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To organize information, librarians create structures. These structures grow from a logic that goes back at least as far as Aristotle. It is the basis of classification as we practice it, and thesauri and subject headings have developed from it. Feminist critiques of logic suggest that logic is gendered in nature. This article will explore how these critiques play out in contemporary standards for the organization of information. Our widely used classification schemes embody principles such as hierarchical force that conform to traditional/Aristotelian logic. Our subject heading strings follow a linear path of subdivision. Our thesauri break down subjects into discrete concepts. In thesauri and subject heading lists we privilege hierarchical relationships, reflected in the syndetic structure of broader and narrower terms, over all other relationships. Are our classificatory and syndetic structures gendered? Are there other options? Carol Gilligan's In a Different Voice (1982), Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), and more recent related research suggest a different type of structure for women's knowledge grounded in "connected knowing." This article explores current and potential elements of connected knowing in subject access with a focus on the relationships, both paradigmatic and syntagmatic, between concepts.

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Avec un étude déconstructif des textes sur des méthodes qualitatives et ses contrastes avec des méthodes quantitatives et avec l'étude des besoins informatiques à l'égard des populations spécifiques de femmes cette document conclut que le focus sur les méthodes utilisées ne devrait pas motiver la recherche. Au lieu, les positions ontologiques et épistemologiques des chercheurs évaluées sur une gamme du subjectif à l'objectif sont plus indicatives des perspectives représentées dans la domaine de la bibliothéconomie et des sciences de l'information. AbstractThrough a deconstructive reading of texts on qualitative method and its contrast with quantitative method and through information needs studies regarding specific populations of women this paper concludes that the focus on method should not drive research. Rather, the ontological and epistemological stances of researchers assessed on a spectrum from subjective to objective are more indicative of the perspectives represented in library and information science research.

This paper reports on research into how to introduce diversity across the library and information science (LIS) curriculum and best practices for its implementation online. An anonymous online questionnaire sent to instructors teaching both online and face-to-face courses gathered insights into their attitudes and practices through questions concerning two topics: how they think diversity should be represented and what techniques they believe work. The exploratory analysis of quantitative data (with select qualitative open-ended feedback) serves as the basis for development of a framework for action based on best practices taking into consideration the attitudes and perceptions that inform current practice. Future research will test that framework.