Ethnography Project, Cross-Cultural Communications Denver Center for International Studies Due 5/1/2015 Name of Ethnographer_S0(sa Complilbste AAS Name ofMain Actor and Cuture Represened__ W/_, iL ling During your eight hours of observation and field study, take detailed notes and log hours in the sections contained in Part 1. Log the time and place you jot our notes soyou can differentiate between your observations later. You may use ajournal or notecards for your jottings. Part 2 will include inte-views and transeripts of two to three Actors within the studied group. The completed case report will include your 1700 hundred-word summative write-up and analysis in Part 3. Your analysis section should be completed after you have conducted the required interviews, read ‘over your notes and the observation is complete. Base your analytic assertions on| the data evidence you have generated in your notes from Part 1 and 2. Part ‘Space (physical setting, layout, rooms, map, architecture, environment, climate, ‘weather, plants, animals, and infrastructure): ‘Actors (names, details of jobs relationships, kinship, associations, physical descriptions) Activities (individual actions, recreation leisure, work, learning, topes of discussion, musi hobbies, gestures, customs, greetings, etiquette, meals, ritual): Objects -and functions thereof (elements, resources, toos/technology, food, furniture art, posters, symbols, fashion, evidence of style): Events (occasions, meetings, holidays, traditions, res}: ‘Time (sequence of events, promptness, relative speed): Goals (accomplishments, reason for action, objectives, taboos): Feelings (emotions in particular context):Sofia Romero Campbell Period 10 Cross-Cultural Communications Ethnography Project University of Denver Library “The typical age groups ofthe peopl in the DU library are betwen the ages of 18 to 22. Even though the majority ofthe population identifies themseves asa student thee are till a small percentage of people who are older and work in the library as well. According 1 & librarian interviewed the average age of @ DU library staf member are in their 30s, The age and ‘the cultue associated withthe stents tthe DU library i unique to mine. While Tam close in ‘age to some student I don’t share commonalities in privileges and freedoms that come slong, ‘with being an independent college student ‘The University of Denveris coed and for tht reason there was an even mixture of les nd females atte brary. However, the way in which the two genders interacted with the cnvionment was different. Males ended tobe alone and studied at a desk while listening to musi, Although there were females who shared his characteristic, many studied n groupe of ‘vo or more and were most likely fund in reserved study oom. In adtion, this tri also contributed o food consumption and noise level. Females stayed inthe library because they were preoccupied with getting food at the downstairs cafe, or quel cating, There were very few instances where males and females were sten collaborating, but when it occurred, there were large groups of 4-5 Students tended to also gre that both gnders were equally a oud, bt female usualy had more conversations more often. nthe DU brary staf, most ibatian Positions were almost always women, Due fo the historical sass supporting women in this role, andthe majors women ae fn that would encourage them 1 take @ position asa brarian, tnterms of my academic lif, the cute a the University of Denver brary shared many traits nen don't work together wit males andi eed be takes place ingroup, Also, food and conversation ae aspects that deter me fom studying as wll In contrast, understand the work tthic of some ofthe males. Ito find tht listening to music and studying alone is greatly beneficial and helps me focus Geography was an important feature atthe DU library. The open layout and natural light Aiowed for contrasting settings throughout the day. The options for different working setup also in numerous variations. Everything from a table and chairs in an open area ofthe library, to singular wooden desks connected in rows of four were all in use by one person or another, The irary was labyrinth of bookshelves and areas of study, however vasiuseletonie maps were casy to ind and use, Every studeot interviewed ll agreed that the ibrar was in an area that was both easily accesible and close to food and soiviis off campus. In general don't think that ‘late to having such a big library by my house. Although the one near my house also contains Uifferent areas to work depending on different needs ‘The bulk of students that were inthe DU library were not students of coor. Iteviewed students agreed and felt that the majority ofthe students st DU were Caucasian. This aspect correlated tothe general population ofthe usivesity. Instead of certtn people he ibrar was ‘ing promoted towards nadition to mentioning Caucasian students, while interviewing a focus group, Iwas told tht “intermational stents also maintained a consistent presence a the DU library. In terms of staf, librarian further described the disparity between the prevalence of people of color atthe DU library, Comparatively, I fel thie facets different from my own ‘because even though Iam in contact with a bug population of Caucasians I sil feel a strong «connection and presence of people of color around me.‘While the majority of the student body doesn't curently lve wth ther biological faily, it ms clear to see that people a the DU library had dev ped a feeling of kinship. Whethor & ‘was in the form of a close friendship, ora fienly hello, students often crested a sense of acquaintance between all inthe library. Students atthe DU library described a sense of| fiendtness between each other, but only in instances in which they knew another peer well. In ‘general there was wasn't an overall camaraderie between the stulens, Eventhough schwag including clothing, stickers, and scho! supplies (pens, lanyards, aotebock, et.) seemed out studs, it was used moe as an iene than show of alliance The overall stosphere and sense of community that comes along with a school library i facet greatly identify with, “Making bonds with fellow peers and the sensation of comfort thet comes along with that makes ‘me fel more confident and encouraged to work in an academic sting Socio-economic, the population a the DU library vais peal especially between the staff andthe students, Especially depending onthe time and pce inthe building. The brain interviewed fl tat the DU library sta was mostly middle-class, whereas students hat were interviewed made direct and distinct connection between fhe more wealthy populations of the overal student body In contrast, others flit was unfair ad oo hard to judge people's socio-economic profile in the library. They agreed most studenshed personal computers and phones; however the quality fluctuated depending on the students and it would be “judy” to rake assumptions based of clothing ete. Due to the ict that I goto a public schoo! Iam also 2vre of the different socio-economic backgrounds people have. However, this facet at the DU ibrary varies in thatthe majority isnot wealthy or upper classWorld view and Relsion is important tothe students at DU. One of he stants interviewed gave me insight into the iba) ounde, andi esto the Jewish community and the presence it as onthe library When asked if the DU library was open to diferent worldviews and religions, here was an overelming positive respons. Various projet and events were given space to bring awareness to contrasting worldviews for example, the Native American photography collection, and the display on the Holocaust. too, fel a connection to ‘being in an environment that respects and encourages openness o opposing worldviews and religions both in school and at home. Both the staff and the students interviewed agreed thatthe DU library was special because ofits vast collection of books and resource, In edition the library is also open 247 snd is made tobe convenient as possible for students, Unfortunstely cant eat to this fet se muchas I would like to because my schol library isnot ope ll th ime, and doesn't have unlimited resoures I ean use or fin, Equality vs. Hierarchy: Equ + Stafis willing to help anyone no matter their age or gender, ‘+ Everyone has access tothe same resources Direct vs. Indirect: Indirect + Although students and staf ean be sociable at tmes, the library is considered to be @ place to work and study. Also, depending on the time of yar (near big tests) there isan increase infocus and solidarity. Individual vs. Group: Individual ‘Similar tothe coreation tothe different times of year and solidarity the work ethic shifts from group to individual, However forthe most part people tend to work alone.‘Task vs. Relationship: Task, Mos students would agre that they're inthe library to get much needed work done, and fr that reason most student are more tasks oriented instead of focused on relationships. Risk vs, Caution: Caution ‘+ There might be students who identify themselves as risk takers, however inthe brary «everyone is cautious not to make nose or disturb anyone else unintentionally ‘Agency vs Fate: Ageney ‘+ The reason why most students are inthe library inthe first place iso take initiative and get school work done to meet goals and deadlines. 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