Seeking relations and kin: pursuing the information seeking practices and experiences of Indigenous students

Abstract

Introduction. This study reports the findings of our study on the information needs of Indigenous undergraduate and graduate students at the University of Toronto. Indigenous students are the fastest growing demographic in Canadian higher education, yet little attention in the literature has been paid to the unique needs, responsibilities, and cultural obligations of these students. We seek to share our findings, though Indigenous Knowledges and experiences are land and culturally contextual, as a contribution and call to attend to Indigenous students’ information seeking needs and behaviours.

Method. Focus groups and visual methods were conducted with groups of undergraduate and graduate Indigenous students. Participants were invited to comment on photographed spaces in Robarts Library. This was necessary due to the COVID-19 pandemic. The focus groups were conducted and recorded on Zoom. Transcripts were created from the recordings, sent to participants for their approval, and then formed the basis of the analysis.

Analysis. Transcripts were coded using thematic coding and analysis. As this study had multiple research team members, coding was carried out on a secure OneDrive shared document.

Results. Participants shared the need for the library to attend to greater burdens on Indigenous students in the areas of cultural safety, inherent violence in library systems, anxiety on approaching systems and materials, and the added responsibility to find culturally appropriate and accurate sources. Notably, they shared that the library had failed them in these areas and shared resources and strategies despite this failure.

Conclusion. Indigenous students do not have a relationship of trust with the academic library. They often feel anxious or angry at the perceived lack of action and systems that would prevent violent encounters and safeguard their cultural responsibilities. Libraries should attend to better understanding and transforming systems to incorporate Indigenous students’ information needs.