Traditional Knowledge Management

Q: What is the main focus of the article?

A: The main focus of the article is the intersection between traditional knowledge management and preservation with Library and Information Science (LIS) practices.

Q: What is the significance of the African proverb 'When an elder dies, a library burns down'?

A: The proverb highlights the importance of traditional knowledge preservation and cultural continuity. It emphasizes the need to protect and preserve traditional knowledge, which is often held by elders in Indigenous communities.

Q: What are some challenges faced in the preservation of traditional knowledge?

A: Some challenges include the loss of language, the oral nature of traditional knowledge, and the perception of traditional knowledge as obsolete by the younger generation. Additionally, the dominance of print formats and the lack of interest in oral knowledge transmission pose challenges.

Q: How does the oral nature of traditional knowledge affect its transmission?

A: The oral nature of traditional knowledge poses a challenge to its transmission, as younger generations are less familiar with oral methods of knowledge acquisition. The dominance of print formats and the lack of interest in sitting and listening to elders also contribute to the difficulty of transmitting oral knowledge.

Q: What role can libraries play in traditional knowledge preservation?

A: Libraries can serve as custodians of traditional knowledge by collecting, preserving, and disseminating it. They can raise awareness about the value and importance of traditional knowledge and involve elders and communities in its production and teaching.

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Q: How can libraries address the challenges posed by traditional knowledge preservation?

A: Libraries and other information institutions need to re-examine and reconstruct themselves to take into account non-western epistemologies and worldviews. They should develop cultural competency and adapt their practices of knowledge classification, organization, and dissemination to better support the preservation of traditional knowledge.

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Q: What is the main goal of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)?

A: The main goal of the UNDRIP is to recognize and protect the rights of Indigenous Peoples, including their right to revitalize, use, develop, and transmit their histories, languages, oral traditions, and philosophies.

Q: What are some concerns of Indigenous Peoples regarding the protection of traditional knowledge?

A: Indigenous Peoples are concerned about the misuse, misrepresentation, commercial misappropriation, and offensive and derogatory use of traditional knowledge. They also seek to rejuvenate traditional knowledge and ensure its transmission to future generations.

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Q: What is the role of language in the transmission of traditional knowledge?

A: Language plays a crucial role in the transmission of traditional knowledge. It helps to define one's identity, express a worldview, and capture the cultural nuances embedded in traditional knowledge. Loss of language poses a significant challenge to knowledge transmission.

Q: What are some potential solutions to the challenges faced in the preservation of traditional knowledge?

A: Some potential solutions include revitalizing Indigenous languages, raising awareness about the value of traditional knowledge, involving elders and communities in its production and teaching, and developing cultural competency in libraries and information institutions.

Q: How does the western paradigm and epistemology pose challenges to the preservation of traditional knowledge?

A: The western paradigm and epistemology, which form the basis of Library and Information Science practices, may not align with the nature of traditional knowledge produced in Indigenous communities. This misalignment poses challenges to current library practices when applied to the management of traditional knowledge.

Q: What is the significance of involving elders and communities in the production and teaching of traditional knowledge?

A: Involving elders and communities in the production and teaching of traditional knowledge ensures its authenticity, cultural relevance, and accurate transmission. It also helps to pass on cultural values, worldviews, and practices associated with traditional knowledge.

Q: What are some potential benefits of preserving traditional knowledge?

A: Preserving traditional knowledge allows for the continuation of cultural traditions, the transmission of valuable knowledge to future generations, and the protection of Indigenous Peoples' intellectual and cultural heritage.

Q: What are some criticisms of comparing traditional knowledge to scientific knowledge?

A: Comparisons between traditional knowledge and scientific knowledge can oversimplify and misrepresent traditional knowledge. Such comparisons may depict science as more rational and superior, leading to misconceptions about thought processes and intellectual capacity.

Q: What are the main challenges posed by the oral nature of traditional knowledge?

A: The oral nature of traditional knowledge poses challenges to its preservation and transmission, as younger generations may not be familiar with oral methods of knowledge acquisition. Additionally, the dominance of print formats and the lack of interest in sitting and listening to elders contribute to the difficulty of transmitting oral knowledge.

Q: What is the role of libraries in the preservation and dissemination of traditional knowledge?

A: Libraries can play a crucial role in collecting, preserving, and disseminating traditional knowledge. They can raise awareness about the value and importance of traditional knowledge, protect it against misappropriation, and involve elders and communities in its production and teaching.

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Q: What are some potential ways for libraries to adapt their practices to support the preservation of traditional knowledge?

A: Libraries need to re-examine and reconstruct themselves to take into account non-western epistemologies and worldviews. They should develop cultural competency, adapt their knowledge classification and management practices, and ensure the involvement of Indigenous communities in the preservation and dissemination of traditional knowledge.

Q: What is the focus of the ongoing international debate on traditional knowledge?

A: The ongoing international debate on traditional knowledge focuses on issues of protection, ownership, control, and access to traditional knowledge. This debate is driven by the need to address the misuse, misappropriation, and commercialization of traditional knowledge.

Q: What is the role of language in the transmission of traditional knowledge?

A: Language plays a crucial role in the transmission of traditional knowledge. It helps to define one's identity, express a worldview, and capture the cultural nuances embedded in traditional knowledge. Loss of language poses a significant challenge to knowledge transmission.

Q: What are some potential benefits of preserving traditional knowledge?

A: Preserving traditional knowledge allows for the continuation of cultural traditions, the transmission of valuable knowledge to future generations, and the protection of Indigenous Peoples' intellectual and cultural heritage.

Q: What are some potential ways for libraries to adapt their practices to support the preservation of traditional knowledge?

A: Libraries need to re-examine and reconstruct themselves to take into account non-western epistemologies and worldviews. They should develop cultural competency, adapt their knowledge classification and management practices, and ensure the involvement of Indigenous communities in the preservation and dissemination of traditional knowledge.

Q: What is the purpose of documenting traditional knowledge?

A: Documenting traditional knowledge serves various purposes, including transmitting it to future generations, sharing it with others, and educating non-community members about indigenous ways.

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Q: Why are some elders opposed to documenting traditional knowledge?

A: Some elders are opposed to documenting traditional knowledge because they believe that the essence and spirit of the knowledge may be lost in the process. They also express concerns about misrepresentation and control over the knowledge.

Q: How can the LIS profession contribute to the documentation and preservation of traditional knowledge?

A: The LIS profession can contribute by offering their skills and expertise in documenting traditional knowledge. Collaboration with indigenous communities is essential to ensure accuracy, authenticity, and control over the documentation process.

Q: What challenges does the classification of traditional knowledge pose for libraries?

A: The classification of traditional knowledge poses challenges because standard classification systems are biased towards western knowledge organization and may result in misrepresentation or lack of representation of alternative knowledge systems and worldviews.

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Q: What are some alternative classification systems that have been developed for indigenous knowledge?

A: Alternative classification systems, such as the Aboriginal and Torres Strait Islander Thesaurus in Australia and the Ngā Upoko Tukutuku/Māori Subject Headings in New Zealand, have been developed to better represent indigenous cultures, languages, and knowledge.

Q: How can digital technology contribute to the preservation of traditional knowledge?

A: Digital technology can contribute to the preservation of traditional knowledge by providing opportunities for documenting and storing it in ways that take into account its unique characteristics. It can also bridge the generation gap and geographical barriers, making the knowledge more accessible.

Q: Why is it important for the LIS profession to develop indigenous-specific information management tools?

A: Developing indigenous-specific information management tools is important to address the inaccuracies and omissions in standard library tools and to better represent indigenous resources and services. It is necessary to respect indigenous worldviews and epistemologies.

Q: What are some challenges in documenting traditional knowledge?

A: Challenges in documenting traditional knowledge include maintaining its authenticity and validity, preserving its holistic and oral form, ensuring community control over the documentation process, and establishing ownership and intellectual property rights.

Q: How can digital technology help bridge the generation gap in the transmission of traditional knowledge?

A: Digital technology can help bridge the generation gap by using media that the younger generation is familiar with to transmit traditional knowledge. It can also provide opportunities for the older generation to teach the younger generation about their cultural heritage.

Q: What are the limitations of standard classification systems for representing traditional knowledge?

A: Standard classification systems, such as the Dewey Decimal Classification and Library of Congress Subject Headings, lack concepts and subject terms specific to indigenous cultures, languages, and knowledge. They often result in misrepresentation or lack of representation of alternative knowledge systems and worldviews.

Q: How can the LIS profession address the challenges of documenting traditional knowledge?

A: The LIS profession can address the challenges of documenting traditional knowledge by collaborating with indigenous communities, respecting their control over the documentation process, developing alternative classification systems, and utilizing digital technologies.

Q: Why is it important to involve indigenous communities in the documentation and preservation of traditional knowledge?

A: Involving indigenous communities in the documentation and preservation of traditional knowledge is important to ensure accuracy, authenticity, and control over the knowledge. It respects indigenous rights and knowledge systems, and promotes cultural continuity.

Q: What are some concerns raised by elders regarding the documentation of traditional knowledge?

A: Elders have concerns about the loss of essence and spirit of traditional knowledge through documentation, misrepresentation, control over the knowledge, and the potential for outsiders to access and misuse the knowledge.

Q: How can the LIS profession contribute to the preservation of indigenous cultures and languages?

A: The LIS profession can contribute to the preservation of indigenous cultures and languages by harnessing the potential of information and communication technologies, using digital preservation methods, and providing access to traditional knowledge in ways that are familiar and appealing to the younger generation.

Q: What are some challenges in classifying traditional knowledge?

A: Challenges in classifying traditional knowledge include its holistic nature, interconnectedness of different aspects, lack of representation in standard classification systems, and the need for alternative thesauri and classification systems that consider indigenous worldviews and epistemologies.

Q: Why is it necessary to develop indigenous-specific thesauri and classification systems?

A: Developing indigenous-specific thesauri and classification systems is necessary to better represent indigenous cultures, languages, and knowledge. It ensures access to alternative knowledge systems and worldviews and promotes cultural diversity and inclusivity.

Q: How can digital technology help preserve traditional knowledge?

A: Digital technology can help preserve traditional knowledge by providing platforms for documentation, storage, and dissemination. It can also facilitate access to traditional knowledge and bridge the gap between generations.

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Q: What technologies are being used in libraries to enhance information systems?

A: Libraries are using technologies such as scanners, 3D scanners, maps, and GIS technology to enhance information systems.

Q: What is the purpose of the Traditional Knowledge Digital Library (TKDL)?

A: The TKDL is a tool for preserving traditional knowledge and protecting indigenous rights by documenting traditional knowledge available in the public domain in multiple languages.

Q: How can ICTs contribute to the preservation of traditional knowledge and cultural continuity?

A: ICTs enable the processing, storage, and dissemination of large amounts of information, which can be used to preserve traditional knowledge. They can also facilitate language learning, cultural transfer, and communication between indigenous and non-indigenous peoples.

Q: What are some challenges faced by libraries in relation to traditional knowledge?

A: Libraries face challenges in respecting indigenous wishes to maintain control over their knowledge, determining ownership of traditional knowledge, and managing intellectual property rights. They also need to consider cultural sensitivities and establish protocols for access and use of traditional knowledge.

Q: How can libraries and information institutions address the concerns of traditional knowledge holders?

A: Libraries and information institutions can establish guidelines, protocols, and agreements with indigenous communities to ensure respectful research practices, prior informed consent, benefit sharing, and protection of intellectual property rights. They can also collaborate with indigenous communities to develop culturally responsive care and use of traditional knowledge.

Q: What are some examples of good practices in accessing and sharing traditional knowledge?

A: Examples include the British Library's digitization and online access to sound recordings, the Archives and Research Centre for Ethnomusicology's sharing of recordings and revenue with communities, and the Protocols for Native American Archival Materials developed to ensure culturally responsive care and use of indigenous materials held by non-tribal organizations.

Q: What is the role of the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) in preserving indigenous cultures?

A: AIATSIS is a premier institution for information and research about the cultures and lifestyles of Aboriginal and Torres Strait Islander peoples. It has developed policies on access and management of its collection to ensure respectful treatment of indigenous materials.

Q: How can e-learning contribute to cultural continuity for indigenous students?

A: E-learning can help overcome geographical barriers, allow students to remain in their communities, and provide education tailored to their specific needs. It can compensate for the absence of traditional experiential learning and provide a more holistic learning experience.

Q: What are some concerns expressed by indigenous communities regarding the impact of sharing traditional knowledge?

A: Indigenous communities are concerned about misrepresentation of their knowledge and ways of life, as well as the mistaken assumption that shared traditional knowledge is public and can be used without permission. They emphasize the need for control and proper reporting when outsiders gather their knowledge.

Q: How can libraries and information institutions address the challenge of ownership and access to traditional knowledge?

A: Libraries and information institutions need to consider establishing ownership of traditional knowledge, seeking consent before disseminating knowledge, and respecting indigenous protocols and wishes. They also need to reconfigure information dissemination practices to align with indigenous ways of knowing.

Q: What are some examples of protocols and agreements established by indigenous communities to control their traditional resources?

A: Indigenous communities have developed guidelines, codes of conduct, and memorandums of understanding to set standards and safeguards for research, prior informed consent, benefit sharing, and intellectual property rights. Examples include the Mi'kmaq Research Principles and Protocols and agreements between communities and collecting organizations.

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Q: What is the role of libraries in the dissemination of traditional knowledge?

A: Libraries have a responsibility to balance their tenet of barrier-free access to information with indigenous wishes to maintain control over their knowledge. They can play a role in sharing traditional knowledge while respecting protocols, seeking consent, and addressing potential misrepresentation.

Q: What challenges do libraries face in describing traditional knowledge?

A: Traditional knowledge often does not have a specific owner, making it difficult to determine who to seek consent from. It also poses challenges to the practice of describing information objects, as ownership may be based on the methods of acquisition and can vary between objective and subjective knowledge.

Q: How can libraries establish relationships with indigenous communities to handle traditional knowledge?

A: Libraries can cooperate with indigenous communities by following protocols, negotiating agreements, and respecting cultural sensitivities. They can involve indigenous representatives in the review process for proposed research and work towards establishing correct management and access for traditional knowledge.

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Q: What are some challenges faced by libraries in relation to the dissemination of traditional knowledge?

A: Libraries face challenges in balancing their goal of barrier-free access to information with indigenous wishes to maintain control over their knowledge. They also need to address concerns about misrepresentation, the mistaken assumption of public knowledge, and the management and enforcement of intellectual property rights.

Q: How can libraries and information institutions address the concerns of traditional knowledge holders while still sharing knowledge?

A: Libraries and information institutions can establish guidelines, protocols, and agreements to ensure respectful treatment of traditional knowledge, seek consent before dissemination, and address concerns about misrepresentation. They can also involve indigenous communities in decision-making processes and negotiate agreements that respect their wishes and protocols.

Q: What are the challenges faced in accommodating indigenous interests and rights in owning and controlling traditional knowledge?

A: Accommodating indigenous interests and rights in owning and controlling traditional knowledge poses challenges as it conflicts with the interests of authors and publishers of records and documentary materials. Efforts are needed at national policy and institutional practice levels, as well as at the indigenous community level, to establish workable processes that accommodate each other's interests and develop transparent standards of best practice.

Q: What is the significance of cultural competency for LIS professionals in the management of traditional knowledge?

A: Cultural competency is crucial for LIS professionals as it enables effective interaction with indigenous communities and allows for the development of indigenous-based knowledge organization and subject representation systems. It involves becoming informed about traditional knowledge issues, indigenous worldviews, and pedagogy, and respecting indigenous knowledge and practices.

Q: How can LIS professionals contribute to the preservation of traditional knowledge?

A: LIS professionals can contribute to the preservation of traditional knowledge by conducting community-specific needs assessments, involving the community in the analysis of projects, and actively participating in the ongoing traditional knowledge protection debate. They can also offer cultural awareness training, designate diversity librarians, and establish workable processes that respect indigenous interests and rights.

Q: Why is cultural competency training important for LIS professionals?

A: Cultural competency training is important for LIS professionals as it allows them to effectively interact with and understand diverse cultures, including indigenous communities. It helps in reconstructing the profession to take into account non-western epistemologies and worldviews, and enables professionals to better serve the information needs of indigenous peoples.

Q: What are the challenges faced in managing and preserving traditional knowledge?

A: The challenges in managing and preserving traditional knowledge include the wishes of knowledge holders to control access and use of traditional knowledge, the conflict between the primary rights of culture owners and the interests of authors and publishers, the changing information landscape, intellectual property issues, and the digitization of traditional knowledge.

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Q: What is the role of libraries and information resources in the preservation of traditional knowledge?

A: Libraries and information resources play a crucial role in the preservation of traditional knowledge by following protocols and guidelines, such as those developed by the Aboriginal and Torres Strait Islander Library and Information Resources Network (ATSILIRN), and by continuously reviewing and adapting their practices to cover changing information landscapes and intellectual property issues.

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Q: How can LIS professionals gain further understanding of indigenous worldviews and pedagogy?

A: LIS professionals can gain further understanding of indigenous worldviews and pedagogy by getting more involved in the ongoing traditional knowledge protection debate, familiarizing themselves with various traditional knowledge protection needs and concerns, and closely following international discussions on traditional knowledge. This involvement would prepare them to take custodianship of traditional knowledge, if desired by the knowledge holders.

Q: What are the potential benefits of incorporating cultural competency training into library training programs?

A: Incorporating cultural competency training into library training programs can help LIS professionals reconstruct themselves to take into account non-western epistemologies and worldviews. It would enable professionals to better understand and serve the information needs of minority cultures, respect diverse beliefs and traditions, and add them to library collections and services.

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Q: How can LIS professionals contribute to the ongoing traditional knowledge protection debate?

A: LIS professionals can contribute to the ongoing traditional knowledge protection debate by actively participating in discussions, familiarizing themselves with traditional knowledge protection needs and concerns, and preparing themselves to take custodianship of traditional knowledge if desired by the knowledge holders. They can also advocate for the inclusion of indigenous perspectives and needs in policy development.