White supremacy and patriarchy have acted upon and through the white female body, which has implications for library and information science (LIS), a white-and female-dominated field. Insisting that we investigate librarianship through a lens that does not consider gender alone, this paper draws on whiteness, critical race, and feminist theories to explore the formation and persistence of a particular mode of whiteness in LIS. Calling on the "Lady Bountiful" archetype, the paper interrogates the ways in which patriarchy, white supremacy, and notions of ideal femininity have worked together to craft a subject fit to perform the work of colonialism in its variegated and feminized forms. By exploring how the white woman was deemed an appropriate agent for the racial, missionary, and "civilizing" projects of early libraries, one can better locate her legacy in contemporary pedagogies, practices, and representations. The paper concludes with suggestions for addressing this undertheorized yet prevalent archetype in both LIS scholarship and teaching.
This case study describes the development, implementation, and assessment of a series of grants research workshops for graduate students, which were implemented to fill a gap in graduate student support. We assessed the workshops through a series of focus groups, and findings show overall satisfaction with the grants tools and workshop. However, participants noted areas of improvement around outreach and promotion and general communication with graduate students. Additional themes emerged related to graduate student socialization and research behaviors , which suggests that librarians have an important role to serve in these areas. The current environment of research in higher education is characterized by emerging technologies and an exponential rise in information, a focus on interdisciplinary research, expanding faculty workloads, and greater calls for accountability. 1 Regardless of the institutional type, the modern college or university is also increasingly reliant on funding from external constituencies to support faculty research. 2 Within this new research paradigm, the implications for graduate students, as future faculty members and professionals, are extensive. In addition to the traditional expectations for teaching, research, and service, they need to understand the broader expectations for scholarship and develop expertise in the different forms of scholarly work. They must be able to collaborate with colleagues in other disciplines and with individuals and organizations outside the academic environment while at the same time raising funds for their own research. 3 The University of Denver (DU) is a private, coeducational research university with a graduate student population of approximately 6,261, 4 with a total of 11,780 students. 5 The Office of Graduate Studies oversees admissions, theses and dissertation processing, career services, and budgets, with a focus on student academic success. The Graduate Student Governance fosters a sense of community and advocates for graduate students, arranging meetings to discuss issues, workshops on topics of interest, and an annual summit for presenting research to the academic community. Yet, DU has a decentralized structure, which means that individual schools and colleges offer services and support for their own students that are not necessarily available to all graduate students. Because of the institution's decentralized organization, some graduate students are missing research and professional skills that would help them prosper in academia and in their future careers. The librarians, recognizing this inconsistency as a challenge for a large part of our community, identified gaps in the graduate student experience at DU and created instructional programming to provide graduate students with opportunities to develop foundational research skills. In this paper, we describe the development, implementation, and assessment of a series of grants research workshops, a relatively new venture for us because, in the past, we had not considered that librarians h...
This case study describes the development, implementation, and assessment of a series of grants research workshops for graduate students, which were implemented to fill a gap in graduate student support. We assessed the workshops through a series of focus groups, and findings show overall satisfaction with the grants tools and workshop. However, participants noted areas of improvement around outreach and promotion and general communication with graduate students. Additional themes emerged related to graduate student socialization and research behaviors, which suggests that librarians have an important role to serve in these areas.The current environment of research in higher education is characterized by emerging technologies and an exponential rise in information, a focus on interdisciplinary research, expanding faculty workloads, and greater calls for accountability.1 Regardless of the institutional type, the modern college or university is also increasingly reliant on funding from external constituencies to support faculty research.2 Within this new research paradigm, the implications for graduate students, as future faculty members and professionals, are extensive. In addition to the traditional expectations for teaching, research, and service, they need to understand the broader expectations for scholarship and develop expertise in the different forms of scholarly work. They must be able to collaborate with colleagues in other disciplines and with individuals and organizations outside the academic environment while at the same time raising funds for their own research. The University of Denver (DU) is a private, coeducational research university with a graduate student population of approximately 6,261, 4 with a total of 11,780 students. 5The Office of Graduate Studies oversees admissions, theses and dissertation processing, career services, and budgets, with a focus on student academic success. The Graduate Student Governance fosters a sense of community and advocates for graduate students, arranging meetings to discuss issues, workshops on topics of interest, and an annual summit for presenting research to the academic community. Yet, DU has a decentralized structure, which means that individual schools and colleges offer services and support for their own students that are not necessarily available to all graduate students. Because of the institution's decentralized organization, some graduate students are missing research and professional skills that would help them prosper in academia and in their future careers. The librarians, recognizing this inconsistency as a challenge for a large part of our community, identified gaps in the graduate student experience at DU and created instructional programming to provide graduate students with opportunities to develop foundational research skills.In this paper, we describe the development, implementation, and assessment of a series of grants research workshops, a relatively new venture for us because, in the past, we had not considered that librarians had a rol...
This article expands on the figure of the cyborg librarian (Yoder 2003), specifically addressing its overtly cyberfeminist intentions. Drawing on critical information literacy and feminist pedagogy, the cyborg is positioned within the discussion of academic library instruction. This article suggests cyberfeminist techniques for encouraging students to navigate complex and diasporic information resources while thinking critically about issues of diversity and inclusion. Also provided are examples of ways in which the cyborg can guide students to use digital technologies to subvert the narratives that are woven throughout dominant information and knowledge paradigms.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.