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Nā Kūlana ‘Ike Hawai‘i: A Hawaiian Studies Information Literacy Curriculum

Objective: To equip students with the skills to evaluate, understand, and ethically engage with information sources, both modern and traditional, through the lens of Hawaiian Studies.

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Core Components for Students:

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1. Evaluating Sources

  • Understanding Sources: Types of sources used in Hawaiian studies (oral histories, archival materials, manuscripts, and digital sources).

  • Source Analysis: Techniques for evaluating the credibility and relevance of sources, including authorship, publication, and context.

  • Cultural Context: Emphasizing the importance of understanding the cultural context in which the information was produced and its impact on interpretation.

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2. Research Methodologies

  • Hawaiian Epistemology: Introduction to Hawaiian ways of knowing and their application to research.

  • Research Design: Developing research questions and hypotheses within a Hawaiian cultural framework.

  • Data Collection: Learning about culturally appropriate methods for collecting data, such as interviews, surveys, and fieldwork within the community.

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3. Ethical Considerations

  • Indigenous Knowledge: Exploring the ethics of using and sharing indigenous knowledge, including the principles of Free, Prior and Informed Consent (FPIC).

  • Cultural Protocols: Understanding and respecting cultural protocols when researching and accessing Hawaiian knowledge.

  • Cultural Intellectual Property: Teaching the rights and responsibilities associated with the use of traditional knowledge and cultural expressions.

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Implementation Strategies for Libraries:

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1. Faculty Partnership

  • Learning Outcomes Collaboration: Working with faculty to establish clear information literacy learning outcomes.

  • Faculty Workshops: Conducting workshops to help faculty incorporate information literacy into their curriculum.

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2. Primary Sources Awareness

  • Resource Integration: Increasing the awareness and use of primary sources in ʻōlelo Hawaiʻi (Hawaiian language).

  • Archival Training: Training students and faculty in accessing and utilizing archives, particularly those in the Hawaiian language.

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3. Hawaiian Research Course

  • Course Development: Establishing a dedicated Hawaiian research and information literacy class.

  • Practical Experience: Incorporating hands-on projects that require students to use the skills they’ve learned.

  • Community Engagement: Inviting community members and knowledge keepers to speak and participate in the curriculum.

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Assessment & Continual Improvement:

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1. Skill-Based Assessments

  • Portfolio Assignments: Students create a portfolio of their work, demonstrating their information literacy skills.

  • Peer Review: Implementing peer-review sessions where students assess each other’s research methodologies and ethical considerations.

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2. Feedback Mechanisms

  • Surveys and Feedback: Regularly obtaining feedback from students and faculty to improve the curriculum.

  • Community Input: Ensuring the curriculum remains relevant and respectful by including the Hawaiian community’s feedback.

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3. Program Evaluation

  • Longitudinal Studies: Tracking the long-term impact of information literacy skills on student research in Hawaiian studies.

  • Curricular Revisions: Continuously updating the curriculum based on evolving best practices in information literacy and Hawaiian studies.​

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