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San Diego County (California, USA) contains 18 Indian reservations—more than any other county in the United States. Citizens of these reservations, each recognized as a sovereign nation, have information needs that are highly sophisticated. Coming from a civilization that preserved history through oral tradition, they have only recently made the transition to writing things down and collecting books into buildings. In spite of many tragic events that drastically reduced their population, San Diego County's Indians have retained much of their heritage through efforts of tribal elders and non-Indian historians. With federal and local assistance, tribal libraries were constructed on about half of San Diego County's reservations during the 1980s. Over the next few years, reduction of grant funds adversely affected them, resulting in some closures. Thanks to creative efforts made by many individuals at a local university, the state library, professional associations, and most of all by the Indians themselves, a number of San Diego County's tribal libraries are growing and taking on new shapes. Five local tribal librarians were surveyed twice over a 12-month period regarding their respective libraries. Analysis yielded four key factors for success: (1) the presence of a designated librarian; (2) support from the tribal government; (3) plans and a vision for the future; and (4) partnerships and connections with other entities. The research suggests that these factors are applicable toward ensuring success for small, geographically and culturally isolated libraries in any context.

The demand for evidence‐based health practices has created a cultural challenge for Indigenous people around the world. This paper reports on the history and evolution of evidence‐based care into its mainstream status within the behavioural health field. Through the leadership of an Alaska Native tribal organisation, an international forum was convened to address the challenges of evidence‐based practice for Indigenous people. Forum participants developed a model for gathering evidence that integrates rigorous research with Indigenous knowledge and values. The model facilitates development of practices and programmes that are culturally congruent for Indigenous people, accepted and validated by the research community, and deemed supportable by private and governmental sponsors.

This chapter describes and examines how Iwi (tribe)-led projects in Higher Education settings might advance Iwi aspirations and lead to authentic collaboration. Two recent developments in higher education, Mau ki te Ako – Culturally responsive professional learning and development for teachers and He Toki ki te Rika – a Māori trade training initiative, are discussed. Both initiatives are Iwi-led partnerships facilitated by Te Tapuae o Rehua between partner tertiary institutions. These projects or sites in which Iwi engage with tertiary institutions can be seen to reflect society at large as sites of struggle where power is negotiated, aspirations are articulated and values inherent in the way in which projects are progressed.

The Kathryn M. Buder Center for American Indian Studies is a premier graduate degree scholarship program in social work committed to the education of American Indian/Alaska Native (AI/AN) MSW students. The Buder Center has made many contributions over the years and continues to grow in exciting and innovative directions. This chapter considers the factors influencing AI/AN students in higher education; discusses the challenges and barriers faced by AI/AN students; and describes the founding of the Buder Center, its programs, and services. The chapter concludes by presenting recommended approaches for recruiting and retaining AI/AN students in higher education.

Purpose – The purpose of this chapter is to provide a comprehensive overview of the substance use disparities among American Indian/Alaska Native (AI/AN) youth, the contributing factors to these disparities, proven and promising approaches through strengths-based methods, barriers to implementation of prevention and treatment efforts, and future recommendations for effective programs and research.

Approach – We have conducted a thorough literature review of relevant research studies, as well as a review of government, tribal, and community-based curricula and resources. This review of programs is not exhaustive but provides several examples of best practices in the field and suggestions for future directions.

Social implications – We strongly advocate that to accurately explore the true etiology of substance abuse and to respond to the concerns that AI/AN have prioritized, it is necessary to utilize a strengths-based approach and draw upon traditional AI/AN perspectives and values, and active community participation in the process. More specifically, prevention and treatment programs should use methods that incorporate elders or intergenerational approaches; foster individual and family skills-building; promote traditional healing methods to recognize and treat historical, cultural, and intergenerational and personal trauma; focus on early intervention; and tailor efforts to each Native nation or community.

Value – Ultimately, to reduce substance abuse disparities in AI/AN youth, we must find better ways to merge traditional Native practices with western behavioral health to ensure cultural competency, as well as to develop mechanisms to effect system- and policy-level changes that reduce barriers to care and promote the well-being of AI/AN youth, families, and communities.

This chapter discusses the similarities and differences between native research methods and western social science research as it impacts American Indians in the academy. The chapter reflects on the requirements needed by young practitioners and their responsibilities to their tribal communities to produce research that is both informative and available. The chapter contextualizes the discussion in examples of indigenous activism.

Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.

Progress toward health equity is necessary to reduce health disparities, and health literacy is key to achieving this goal. Because libraries provide access to knowledge and insights about their communities, they are effective partners in advancing health equity and implementing programs to reduce health disparities. A literature review on library programs and activities that focus on promoting health equity was conducted.

A literature review on library programs and activities concerning health equity and social determinants of health was conducted. Relevant literature was identified from searches of databases, library publications and grey literature.

The authors found 224 eligible sources and many types of libraries advancing health equity. Libraries frame their role in advancing health equity through external programs in three ways: (1) providing access to high-quality health information, (2) delivering health literacy training and resources and (3) connecting their communities with community health services. Libraries also advance health equity by focusing on internal library operations and providing research services focused on cultural humility and competence as they apply to health care.

This literature review will help the National Library of Medicine (NLM) develop a strategy to support libraries advancing health equity through information made available by programs and activities of NLM and the Network of the National Library of Medicine.

We assessed attempts by federal and state agencies to utilize a Community Oriented Policing and Problem Solving (COPPS) approach to address endangered species and natural resource protection issues in two watersheds in Washington State involving listed species of salmon, steelhead and bull trout. In the wake of the listing of these species, NOAA Fisheries and the Washington Department of Fish and Wildlife (WDFW) joined to implement a multi-party collaboration to enforcement termed Resource-Oriented Enforcement (ROE). We sought to determine if federal and state resource agencies can collaborate effectively and if collaborative approaches can achieve short- and long-term resource protection goals. A citizen mail survey (n=800+ in each location) and extensive personal interviews with key actors were conducted to assemble evidence on the degree of success achieved in implementing ROE. Observed results suggest that collaboration can