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Building collaborative relationships with partners, communities, and libraries.

Strengthening water connections & sharing multiple ways of knowing about water

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Regional connections & Community perspectives

Development of exhibit and programming. Exhibit and programming in libraries.

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Future Connections

Relationships with rural libraries in the Four Corners Region

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Sharing of water stories

WaW programming activities

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Water, critical and scarce in the Four Corners Region connects us through our shared place and unique stories

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(Paraphrasing Meg) Many of the stories touch on multiple aspects of the yucca, which is in itself a powerful illustration of holistic learning, growth, and adaptation.

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Roots take time to grow - building strong relationships take time

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in the leaves but needed to go back to the roots - Bayfield - added community liaisons to the mix - learned along the way that we needed more community involvement - paid role and help plan and RAs (didn't have these roles in Aztec)

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Libraries are excited to continue working with us

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Anatomy of the yucca root (tap root and surface level) - different levels of support at different libraries (metaphor)

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building collaborative relationships on our team - continued throughout the entire process - build primary connections and deepened over time within project team

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Opening Day - two different groups in community learned about each other, there to present to public but made connections with each other - new connections formed on the spot with community groups in same community

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Providing opportunities for folks to share stories spontaneously

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Visitors shared their stories with student RAs through interviews

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library connections with teachers - build capacity

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project team connections to communities and library patrons

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libraries connecting through the in person training at a site (the evaluation described that they were able to connect afterward and learn from each other to some extent)

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Need to think about the multiple communities of the Four Corners and each site; what do we mean by "community" here? How has this conversation unfolded throughout the work.

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Importance of presence and spending time in place, and spending time hearing from the community (listening sessions, needs assessment) to really listen and understand.

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Window Rock - project team interaction with patron - evaluation story

challenges - different situation, hard to compare to other sites, more politically oriented, not community where people have lived for generations, very different site, very impacted by pandemic (examples of learning over first sites) ipads instead of paper survey cards - story of learning about connecting to community early in the project

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Multilingual exhibit including translations from Navajo Elders and Ute translations of pucks.

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early team learnings - SSI - less engagement from early host sites on check in calls, also just after covid...

exhibit issues early on

kept going back to the roots during the first year to help project team

More growth throughout the project - more people connected to the project - going back to roots to build relationships in the community

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Need for support for librarians to facilitate complex conversations around water in the communities

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Jill's story from the meeting with Ellen might fit well here that Zuni is working on a new exhibit specifically focusing on water in their region

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plant anatomy - without water, roots won't grow - the continued relationship building - check in calls with library staff, ripple effect reflection meetings, not just a one-time thing, intentionally going back to host sites

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can't over-water or force water - can't force partnerships - take time

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Brittany and Kacey - outcomes in personal life - present work at ATALM - will continue to share and spread story (we may never know)

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invite libraries to share stories and contribute to the paper

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interconnections of the libraries

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Timeline and push to reach broad numbers; need to slow down and go more deeply in each place for meaningful connections and change

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challenges fit into the different sections of the plant - weave into the other parts

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Losing two original host sites (Blanding and Dine College) and how to move forward without them/reflecting on why they left the project

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shifting paradigms and perspectives on the project team; carrying this learning around community-engaged and culturally responsive processes into other work;

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community members/library visitors did not seem to be comfortable with online interviews and sometimes with surveys. This is part of why we began to engage the local students-- they were able to connect with people in person and were able to build trust as fellow community members.

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Needing a second prototyping site for the exhibit to work out technical problems...plus the continued iteration of certain exhibit pieces (such as the noise from the Connect Four tokens)

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Lesson learned-- one of the student RAs said that some people did not want to be interviewed because they didn't see themselves as water "experts". But we really just wanted to know about their personal experiences in their community, and their stories and perspectives.

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Challenges with engaging Utah communities

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Deeper understanding of the role rural libraries play in the local STEM ecosystem

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learning from mistakes -reflect on what didn't go right - project would collapse if we didn't go back and reflect

yucca - have a timeline to reflect and connect to life of the yucca

Turning points in the project - reflection and changes made - integral to the life cycle - acknowledge challenges and take action to avoid backward spiral - share all of this - connect to the lessons of the yucca - what is happening to the yucca during the year - transitions - round circle of life- from last part of evaluation into new era to start again, not ending - old to new

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weave challenges throughout - maybe go back to the recommendations from evaluation reporting and include how going back to roots helped learn from those and develop the connections with community, especially over the first year of implementations and how engagement and connections were made stronger in the second year.

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Also, examples of how library staff in mixed rural communities have learned to better hold space for dialogue on contentious topics, such as water.