Collection Spotlight: National Indigenous History Month

The latest collection spotlight is up! Visit UBC Education Library’s book display: June is National Indigenous History Month! Many of the items on display can be found in our Indigenous Literature and Education booklists.

Connections to the Curriculum:

In BC’s K-12 curriculum, First Peoples content, perspectives, and Principles of Learning are acknowledged and affirmed through Big Ideas, Core Competencies, rationale statements, and learning standards. Teachers are encouraged to center the place and communities in which they teach in order to embed Aboriginal knowledge and worldviews in meaningful ways.

From the Overview of the BC Curriculum: “British Columbia’s education transformation therefore incorporates the Aboriginal voice and perspective by having Aboriginal expertise at all levels, ensuring that Aboriginal content is a part of the learning journey for all students….An important goal in integrating Aboriginal perspectives into curricula is to ensure that all learners have opportunities to understand and respect their own cultural heritage as well as that of others.”


From the Truth and Reconciliation Commission of Canada:

BC’s education system also has an important role to play in responding to the TRC’s Calls to Action. The following are two of the calls to action identified in Education for Reconciliation:

62 i: Calls upon all levels of government to consult and collaborate with Aboriginal peoples and residential school survivors to “Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students” (pg. 7).

63 i: Calls upon Ministers of Education with regards to “Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools (pg. 7).

You can read all of the TRC Calls to Action at


Resources for BC Educators:

First Nations Education Steering Committee. (n.d.). Learning First Peoples classroom resources. Retrieved from

British Columbia Ministry of Education. (2015). Aboriginal worldviews and perspectives in the classroom: Moving forward. Retrieved from

British Columbia Ministry of Education. (2006). Shared learnings: Integrating BC Aboriginal content K-10. Retrieved from



New Books at Education Library: June 2023

PZ7.D41496 Kn 2022 Knight Owl / Christopher Denise.


PZ7.M4787952 Di 2022 Dig two graves / Gretchen McNeil.


PZ7.1.R427 Al 2022 Alone out here / Riley Redgate.


PZ7.1.M417 Man 2022 Man o’ war / by Cory McCarthy.


PZ7.1.L38 Pr 2022 Practice girl / Estelle Laure.


PZ7.1.S75316 Re 2022 Remember me gone / by Stacy Stokes.


PZ7.1.F337 Hu 2021 Huda F are you? / Huda Fahmy.


PZ7.1.G7363 Ic 2022 Icebreaker / A.L. Graziadei.


PZ7.1.S7457 Wor 2022 The words we keep / Erin Stewart.


PZ7.1.C6473436 Ou 2021 Out of the fire / Andrea Contos.


PZ7.7.F354 Mi 2022 Miss Quinces / Kat Fajardo.


PZ7.7.M55 Mm 2022 Mamo / by Sas Milledge.


UBC Library celebrates 10-year funding partnership with the Networks of Inquiry and Indigenous Education

Image credit: Networks of Inquiry and Indigenous Education (NOIIE) 

UBC Library’s Irving K. Barber Learning Centre is proud to reflect on 10 years as a funding partner for the Networks of Inquiry and Indigenous Education (NOIIE) and the critical role this organization fulfills at participating schools and school districts across British Columbia.

The Networks of Inquiry and Innovation was established in 2000 with initial funding provided by the BC Ministry of Education. Ten years later, the Aboriginal Enhancement Schools Network (AESN) was launched as a branch of the Networks to improve education outcomes for Indigenous young people in BC. In 2018, the organization changed its name to the Networks of Inquiry and Indigenous Education to better reflect its scope of work. IKBLC’s involvement with the Networks began in 2013 with conversations about student transitions and a desire to support the work at AESN.

Supporting students through life’s transitions

“We talked initially about the importance of supporting transitions for Indigenous young people in rural communities from Grade 12 to post-secondary, and we said that we would love to take that on. The Networks at that point were starting to focus in a more concentrated way on Indigenous understandings, and we thought it was a perfect fit [for IKBLC],” says Judy Halbert, NOIIE Co-Director. “But as the work went on, we realized that transitions from Grade 12 to post-secondary were actually a small part of the transition story for Indigenous young people.”

Image credit: Learning Alternatives SD#68 Nanaimo-Ladysmith, NOIIE Case Study 2021-2022

The Networks’ focus was expanded to include all transitions in a student’s life, whether moving between grades, from foster care back home, or preschool to kindergarten. “All of those points of moving communities or moving schools—anything that constitutes a change in young people’s schooling and lives—is where we can lose Indigenous young people,” says Halbert.

Reflecting on the 10 years of support provided by IKBLC: “The partnership [has gone] well beyond the money. The money was very welcome because it’s allowed us to do some things we couldn’t otherwise do, particularly in supporting rural educators who are doing this hard work of retraining colonized practices into something better,” says Linda Kaser, NOIIE Co-Director.

One major outcome for the Networks has been the NOIIE Transitions Inquiry Study, now in its third cohort, co-ordinated by Jana Fox, Principal at Silverthorne Elementary in Bulkley Valley, and Lori Burger, who holds a District Truth and Reconciliation role with the SD52 Indigenous Education Department and is Vice Principal at Charles Hays Secondary in Prince Rupert.

The study “explores how collaborative inquiry can help educators to improve transitions for Indigenous youth—from grade to grade, school to school, and beyond school” through insights provided by inquiry teams of dedicated educators from across BC.

On September 30th, Grade 9 Indigenous learners helped out up a tipi in our school’s field and had the opportunity to hear stories from Elders.

Image credit: Bert Bowes Middle School SD#60 Peace River North, NOIIE Case Study 2021-2022

“This work has helped to make space for educators to center youth and Indigenous voices and perspectives with a focus on honoring learner transitions. The teams are working on ways to ensure we are removing barriers and obstacles, and that students have agency as leaders of their own learning,” says Burger. “The projects are deeply connected to student voice, so each transitions inquiry looks different as they reflect specific contexts of learners with an emphasis on connection, belonging and student empowerment.”

“Students have shared that they feel a sense of belonging in their schools and know that there are people who believe that they can be successful in school and beyond. Educators have let us know that involvement in the transitions inquiry has led to some of the best years they have experienced in education. They have described this work as exciting, uplifting and inspiring!” says Fox.

Helping everyone become a learner

Before joining the Networks, nearly 20 years ago, Nicole Davey, Director of Instruction, Learning & Innovation for the Nanaimo Ladysmith Public School District, recalls how she felt discouraged as a secondary school English teacher, early in her career.

Children sitting in a elementary school gymnasium facing a teacher in front of a screen.

Image credit: Evelyn Dickson Elementary School SD#91 Nechako Lakes, NOIIE Case Study 2021-2022

“I wanted to do better for my students and always had the belief that we need to create spaces of equity. I was from a small rural district up in northern British Columbia, so I didn’t have a lot of opportunity for professional learning. I found that the secondary system was still very much content-based, with very traditional practices when it came to assessment. The Networks gave me permission to be a learner, and that was really the beginning of my journey into formative assessment. Connecting to other educators—and learning from them—has been incredible,” says Davey.

“The only way that we’re going to be able to keep moving forward as an education system in BC is through all of the things that [being part of] the Networks teaches us,” says Davey. “The Networks provide connection and fulfillment, a sense of efficacy and purpose—all things that help us flourish.”

Better together

Last month, educators from across the province gathered in Richmond for the NOIIE Symposium, a fully booked event that features programming on the theme, Better Together, and marked a much anticipated in-person reunion, after two years of virtual Symposiums.

“We’re better when we’re face-to-face, but also we’re better when we work together in partnership with community,” says Halbert, speaking on the event’s theme. “Recognition by the Irving K. Barber Learning Center that the work of teachers, principals and cultural support workers is known and valued outside of the K-to-12 system is an important message.”

Julie Mitchell, Associate University Librarian and IKBLC Director says: “The NOIIE program encompasses so many core priorities for the Irving K. Barber Learning Centre—it has province-wide impact, emphasizes support for Indigenous students, enhances opportunities for many rural and remote communities, and of course, supports lifelong learning of both the students and educators involved. We are honored to play a part in supporting the work of this incredible program.”

Learn more about the Networks of Inquiry and Indigenous Education, visit the program website

Explore cIRcle: From the Ground Up: Buddhism and East Asian Religions Project


Close up photo of Chinese inscription carved into stone at Jidu Temple, ChinaPhoto by Bruce Rusk

From the Ground Up: Buddhism and East Asian Religions Project (FROGBEAR) is one of cIRcle’s long-standing partners and a valuable contributor to our open access repository. FROGBEAR is an international and interdisciplinary project coordinated by the UBC Department of Asian Studies. Made possible in part by a $2.5 million grant from the Canadian Social Sciences and Humanities Research Council (SSHRC), FROGBEAR aims to foster the next generation of scholars working on Buddhism and East Asian religions through innovative practices of research and training, including creating new digital materials made publicly accessible through cIRcle.



FROGBEAR has worked in partnership with cIRcle to share its research outputs since 2016 and is one of cIRcle’s first large-scale grant-funded research project support collaborations. Today, these project materials represent one of cIRcle’s largest non-thesis collections, with more than 1,100 item records featuring textual, photographic, audiovisual, and other materials related to key sites of religious practice and knowledge in East Asia. Content is organized by Research Cluster which, in turn, is structured around a different theme or fieldwork trip. Through our ongoing partnership with the FROGBEAR team, in particular Bruce Rusk and Vicky Baker, cIRcle has been able to develop new practices and procedures for supporting UBC’s robust research community.

FROGBEAR materials in cIRcle can be accessed through UBC Library’s Open Collections and through the project’s FROGBEAR Database, populated via the Open Collections Research API. The FROGBEAR Database is one of the earliest and best-known use cases for the Open Collections API and connects all of the relevant items archived in cIRcle directly to the project’s research website. Using the API and the latitude/longitude metadata elements in cIRcle, all of FROGBEAR’s records can be viewed ‘in situ’ through an interactive map tool.

Photo depicting three figures, Buddha and two Boddhisattvas, carved into the side of a rock face in ChinaPhoto by Christoph Anderl

New content, new workflows

With field visits on hold due to COVID-19, FROGBEAR explored alternative opportunities to expand the collection. In 2021-22, cIRcle added more than 700 new high-quality images created by Hannibal Taubes, University of California at Berkeley East Asian Languages and Culture graduate student. Featuring many unique composite and panorama images, these digital photographs provide helpful context for understanding how the objects are experienced on site. Most recently, the cIRcle team created 155 new item records from Cluster 3.4: Typologies of Text and Image Relations (Cliffs/Caves), led by University of Ghent professor Christoph Anderl. Nearly 700 individual photographs and multimedia files were included in this cluster alone, representing the largest batch of content processed by cIRcle for a single submission request. Metadata for these items was produced by graduate students working collaboratively online, providing students with training on metadata input standards and a chance to think and learn about scholarly metadata production.

One of the most significant opportunities of working with FROGBEAR was the development of workflows for processing large batches of content. In collaboration with the FROGBEAR project team and Danielle Bugeaud, then Cataloguing and Metadata Librarian liaison for cIRcle, the cIRcle team designed a metadata template spreadsheet with the purpose of enabling field researchers to capture and record structured metadata for their content in a format that supported processing large batch content uploads to the cIRcle repository. This template has since become our go-to tool for collaborating with content providers seeking to deposit more than 10 items at a time.

Composite image of a full painted mural at the Middle Avataṃsaka Monastery in China, depicting the courts of the Ten Courts of the Yama Kings surrounded by soldiers, officiants, and psychopomps.Composite image by Hannibal Taubes

Meaningful metadata

FROGBEAR is also the largest collection in cIRcle featuring non-English metadata. Many of the objects and sites recorded had long complex histories resulting in lost, altered, or variant names in different languages, and forms of language, over long periods of time and across multiple geographic locations. Primarily designed to describe traditional scholarly outputs in Western languages such as theses and published articles, cIRcle metadata standards could not fully reflect the nuances of these objects nor did cIRcle staff have the subject matter and language expertise to ensure appropriate quality control for the descriptions.  Working in collaboration with Danielle Bugeaud and the FROGBEAR team, the cIRcle project lead, Tara Stephens-Kyte, and then Work Learn student Mariah Gastaldo, developed extensive support materials to guide metadata creation by FROGBEAR’s researchers, including instructions on how to create devised titles which are commonly used in instances where there is no formal name on the resource itself or where other issues make applying a formal title challenging. These instructions have also informed other partnership projects, such as the Making Research Accessible initiative when Downtown-Eastside community-generated materials were digitized and added to cIRcle.

In addition to the complexities of attempting to standardize metadata and content creation, the FROGBEAR project also necessitated extensive requirements analysis and planning for permissions as individuals responsible for creating metadata were sometimes not those responsible for creating the content nor might they have the authority to permit photography and recording on specific sites or of other individuals. As such, translated versions of licenses such as the Consent to Disclosure of Personal Information were required to accommodate the needs of their field researchers throughout Asia. With FROGBEAR and similar projects in mind, cIRcle updated the cIRcle Non-Exclusive Distribution License in 2021 to include terms for consent to use of image and audiovisual recordings.

Photo depicting the carved and decorated entrance of a cave in the side of a rock face at the Northern Xiangtangshan GrottoesPhoto by Yi Zhang

New partnerships through FROGBEAR

Since first partnering with FROGBEAR six years ago, cIRcle has consulted with numerous other grant-funded research projects using many of the best practices for metadata, content creation, and permissions developed for this collection such as ‘Expertise, Labour, and Mobility in Nepal’s Post-Conflict, Post-Disaster Reconstruction (Reconstructing Nepal Project)’. The cIRcle team has also increased its capacity to support collections with large ongoing or retrospective deposits such as the Database of Religious History and UBC Social Ecological Economic Development Studies Student Reports (SEEDS) using workflows and technical enhancements developed for FROGBEAR. Many of the recommendations that evolved from the FROGBEAR partnership have also informed cIRcle instruction and outreach activities such as the as the 2021 Open Scholarship in Practice session Preparing and Preserving Your Research Outputs : Basics and Beyond.

If you have a research project that might benefit from cIRcle services and you’d like to book a consult, please contact us and let us help you share your research with the world!




Cats and Dogs of the Uno Langmann Family Collection

The Uno Langmann Family Collection of British Columbia Photographs has over six thousand images that are currently available online. They represent various aspects of B.C.’s social and cultural history during the 19th and 20th centuries. With all of the scary news that goes on in the world, why not take a moment to browse images of the pets of yesteryear as a nice reprieve. Some of these images are photographs of working animals, some of them are pets, and others are animal paintings for postcards.

A calico cat and pug watch another animal leave their home.

[Dog and cat watching another animal run away] 

A story in four words.

Oh! Such a headache 

Here is a sled dog.

[Arctic dog] 

Here is a sled dog team from Nome, Alaska.

One of Nome Fast Dog Teams 

This is a painting of what appears to be two bull dogs linked to each other by their collars. The right one doesn’t seem too happy about the situation.


Painting of a girl in a dress and her pet dog.

[Girl and dog]

Just some kittens in a barn.

To Greet Thee

A very friendly dog makes friends with a chick.

Wanna be friends 

Puppy taking a nap. Caption accuses the dog of being a friend of the beef trust.

A friend of the beef trust 

Drawing of a kitten and puppy in the grass from 1909.

Can I play in your yard? 

This photo of a dog and puppy comes from this album, which has many other photographs of cats, dogs, puppies, and kittens!

Negatives 5396 Larch Photo Album 

For more cats and dogs, please look around in the Uno Langmann Family Collection of British Columbia Photographs or in Open Collections. Thank you for reading!

Industry Overview: Bakeries in Canada 2023

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Industry Overview: Filmmaking in Canada

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House Styles

Many times, when we at the Digitization Centre are attempting to provide a date range for an image, we often rely on using details from within the image to make an estimate. One of the easier and more reliable details to watch out for are homes. The design of a house allows us to pattern match the home to a home style and locate the date range they were popular in to approximate the date that a photo was taken.

To give an example of how our metadata would appear, if we looked at a photo of a Victorian home, we could estimate that our image would have been taken no earlier than 1886, and so we would write: [not before 1886].

If there were other context clues in the image that could give us a range to when an image most likely was taken, we would use a range of dates such that the metadata would be: [between 1886 and 1925?].

If we know the name of the photographer, we can find the years that they were actively producing photos in the area, further reducing possible years that the photo was taken.

The Vancouver Heritage Foundation has a housing style identification guide available on the web that we can reference our in-image house. Having said that, this method is far from perfect as many homes do not subscribe to any one style and may mix and match designs making it difficult to accurately identify a home to an era.

Here is a selection of early Vancouver house styles we’ve recently tried to identify in the Uno Langmann collection. Did we get these correct? What do you think?

Victorian House

Settler House

Victorian House

Victorian House

Queen Anne Revival house

Early Cottage House

Side-Gabled 1 ½ Storey Craftsman House


Edwardian House

Front-Gabled 1½ to 2½ Storey Craftsman

Arts and Crafts and/or Front-Gabled 1½ to 2½ Storey Craftsman. This house is difficult because of how large it was constructed and that it mixes features from both home styles.

Craftsman Bungalow-Arts and Crafts House Hybrid?

Edwardian House

Front-Gabled 1½ to 2½ Storey Craftsman House

Congratulations to the Grad Class of 2023!

Best wishes and good luck, From the Law Library Staff

New Books at the Law Library – 23/05/23

LAW LIBRARY level 3: E92 .R45 2019 Karen Drake & Brenda L. Gunn, eds., Renewing Relationships: Indigenous Peoples and Canada (Saskatoon: Wiyasiwewin Mikiwahp Native Law Centre, 2019). LAW LIBRARY level 3: KZ4986 .T38 2021 Alexandre Tavadian, United Nations Law, Politics, and Practice (Toronto: Irwin Law Inc., 2021).