. It is helping me to feel that I belong here.”                                                             11 Any direct quotes are anonymized where necessary. The survey respondents were informed that anonymized quotes might be used in the survey report.         12 “I treat everyone with respect no matter who they are and I don't need a workshop to explain that further to me.” Although there is some disparity in how respondents feel about the inclusion of SOGI issues and education through the Positive Space campaign, overall there is a strong desire to ensure that employees and patrons feel respected and included when working at and using UBC Library.   Some respondents with LGBT2SQIA+ lived experience characterized the Positive Space campaign and the Library-specific workshops as an encouraging effort that supports respect and inclusion. However, some LGBT2SQIA+ self-identifying respondents also indicated that the focused attention on SOGI issues did create vulnerability, fatigue, and pressure to provide additional education and support colleagues’ learning.  “Being affiliated with the Positive Space movement sometimes feels like a continuous coming out experience - the vulnerability can be fatiguing.”    “As a member of the queer community I feel I am educated on gender and sexual identity but not articulate enough to add value to discussions.”   One goal of the Library-specific Positive Space campaign is to help remove some of these expectations from employees with lived experience, encourage allies to advocate for inclusion, and foster awareness and understanding throughout the Library community.   Similarly, respondents who self-identified as cisgender and heterosexual shared both their encouragement and their concerns about the Library-specific Positive Space campaign and focus on SOGI issues within the library. Some participants shared how they support these efforts by signaling their desire to learn, appreciation for the opportunities to learn and support from the Library leadership to participate in workshops and other aspects of this education.  “Be supportive when others are attempting to change their language/behaviour; be obvious about my own support/views so-as I am approachable as an ally”. “Seeing that supervisors are openly supportive of sexual/gender diversity inclusion.”  Several comments indicated that the focus on SOGI issues was at the expense of other areas or groups for inclusion. Key tensions raised included when religious beliefs conflict with SOGI issues and acceptance, and when it seems that SOGI issues are more important than issues like racism or ableism. "I feel these issues are pushed too much on campus. I feel offended as a [Religious Person]. I don't speak up because I am afraid, and I shouldn't feel afraid at my place of work. I love and respect all people no matter what but I do have my personal opinions on these matters and I don't feel included or safe.”  “That we should not suddenly concentrated on one particular area at the expense of other area which will also is discrimination itself."             13 Overall, the comments shared here and in the survey articulate that the UBC Library is on the right track in terms of investing in education that supports LGBT2SQIA+ employees and patrons, as well as enhancing awareness and understanding of SOGI issues. Perhaps the Library may consider broadening the educational efforts and resource creation so that more intersectional identities and experiences of discrimination can be addressed and elevated.     


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