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Finance Committee Meetings, May 18, 2013, 9-11a.m., Prado Room and May 21 (4-6, Segovia A), Hotel Westin, Coral Gables, FL

Submitted by: Paula Covington, Chair

Members present: David Block, Hortensia Calvo, Angela Carreño, Paula Covington, Melissa Guy, Peter Johnson, Martha Mantilla, Michelle McClure Elneil, Alma Ortega, Richard Phillips, Barbara Tenenbaum.

Others: Roberto Delgadillo, Mei Méndez, Orchid Mazurkiewicz, Gayle Williams, John Wright

Finance met twice in Coral Gables to review the current and proposed budgets, conference budgets, the state of investments, new initiatives, and the overall state of SALALM’s finances.

Treasurer Peter Johnson addressed financial reporting and other administrative issues. He reported a $64,000 balance on September 1. Expenses were steady and all predictable.  The decision has been made to keep the current fiscal year of Sept. 1-August 31. The endowment balance is $843,000; last year it was $724,000.  The Investment Working Group recommended moving assets to TIAA/CREF for their fund management (5% cash, 45/50 bonds vs equities from Vanguard, Fidelity and Franklin).   The recommendation passed.

Executive Director Hortensia Calvo reported on:

Membership: 222 personal, 91 institutional and a total of 313. 22 are sponsoring members.  She attributes these figures to institutional confidence and to the revitalization of publications.  The interim financial report (9/1/12-4/30/13 indicates a healthy balance and details will be posted on the website.

Conference budgets:

  • The Trinidad conference reported a net $5,660.25. Preconference income net  $23,032.55 as of 5/16/13 though all expenses not yet reported.
  • Miami conference expenses $14,000 for technology (includes 9% sales tax); includes 3 workshops and Skype fees; $5,000 for meeting rooms.  Income $23,032.55 and $32,590.85 expenses=$9558.30 deficit.
  • Salt Lake City 2014 proposed budget submitted by John Wright.  Hotel $129 single/double-free meeting rooms, 3 free guest rooms if 80% of 75 rooms booked; every 40 room nights=1 free room night. He anticipates a break-even budget.

Secretariat Budget (proposed; interim):  $64,118.93 initial request.

Scholarships-SALALM Travel AWARD:  Peter Johnson discussed the need to increase the current allotment of 4 scholarships to 5 due to the high quality of the applicant pool.  He proposed that 2 of the scholarship awardees attend a conference and present a paper similar to ENLACE and pay up to $1000 for each for travel expenses to be paid from general operating budget.   Awardee(s) could be currently enrolled in graduate school of library and information science or recently graduated and are only eligible if no full-time professional employment.  The paper(s) are to be selected by the president of that conference. Question as to whether the funds would have to come from the endowment funds since it represents ad $7000 annual commitment.  Richard commented that the scholarship is for investing in the future of SALALM and Peter commented that we need to “replicate ourselves.” It was unanimously approved and will be presented to the Executive Board.

Conference Management and deficits: it was determined that an advance budget must be submitted to the Chair of Finance and the Executive Director prior to signing with the hotel and a well-developed budget must be submitted by December.  Pre- or post-conference workshops should not be held during the conference and should be self-financing and not paid for through the conference.  Roberto Delgadillo suggested presidential waivers of registration fees should be limited to 5 at the most.  These recommendations should be added to the conference guidelines.

Membership Fees Committee recommendations were presented by Peter.  There will be a cut-off for payment of annual fees the end of October and a late processing fee of $10.

Mentorship program was discussed.  Program would serve student members scholarship awardees, and new professional members or others who might benefit. Mentors would be volunteers. No financial commitment involved.


Tuesday, May 21, 2013, 8:30-10:00 a.m.

Moderator:  Paula Covington, Vanderbilt University

Rapporteur: John Wright, Brigham Young University


  • Making Book Fairs Friendlier through Technology — Jesus Alonso-Regalado, State University of New York, Albany
  • Acquiring the Unique and Unusual in Latin America and the Caribbean – Teresa Chapa, University of North Carolina, Chapel Hill
  • A First Buying Trip: Searching for Treasure in Trinidad — Adrian Johnson, University of Texas, Austin
  • Beyond the Book Trade: Establishing Relationships with Institutions and Scholars — David Block, University of Texas, Austin

Convington began the session sharing some results of her informal survey of SALALM members and their practices of making book-buying trips:  50+% attend one book fair per year, 30% attend 1-4 trips per year, one person reported that s/he attended 11 book fairs in 2012.  Some reasons librarians took no trips were lack of funding and time constraints.  Benefits of making book-buying trips include creating familiarity with the book market in that country/place, developing relationships with vendors, etc.  Some respondents of the survey indicated that they obtain funding to make such trips from their respective libraries through endowments and centers for Latin American studies.  Book-buying trips are important ways to acquire older items (retrospective collection development) and to discover what’s new.  One respondent to Covington’s informal survey indicated that it is critical to be in Latin America as often as possible if you are to be a bibliographer for Latin American materials.

Alonso-Regalado discussed how technology has always preceded book buying.  In his presentation he discussed how technological friendliness at Latin American book fairs (he says, “Not so much.”)  He also shared how he uses technology at book fairs.  Only Bogotá and Buenos Aires are prepared for mobile technologies.  You don’t need an app.  But other books fairs have apps.  Using apps appears to be more trendy.  Cuba, Santo Domingo, Bienal in Brazil, Liber (Spain)—sometimes they use a different Facebook page for each year.  Others fairs keep a continuous dialog going.  The recommendation is to have one account and use twitter with #[year] for each fair.  Wireless is not very good.  Without it, you can’t access any of this.  It is like building a house by constructing the roof first.  It doesn’t make sense.  At Guadalajara book fair, some vendors have great wifi.  One can ask them to use their passwords or go outside the fair into the city where free wifi exists, in food court areas, etc.  E-books have special places.  Corner digital, one book fair is all e-books.  Most important app is from Germany.  You want an app that allows you to open spreadsheet, Docs to Go, connect this to DropBox, generate a list (html) for each country and connect to my library.  He carries a list of books wanted by students, and has exchange rates handy.  He notes the importance of keeping students and faculty involved in trips through Facebook pictures so they see the books before they are processed; and they can request rapid processing.  Alonso-Regalado establishes a strong emotional connection with faculty and highlights the books he feels are most important.  He shares on Facebook and sends spreadsheets via email.  “Las farias del libro” Cerlac, open access book 2012:

Chapa views book-buying trips as a way to get access to small press items and handmade books from collectives or individual artists.  It also is a good way to get titles with poor or no distribution, such as indigenous literature.  She notes that she collects unique and unusual things in order to document 21st-century Latin American popular, literary, social and political culture.  She is drawn to items aesthetically and she works to acquire materials that support curricular and research needs of students and faculty. Chapa notes some things to consider before collecting on book-buying trips:  How will you get the materials back to your institution?  Where will they be housed in your institution?  Will the curator/librarian accept the materials?  What are the added costs of acquiring these materials—preservation/conservation concerns, cataloging?  Who will fund this purchase?  Does the material fit into the curriculum?  What kind of publicity and outreach can be generated to promote use?  Chapa purchased a portable Mayan altar that needed quite an elaborate box.  Where to start?  Go to independent and specialized bookstores (like El conejo blanco in Mexico City).  Go to galleries and cafes, museums and cultural institutions, street fairs, in-country vendor assistance, specialized book art dealers, book artists and bookmaking collectives can be found via websites, Facebook pages, personal contacts.

Johnson discussed his first book-buying trip to Trinidad, sharing the upsides and downsides of the experience.   He noted that he got administrative support for the trip by tagging it onto a conference. Then he assessed the collection to identify gaps. The following are his upside and downsides:

Upside—I saw the Benson’s collection of Trinidadian music before the trip.  Downside—with 150 colleagues in the same place doing the same thing, I didn’t realize how picked over the resources would be.  Upside—Unique places.  I looked for unique places before and was prepared.  Downside—Some of these unique places were closed or didn’t have anything.  Upside—Some of these unique places came through.  I found back issues of the Carnival Magazine.  Downside—Carrying around a bag’s worth of materials all day and week.  Plan ahead to deal with the materials you buy.  Upside—Coffee shops with wireless were very beneficial.  Upside—Connections/friends who were always willing to help.  Downside—I could have bought many things from our libreros.  Upside—Having a camera to use while searching.  Downside—Didn’t take enough pictures to document work trip.  Upside—meeting new, fun, interesting and crazy people along the way.

Block indicated that we are fantastic travelers.  We should know where our faculty are going, what they are doing pre- and post-research.  We are lucky to have the great libreros in SALALM who do such great work for us.  Why should we travel?  1) Some materials are best in situ.   Feature films and musical performances are examples.  Others include cheat maps, street literature, publications from political parties, 2) Insinuating ourselves in cultural institutions and scholars, and 3) Navigating cultural patrimony.   He tries to evaluate the scholarly interest and object location.  David warned that when we return home we need to be careful when filling out the immigration reentry forms.  Be careful how you indicate what you are bringing in or out of a country.  Librarians may be facing documentary repatriation in the future.


Peter Bushnell (University of Florida)—Do sound recordings at the University of Texas, Austin go into the Benson Institute or the Fine Arts Library?  Johnson has spoken with the Fine Arts Library.  Patrons will be able to go into the catalog to identify items, but then will be able to pick up their desired materials at either the Benson or the Fine Arts Library.

Adán Griego (Stanford University)—Teresa mentioned independent publications—connection between group PDF catalog is existent.  Excursions and interesting—went to see Cartonera, Billega & Felicidad.  Teresa—it was gone the next year.

Mark Grover (Brigham Young University)—Young colleagues have interest in our collections by country, but our collections are not connected by 2nd order of interest—we have to select areas/disciplines within the country.  For example, German immigration in Santa Catarina, Brazil, family histories, regional histories.  These types of materials are in large measure not available in the United States.

Elmelinda Lara (University of the West Indies)—I support Mark’s collection for Trinidad.  Get information on LPs, get music.  Social commentary is on the cover.  Christmas music/Param is important for Trinidad collection.  AV materials for humorous recordings.  Print materials.  Labor movements are another big place.  Personal contacts with them.  They may deliver them themselves.

Jennifer Osorio (University of California, Los Angeles)—What about when you get back?  Understaffed departments.o

Covington responded that you should work more with your Spanish/Portuguese catalogers to help set priorities.  Johnson told about featuring the cataloger on Facebook as part of the whole process.  Alonso-Regalado indicated that he buys some gifts or sweets for the Technical Services staff.  Covington added that she creates lists and gives comments to the cataloger.  Chapa said to engage the staff with the newly acquired items.  Let them watch the videos, etc.  Be good to acquisitions people.

Phil MacLeod (Emory University)—I recently brought back 100-200 books.  I got a sense from the folks in acquisitions about how best to process this.  Without them the library administration would stop this [my book-buying trips] process.  Covington responded that technical services staff are involved in SALALM, and they are involved at Vanderbilt.  Adán Griego indicated that giving context to what we are receiving helps technical services colleagues. Griego always expresses gratitude for what they do with the materials he brings home.  Johnson responded that he thinks it is important to help Library Administration realize that by going on the trips he is acquiring something unique versus another copy of Tom Sawyer.

Gayle Williams (Florida International University)—Over the last ten years, I have found that preparation is important.  I print out and put in a spiral bound notebook.  Collection development becomes the orphan of our position because we are so stretched in other directions.  By being prepared, we are able to “focus’ our efforts.  Serendipity is important as well.  You stumble into things.  Spread the net wide.  Our SALALM book dealers are a great resource when I am on the ground, but I think they may get the wrong idea.  Some may ask, “Why not let them do all the work.”  It is important for the bibliographer to be on the ground as well.  We need to make sure we educate the SALALM book dealers as well so that they understand that going on book buying trips is important for us librarians.

Wendy Griffin—California linguists who help to write and create alphabets are a good place to find indigenous things.  Get in touch with local librarians and archivists.  They know who the scholars are.  They are not buying or acquiring books, but they will know who the people are.

Teresa Chapa—At UNC—Chapel Hill we are allowed to have our faculty who are abroad buy materials that they want.  They are reimbursed by the library when they return.

Phil MacLeod (Emory University)—How do you help a 20th-century librarian get into the 21st century?  Alonso-Regalado responded that anyone can do this.  Technology has always been with us, it is just a different form of technology that we are using now.

Adán Griego (Standford Univeristy)—I walk around with a cuaderno. Jesús Alonso-Regalado (SUNY-Albany)—Another tip—do small cooperative decisions on the fly.  Look for hot items, share information with colleagues.  That we can have 2 or 3 copies of an item in different regions of the United States.

Margarita Vannini (Instituto de la Historia de Nicaragua)—Patrimonio Cultural—I have an opposite perception.  Our countries are well preserved in the libraries of the United States  and Germany.  Perhaps you could return things to us that only exist in your libraries.  We can cooperate and share.  We recognize that many things are spread around the world.  Can we collaborate to digitize things that will help us to complete our history?

Debra McKern (Library of Congress)-What are you doing with your images of tagging [street art, graffiti]?  Block responded that LC is doing things and Princeton is doing things.  He will follow their lead.  There has been a proposal made at LARRP.  LC has BPG and DLOC already doing that.  Covington encouraged all who travel to put written reports of our trip up on the SALALM website.


Monday, May 20, 10:30-12:00

Moderator:  Sara Levinson, University of North Carolina, Chapel Hill

Rapporteur: Virginia García, Instituto de Estudios Peruanos


  • Estudio sociocultural de la indígena kariña en el estado Sucre, Venezuela — Abul K. Bashirullah, Universidad de Oriente, Cumaná, Estado Sucre, Venezuela
  • Influencia de las relaciones interétnicas en el fortalecimiento o decadencia de la identidad cultural: El caso de los Mayas Chortí de Honduras — Adalid Martínez Perdomo, Universidad Pedagógica Nacional Francisco Morazán
  • Siglos de tradición Prehispánica: Xochitlallis Ixtaczoquitlán, Veracruz, México — Francisco Amador Damián, Alcalde del Municipio de Ixtaczoquitlán, Veracruz. México
  • Indigenismo en el Ecuador y la conservación de su cultura ancestral — Paola Franco de Gómez, Biblioteca Ecomundo Centro de Estudios, Guayaquil, Ecuador

Bashirullah opens with a description of the life and customs of ethnic Kariña in Sucre, Venezuela, based on data from 54 families in the community. These families consist of parents, children, grandparents, uncles, etc., all living in one house built of reinforced concrete, and with the support of the Venezuelan state. The population consists mostly of adults, and ethnic identity is [limited]. In this ethnic group it is still customary for the parents to arrange marriages for their sons or daughters, although most practice common-law marriage. Shamanism is practiced as much as Christianity. The main activity for men is farming and for women artisanal work, such as is sold on roadsides. The staple food is maize, or “cachapa”, one of the characteristic foods of both this ethnic group and across the country.  Oral tradition is transmitted throughout the community by adults. Religious festivals are celebrated with various activities.

Martínez Perdomo continues with a discussion of the influence of interethnic relations in the strengthening and or the decline of cultural identity among the Chorti Maya in Honduras, again with a presentation of data drawn from a case study within the community. He addresses the reconstruction cultural identity in the Maya Chorti of western Honduras, after a period of decline; while also identifying and describing the characteristics of this group. Martínez Perdomo explains that there are two theories: one that identity is inherited; and another that it builds on what already exists. He considers the effects of inter-ethnic relations and notes that small details in Mayan artisanal work indicate the influence of the Lenca cultures.

Franco de Gómez addresses Indigenism in Ecuador and the preservation of ancestral culture. She offers a history of indigenism in the different communities of Ecuador; and describes the lives and customs of the various ethnic groups there, including information on their clothing as well as their social and political organization. She closes by recounting anecdotes and legends of these communities.

Monday, May 20, 8:30-10:00

Moderator:  Ellen Jaramillo, Yale University

Rapporteur: Natalie Baur, University of Miami


  • Red de Bibliotecas Comunitarias Riecken — Marco Israel Quic Cholotío, Bibliotecas Comunitarias Riecken
  • Aproximación al tesauro del huipil tradicional triqui de San Andrés Chicahuaxtla — Patricia Alejandra Méndez Zapata, Fundación Alfredo Harp Helú, Oaxaca, AC., México
  • Escritoras y periodistas en el Perú del siglo l9 (1850-1900) — Maida Watson, Florida International University

Marco Israel Quic Cholotío presented on his work with a system of community-supported libraries in Guatemala. Quic emphasized that the community libraries serve as centers of learning and promoting curiosity. The libraries also facilitate the diffusion of information in alternate ways since many in the communities are not literate. The libraries are considered “community-based” since they include input and contributions from the community, the municipality and partner organizations. Without one part, the whole cannot function; therefore the community participation is essential to the function of the organization.

After introducing the general overview of the Riecken Libraries, Quic discussed the various types of programming and services that the libraries offered its patrons. Along with providing internet access and reading materials, the libraries also have strong programs in strengthening local culture. Programs include storytelling with children and community elders, Mayan cooking and weaving classes for children and young adults, and a role in working with community members to publish oral traditions as children’s books. The libraries also provide bibliomóviles (bookmobiles) in rural areas without access to brick and mortar libraries. Finally, the libraries also play a role in organizing community service opportunities for all ages.

Patricia Alejandra Méndez Zapata presented on her work with the Triqui community in Mexico and the preservation of their traditional weaving methods and symbols. Méndez explained that in the state of Oaxaca, there are fifteen indigenous peoples, and that the community of Triqui has grown to include a mix of the traditional and the “new.” Méndez lived in the community over several periods of time in order to develop a thesaurus of weaving terms and designs with the help of Triqui women.

Méndez spoke first about how she gained confidence with members of the community and obtained an invitation to live and work with the women while she did her research. Then, she explained the development for the methodology of her thesaurus project and how she conceptualized her methods of data collection, which consisted of conducting a series of interviews with Triqui women who were expert weavers. Using the program Word Smith to analyze the words used during her interviews, Méndez was then able to develop a comprehensive thesaurus of Triqui-Spanish terms related to traditional weaving techniques, designs and lore.

Maida Watson spoke about her research on 19th century women writers and journalists in Perú, outside of the capital of Lima. She spoke of several women authors, including Carolina Freyre de Jaimes, perhaps one of the best known Peruvian female writers of her time. Freyre de Jaimes wrote in many of the leading Peruvian newspapers and journals of her time, during the era of a male-dominated profession. Watson then spoke to the social clubs, called tertulias that educated, leading women of Perú formed because they were not invited to be a part of the men’s clubs. In these female spaces, the women were able discuss their intellectual pursuits and writing freely. According to Watson, because of their involvement in intellectual spheres and contributions to newspapers and periodicals, women in Perú enjoyed more freedom of expression and work than their elite counterparts in Spain.


Peter Johnson (Princeton University) asked Marco Israel Quic about the recent case of Ríos Montt being convicted of human rights violations in Guatemala and the responsibilities that libraries had in making information available to people about such topics. Quic answered that his library turned on the television but there was no work to save or diffuse the information.

Barbara Tennenbaum (Library of Congress) asked Patricia Méndez if she verified if the answers she got during her interviews were true and how much time she was in the community. Méndez replied that she had an entrance to the community through women she had previously worked with on another project and that she was able to be in the community for her thesaurus project several times for short periods and was able to share her final product with the women.

Ellen Jaramillo (Yale University) asked Marco Israel Quic about the reactions that parents had of their children using the libraries. Quic responded that the great majority of the parents supported their children learning from elders in the library and that only a few people had asked that the elders not participate in the library programs without compensation. Normally, however, the work that the libraries do with the community is very accepted.

Sócrates Silva (UC Santa Barbara) asked Israel Marco Quic how to acquire the children’s books his library published. Quic explained that they were available as supplements in newspapers and that the Guatemalan government was publishing three titles for a literacy program at the national level.

Gayle Williams (Florida International University) asked Maida Watson if women writers in 19th century Perú were writing at all about voting rights for women. Watson responded that the women in Perú at the time were not very worried about voting rights, that they were more interested in the rights to work professionally.

Sunday, May 19, 4-5:30

Moderator:   Adan Griego, Stanford University

Rapporteur: Lisa Gardinier, University of Iowa & Michael Hoopes, University of New Mexico


  •, Felipe Varela
  • Digitalia, Lluis Claret
  • Librería García Cambeiro, Fernando Genovart
  • Casalini Libri, Kathryn Paoletti
  • Librarian Perspective, Suzanne M. Schadl, University of New Mexico
  • Librarian Perspective, Angela Carreño, New York University

Griego (Stanford) introduces the panel by asking what has changed since the first inception of an e-book panel at SALALM in 2009 and noting that librarian concerns and vendor responses have been fruitful. He concludes by acknowledging current issues with the portability and compatibility of certain e-readers and the inter-operability of interlibrary loan systems; but states that regardless trends published by ACRL indicate that e-books are here to stay.

Despite the growth of digital formats from Latin American publishers, it appears that numbers are fairly low, with each country producing fewer than 5% of its publications in digital formats. Current studies on e-book usage in academic and public libraries are briefly discussed.

Individual presentations from e-book vendors are given by representatives of Casselini (Italy), Digitalia (Spain), (Spain), and Libreria Garcia Cambeiro (Argentina/Brazil).  While each vendor’s product is distinct, all three vendors discuss similar topics that include the special formatting, search capabilities, compatibility with mobile devices and citation exporters, and purchasing for their specific products.

Angela Carreño (New York University) discusses her institution’s decision to adopt a publisher platform and e-book strategy. She touches on the needs of certain services within e-books such as note taking and searching that make for a comfortable scholarly research environment, stating that the development of user/research-friendly platforms is a process very much still in development.

Suzanne Schadl (University of New Mexico) discusses UNM libraries goals for e-book development (eventually holding 40% of their collections in ebook format to be accessed whenever and wherever patrons desire) and some current infrastructural obstacles. She notes that different users have different needs, and that while e-books stand to create space for studying and important physical items, they are not the only answer for academic research. Furthermore under-resolved infrastructural problems at UNM like poor wireless internet access in some parts of library buildings make to efficient ebook usage and promotion difficult. E-book displays also prevent obstacles for individuals seeking to read from their smartphones or tablets.


Hortensia Calvo  (Tulane) asks Carreño whether e-books will be utilized in study abroad and international campus sites of American universities.  Angela states that special programs like the NYU branch campus in Abu Dhabi and increasing pressure on research libraries to collaborate in smarter ways of making e-books more useful for branch campuses.

Vera Araújo (Susan Bach Books, Brazil) laments that the only e-books in abundance in Brazil are self-published books, novels, etc. How is the situation in other Latin American countries? Are there many e-books from Peru, Colombia, or Uruguay? A vendor responds by stating that Brazil is somewhat behind, and there is currently little interest among Brazilian librarians with regards to e-books.

A discussion on free materials takes place, with one Argentine librarian discussing the financial constraints of his institution and the common practice of uploading/downloading PDF files for academic use, a practice that accomplishes the same role as the e-book. One digital publishing representative responds by first stating that the debate surrounding free materials is a difficult one, and that he is personally against the use of free content. Such content is also unstable, available online one day online and gone the next.  Another representative is supportive of official open access titles, stating that the problem with organizations that only provide open access titles struggle to provide certain titles. The third representative states that the commitment of an e-book purchase ensures that a title will be stable and readily available to library patrons.

Angela Kinney (Library of Congress) expresses an interest in title-by-title (non-bulk) purchases of e-books. This desire is spurred by a lack of space for physical books. Her library also desires to develop a model that obtains a publication in a package that includes the physical book, the marked record, and the digital item. Is it possible for e-book vendors to conform to this three-part package? The e-book representatives respond by stating that yes, such packages could be made possible.


Sunday, May 19, 4-5:30

Moderator: Philip S. MacLeod, Emory University

Rapporteur: Jill Baron, Dartmouth College


  • Endangered Languages: The Importance of Preserving Immaterial Knowledge, What We Lose When a Language Dies? — Enrique Catalán Salgado, Universidad Autónoma Metropolitana Unidad Xochimilco, México
  • Inca Writing: Quipus, Yupanas and Tocapus — Ruben Urbizagastegui, University of California – Riverside
  • Epistemic Communities: Trends in Building Knowledge on Indigenous Issues in Mexico and Its Impact on the Social Environment, Government and Academia — Tomás Bocanegra-Esqueda, El Colegio de México, A.C.
  • Khipuism, Cybernetics and Indigenous Epistemic Communities in the Andes: A Critical Investigation — Manomano M. M. Mukungurutse, Nomadic-Independent Researcher and Writer

Moderator Phil MacLeod welcomed everyone to the session and introduced the three panelists.  First to speak was Enrique Catalán Salgado explored the dire situation facing indigenous languages worldwide.  He described the world as becoming aphonic, a term that typically refers to the loss of voice in a human being.  He argued that language is a unique tool for analyzing the world, and that the destruction of languages is a real global problem produced by social forces such as violence, war, genocide, racism, discrimination, and cultural factors such as “mestizofilia” or the pressure to adhere to a single official language.  According to Catalán Salgado, the most populous countries, such as the US, Brazil, and India are at the greatest risk of disappearing languages.  In Mexico, for example, he stated that 27% of languages – those that have 1000 or fewer speakers – are endangered.  In the US, of 155 spoken languages, 135 are in danger.  Bolivia, on the other hand, which has a large indigenous population (more than 60% of the general population), is not as at great a risk as Mexico and the US because the general population is smaller.  Various international organizations, like UNESCO and the UN, have made efforts to encourage countries to respect indigenous rights and mitigate this problem.

Tomás Bocanegra-Esqueda followed by presenting several academic and scholarly communities that are investigating indigenous issues in Mexico. These include the Comisión Nacional para el Desarrollo de los Pueblos Indígenas (CDI), a national institute that produces an important group of publications on themes such as sustainable regional development, social and human development, indigenous rights, migration, heritage and cultural development, gender equity.   Whereas there are no researchers employed by the CDI, the Institute supports research undertaken by affiliated researchers.  The Conaculta Consejo Nacional para la Cultura y las Artes is another institute that goes by a decentralized model of providing financial and editorial support for various projects related to indigenous cultural heritage and folkways (art, handcrafts, folklore).  The Centro de Investigación de Cultura Purépecha, within the University of Michoacan, produces a good catalog of publications on gender equity, traditions and oral culture, self-governance, regional customs and religion.  Intercultural universities represent a new model for higher education, with areas of study such as linguistics, environmental studies, philosophy and indigenous cultures, and community issues.  They can be found all over Mexico (Chiapas, Tabasco, Guerrero, Estado de México, Puebla, Veracruz and Quintana Roo).  UNAM has an anthropological research institute and a multidisciplinary research center on Central America with a special focus on public health.  Other institutes with a focus on indigenous studies include the CIESAS and the Red de Colegios y Centros CONACYT. Bocanegra-Esqueda argued that in spite of this seeming abundance of scholarly attention to indigenous issues, there has been little impact on actual public policy.  In all cases but the Zapatista movement, scholarship has done little to steer the government toward enacting more inclusive social policies.  The discourse of interculturalism is problematic in Mexico, where the government either treats indigenous peoples as a minority group, or uses them for a certain public image.

Finally, because one of the presenters was absent, Manomano M. M. Mukungurutse closed the session with his reflections on the Khipu, which he presented as an entire knowledge system comprising Andean political, cultural, mathematical and environmental phenomena.  This, like other indigenous knowledge systems, was and continues to function as a system of “data storage.”  Through the khipu knot, the central unit of information, knowledge was disseminated throughout the Incan empire. According to Inca de la Garcilaso, who wrote about the khipu, the knot recorded information, including mathematical calculations. Those who could communicate through khipu were the bards and sophists of culture; it was they who taught and produced knowledge in what Mukungurutse called “the invisible college.”

There was only one question from the audience, from José Ortado (Fundación de Kuyayky Peru).  He asked the panelists to reconsider the word “indigenous,” which he considers inherently discriminatory, as no one has purity of race.  He asked why do researchers continue to use this word?  Mukungurutse agreed that we are all mixed, but that we need to have is a category for the indigenous.  Indigenous is a broader concept; it does not deny the point that we are mixed.  Catalán Salgado argued that even if this word stems from a Eurocentric point of view, we scholars and students need a common scientific language in which to communicate.


Sunday, May 19, 2:30-4:00

Moderator:  Teresa Chapa, University of North Carolina, Chapel Hill

Rapporteur:  Gabriella Reznowski, Washington State University


  • The Inter-institutional Consortium for Indigenous Knowledge (ICIK) at Penn State — Audrey N. Maretzki, Pennsylvania State University
  • Indigenous Knowledge in Academic Libraries: Collaborations in Outreach and Preservation — Helen M. Sheehy, Pennsylvania State University

Dr. Audrey Maretzki (Penn State) presented on the conceptual development of ICIK at Penn State. This global indigenous knowledge resource center was developed during the period between 1995 and 2003 and similar to others elsewhere such as the Center for Indigenous Knowledge and Rural Development (CIKARD) established at Iowa State by Dr. Michael Warren.  Warren’s goal was to work with indigenous communities around the world to develop a network of indigenous knowledge resource centers; and in 1995, he became an honorary chief in an Igbo village in Africa and was invited to Penn State. On that occasion he conducted a ceremony to mark the inception of Penn State’s efforts to develop a center for indigenous knowledge.

ICIK was designed to create a space where faculty, students, and local community interest in “knowledges” generated outside the academy could be shared in order to balance the concept of “outreach” with the concept of “inreach.” The idea was to engage with respectful research in collaboration “with” communities rather than research “about” communities or “in” communities.

Many colleges collaborated with ICIK, including the College of Medicine’s Kienle Center for Humanistic Medicine; the American Indian Leadership Program at Penn State, the College of Education, the College of Agricultural Science, Liberal Arts, the Humanitarian Engineering and Social Entrepreneurship Program, and Penn State’s Global Development Center. Groups outside the university include the Centre County United Nations Association and the Center for Amazon Community Ecology.

ICIK’s endeavors include a listserv, L-ICIK, which currently reaches 800 subscribers around the world;  a course that is open to graduate students, undergraduates, and faculty, and taught by Dr. Bruce Martin of the University of Michigan in cooperation with tribal leaders in northern Minnesota through the Community and Economic Development program at the College of Agricultural Sciences. Students in the course spend three weeks exploring the history of the nations, engaging in conversations with elders and community leaders (Dennis Banks, Annie Dunn, and Winona LaDuke) and participating in important ceremonies at the Red Lake reservation.  In 2004 ICIK hosted their first international conference on indigenous knowledges. Thie event entitled “Transforming the Academy” welcomed over 100 participants from around the globe.

Dr. Maretzki referenced Oscar Koagli’s “Houses of Knowledge” concept, which likens opening all indigenous knowledge to allowing everyone into all the rooms of a home, and cautiously advises against such broad access.  A survey of academic and extension employees also helped to identify barriers to including indigenous knowledge in research, teaching and outreach. These responses led to the formation of a working group on Indigenous Knowledge and Development and four-day workshop in Arusia, Tanzania which included the involvement of two rural communities. Faculty from Tumaini University and Penn State worked with community members to investigate cultural tourism of Masaii villages and Masaii learning and to develop a tourism curriculum and a cultural craft center at branch campuses.

In 2008/2009 ICIK received a $100,000 endowment from the Whiting Center which is used to support IK activities at Penn State. AcademIK Connections was developed as a video series to provide a platform for faculty to showcase how they were using indigenous knowledge in their curriculum. There are currently 12 videos in the series which include indigenous ways of knowing, sustainable forestry, and nutria-business. An ICIK hosted viewing of the film Milking the Rhino (2009) helped to illustrate how the Maasaii in Kenya and Tanzania and the Himba in Namibia use their natural resources in culturally appropriate ways, to improve their economic situations. Maretzki shared a video of a portable pot cooler that uses wet sand to pull heat away from water kept in a milk-jug container:

Helen Sheehy (Penn State), who became involved with ICIK in 2010 when Maretzki approached her about collaborating with the libraries, addressed efforts to expand the reach of the program and improve its visibility. As a community gathering place, the Penn State library was a logical space for campus to come together in an interdisciplinary location. The library’s established liaison relationships with the academic departments were also useful for expanding ICIK’s interdisciplinary reach through collaboration and raising their campus visibility in a neutral territory.


There were no questions


Sunday, May 19, 2013

9:00-10:30 am

Welcoming Remarks:

Dr. Martha Mantilla, SALALM President 2012-2013, University of Pittsburgh; Meiyolet Méndez, SALALM Local Arrangements Committee Chair 2012-2013, University of Miami; Dr. Thomas Breslin, Interim Dean of Libraries, Florida International University

Keynote address:

Dr. Emilio del Valle Escalante, University of North Carolina, Chapel Hill

“Indigenous Literatures of Abya Yala”

Rapporteur: Sócrates Silva, University of California, Santa Barbara

Martha Mantilla, SALALM president, opened the conference by welcoming attendees and giving a brief history of the organization. She thanked the conference hosts: Florida International University Libraries, University of Miami Libraries, The Center for Latin American Studies at the University of Miami, and the Latin American and Caribbean Center at Florida International University.

Mantilla then recognized invited guests and Enlace Travel Award winners, Marco Israel Quic Cholotío (Guatemala), Patricia Alejandra Méndez Zapata (Mexico), Presidential Travel Fellow, Tomás Bocanegra Esqueda (Mexico) and SALALM Scholarship winners Lisa Cruces, Tim Thompson, D. Ryan Lynch, and Betsaida Reyes.

Dr. Thomas Breslin (Interim Dean of University Libraries at Florida International University) spoke and said that as a historian he was grateful for the work of SALALM attendees in assuring that Latin American collections were made available to scholars. He welcomed everyone and wished the conference well.

Meiyolet Méndez, Chair of the local arrangements committee welcomed everyone to Miami. She thanked the local volunteers who made the conference possible, acknowledged the support of hosting institutions, and wished everyone an excellent conference.

Mantilla then introduced Manomano Mukungurutse (Duquesne University) who in turn introduced the keynote speaker, Dr. Emilio del Valle Escalante (University of North Carolina, Chapel Hill). His address was entitled, “Indigenous Literatures of Abya Ayala.” Escalante explained that the term “Abya Ayala” comes from the Cuna language (Panama) and that it means “land in full maturity.” It is the name the Cuna people give to the Americas.

Since the second half of the twentieth century Abya Ayala has seen an emergence of indigenous textual production which has been mostly published in bi- or multilingual editions, which have included genres such as narrative, poetry, theater, and essays. As opposed to indigenista literature, which has been written about indigenous people, these are texts that are authored by indigenous people themselves.

These texts represent one of the most important cultural phenomena in the continent, and as the theme of the SALALM conference demonstrates, this phenomenon is not going unnoticed. The talk addressed the following questions: what made possible the emergence of this literary canon; what are some of its historical precedents and representative texts; who are some of the most preeminent indigenous authors?

By addressing literary texts and the historical and political circumstances that surrounded their creation, Escalante reviewed literary production from Pre-Colombian records to contemporary literature, especially focusing on the Maya experience in Central America.

Questions & Comments
Marco Israel Quic Cholotío (Bibliotecas Comunitarias Riecken, Guatemala) asked about the distribution of contemporary Maya works as his library finds it challenging to acquire these texts. Escalante explained that this challenge comes from having very limited runs of titles (as little as 500 books per title) and that much of this distribution happens more informally at writer’s events or through visiting the publishers themselves.

Barbara Tenembaum (Library of Congress) mentioned she had attended a conference in Guatemala City in the late 90s for indigenous languages and she asked if there had been any subsequent congresses for indigenous languages. Escalante responded that there have been many; in fact there is an annual conference at the University of Notre Dame for the Indigenous languages of Latin America. There are also several conferences throughout the region supported by UNESCO, which as an organization concerns itself with the preservation of indigenous languages.

Fernando Acosta-Rodriguez (Princeton) asked about the emergence of indigenous Children’s literature written in bilingual editions. Escalante responded that this has partly come about as a response to governments officiating indigenous languages. Many of the contemporary writers Escalante mentioned in his address have written children’s books in the hopes that these books will become part of national curricula.

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Created in June 2011 by Executive Board decision, the SALALM Scholarship is for Master degree candidates in ALA accredited institutions that offer programs in information and library science, as well as for students in archival studies programs at the Masters level. Applicants must have completed at least one semester of study in order to apply, and interest in academic and research libraries or archives is required. The amount awarded is $1000. A generous anonymous donation of $999 enabled SALALM to award a spring semester scholarship. We are deeply appreciative of the recognition by this SALALM member of the importance of assisting graduate students, as well as in supporting the launch of the scholarship. Thus far this FY SALALM members donated $1684 to this important project. Expenses were $398 for the design and printing of two posters.

The task force consisted of Anne Barnhart (fall semester only), Alison Hicks, Jesús Alonso Regalado, Paloma Celis Carbajal, Gayle Williams, Nathalie Soini, Mary Jo Zeter, and Peter T. Johnson (chair). During the summer the guidelines and requirements were developed, and announcement of the scholarship along with a poster, went to directors of graduate study. It was decided initially to limit the candidate pool to those studying in Canada and the US. Additional promotion during fall semester with library schools occurred through direct messages from task force members. Substantial discussion focused on evaluative criteria. New ideas arose to discuss for AY 2012-2013.

During the fall semester 17 applications arrived and for spring 11. Many candidates presented excellent qualifications and records of accomplishment. Selection was difficult, and in fall two candidates were judged to merit the scholarship: Lisa Cruces (Univ. of Texas at Austin) and Timothy Thompson (Indiana Univ.). For spring David Fernández (Univ. of Toronto) received the scholarship. For biographical information see:

Given the success of promoting the recognition in Canada and the US of SALALM among graduate students and faculty through the SALALM Scholarship, the task force believes that SALALM should continue funding for another year.

The task force is indebted to Melissa Gasparotto for setting up, monitoring and problem resolution of the JotForm software; the efficiency of the application process would not have been feasible without her assistance. We also benefitted from Daisy Domínguez for her handling the web postings and details related to them. Carol Avila was once again indispensible with the publicity, mailings and inquiries from applicants and references. To all three SALALM owes its appreciation and thanks.

Peter T. Johnson

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Friday, May 17, 2013, 11:00am-12:00pm
Room Segovia A, Westin Colonnade Hotel, Miami, Florida

** Thank you to Ellen Jaramillo for taking notes for the meeting minutes **

Attendees: Ellen Jaramillo (Yale U.), Tina Gross (St. Cloud State U.), Sara Levinson (UNC-Chapel Hill), Brenda Salem (U. of Pittsburgh), John B. Wright (Brigham Young U.), Cecilia Sercan (Cornell), Peter S. Bushnell (U. of Florida), Sarah Leroy (U. of Pittsburgh), Steven Kiczek (San Diego State U.), Tim Thompson (U. of Miami), Pedro Figueroa (Books from Mexico), S. Lief Adleson (Books from Mexico), Licet Ruiz C. (Instituto de Historia de Nicaragua y Centroamérica), Felipe Varela (E-Libro), Alejandra Méndez (Biblioteca Juan de Córdova), Israel Quic (Bibliotecas Comunitarias Riecken), Daniel Schoorl (UCLA-HAPI), Bart Burk (U. of Notre Dame), Ana D. Rodriguez (U. of Miami), Melanie Polutta (Library of Congress), Ana Cristan (Library of Congress), Fernando Genovart (Librería García Cambeiro)

The meeting of the Cataloging and Bibliographic Technology Subcommittee was held May 17th from 11am-12pm. It was attended by 22 people and was headed by Subcommittee chair Brenda Salem. Attendance, which was higher than usual, included several libreros.

Ana Lupe Cristán, a Cooperative Cataloging Program Specialist in the Cataloging Policy and Support Office (CPSO) of the Library of Congress gave a presentation titled ‘Lessons Learned on Implementing RDA at the Library of Congress.’ The presentation, which included handouts, explained some of the changes to bibliographic records brought on by RDA (Resource Description and Access), the new cataloging standard that replaces AACR2 (Anglo-American Cataloging Rules, second edition), and “went live” this spring. She noted the RDA terminology in Spanish, and described the essentials for implementing a new cataloging code, the online curricula available in Spanish and English (Powerpoint presentations and videos are available on iTunes). She noted that a Spanish translation of the new RDA instructions are not yet available on the RDA Toolkit and urged attendees to leave feedback in the RDA Toolkit website in order to help move the process along. She also outlined the Bibliographic Framework (BIBFRAME) transition initiative to move away from the MARC21 encoding format to better accommodate future bibliographical needs and take advantage of newer technology.

Members and attendees briefly reported on the status of RDA training and implementation at their respective institutions. Several institutions have trained paraprofessionals in RDA. There was some frustration expressed due to the constantly changing online documentation on RDA and the lack of index to the RDA Toolkit. Library of Congress members noted that it is good policy to check the RDA documentation frequently. John B. Wright (BYU) mentioned that in the previous year, his institution enlisted the services of Gary Strawn (Northwestern U.) to create a program to update headings to comply with RDA (i.e. “Dept.” into “Department”, etc.) in their bibliographic files. He encouraged members to contact Gary Strawn and have him do the same thing for their institutions.