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Supporting ethnic studies is an opportunity to uplift diverse stories and perspectives and to build and affirm such communities and their voices, experiences, and histories. Ethnic studies librarianship requires engagement, a desire to listen and engage with one’s constituents, and a focused approach to re-humanizing and emphasizing the voices of those who are being studied. Race and ethnicity, despite their abstractness, have real, concrete meaning and consequences in American society. Being able to see who speaks and who is silenced matters, and ethnic studies librarianship supports the intellectual journey of students in becoming aware of the various ways we see the world and the numerous stories we tell and come across in our lifetime.
 
Ethnic Studies in Academic and Research Libraries serves as a snapshot of critical work that library workers are doing to support ethnic studies, including areas focusing on ethnic and racial experiences across the disciplines. Other curriculums or programs may emphasize race, migration, and diasporic studies, and these intersecting areas are highlighted to ensure work supporting ethnic studies is not solely defined by a discipline, but by commitment to programs that uplift underserved and underrepresented ethnic communities and communities of color. Twenty chapters are broken into three thorough sections:

1. Instruction, Liaison Engagement, and Outreach
2. Collections Projects and Programs
3. Collaborations, Special Projects, and Community Partnerships

Ethnic studies programs, faculty, and students can lack visibility in librarianship, though there are many opportunities to engage with and support these interdisciplinary and multidisciplinary programs. Ethnic Studies in Academic and Research Libraries captures case studies, programs, and engagements within the field(s) of ethnic studies and how library workers are creating and documenting important support services and resources for these communities of learners, scholars, activists, and educators. We need to think critically about how we support ethnic studies and our faculty colleagues in these departments, especially during challenging times in fiscal crises and the systemic violence and oppression that occurs in higher education, in our institutions, in our communities, in our profession, and in our histories. What we collect, preserve, share, and uplift reflects who we are and our priorities.
 

This volume brings historians of science and social historians together to consider the role of "little tools"--such as tables, reports, questionnaires, dossiers, index cards--in establishing academic and bureaucratic claims to authority and objectivity. From at least the eighteenth century onward, our science and society have been planned, surveyed, examined, and judged according to particular techniques of collecting and storing knowledge. Recently, the seemingly self-evident nature of these mundane epistemic and administrative tools, as well as the prose in which they are cast, has demanded historical examination. The essays gathered here, arranged in chronological order by subject from the late seventeenth to the late twentieth century, involve close readings of primary texts and analyses of academic and bureaucratic practices as parts of material culture. The first few essays, on the early modern period, largely point to the existence of a "juridico-theological" framework for establishing authority. Later essays demonstrate the eclipse of the role of authority per se in the modern period and the emergence of the notion of "objectivity." Most of the essays here concern the German cultural space as among the best exemplars of the academic and bureaucratic practices described above. The introduction to the volume, however, is framed at a general level; the closing essays also extend the analyses beyond Germany to broader considerations on authority and objectivity in historical practice. The volume will interest scholars of European history and German studies as well as historians of science. Peter Becker is Professor of Central European History, European University Institute. William Clark is Lecturer in History and Philosophy of Science, Cambridge University.

As newcomers—immigrant students who have been in the U.S. less than two years—arrive in record numbers, many school districts are looking for ways to best support these new arrivals. Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers offers a research-based overview of newcomer students across the nation and provides specific strategies for helping them integrate into U.S. schools in a variety of settings (ESL, bilingual, mainstream/content classrooms). In addition to a brief overview of how newcomer programs can provide academic and social-emotional services for recently arrived English learners, the authors draw on their experience to offer five best practices for serving newcomers. Readers will learn how to:

• Collaborate with school professionals to create a program specifically to meet the unique needs of new arrivals.
• Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling.
• Develop the classroom supports necessary for students to achieve academic success.
• Provide supports that address the physical, social, and emotional challenges of newcomers.
• Work with families and communities to support students outside of a school environment.

With reflective questions at the end of each chapter, this book is designed to be used as a textbook with study groups or as a self-study resource for professional development.