This paper is a critical bibliography which examines U.S. library history literature from 1997 through 2015 to map the current research around race, ethnicity, and racism in such literature. Seventeen years ago Wayne Wiegand (2000) examined fifty years of published research literature (1947-1997) in American library history looking for varied theoretical perspectives. He argued for the use of more critical theories, and for library historians to join with social and cultural historians to help contextualize library history within broader cultural and social forces in the United States. The paper examines the progress of histories around race, racism, and people of color in libraries since Wiegand's call, and discovered that theoretical perspectives around library histories have broadened into the areas of race and ethnicity, but that there is still much research to be done. Many topics and time periods are still underresearched. For example, the paper found few or no articles that focus on race or ethnicity in the histories of U.S. private libraries, the predecessor to the public library, special libraries, or library education; it also found many articles in ethnic studies journals rather than LIS journals. Melissa Villa-Nicholas is on the faculty of the University of Rhode Island's Graduate School of Library and Information Studies, in the Harrington School of Media and Communications. Her research interests include the history of Latinxs and information technologies and information spaces, Latinx sociotechno practices, the history of libraries, and race/class/gender technology studies.
Recently, there has been an increase in cultural Latinx social media platforms, leading to a renaissance of digital visual cultural memory work around Latinidad. This work focuses on how Latinx digital memory participates in an ongoing identity formation in real time, both in resistance to and collusion with American cultural values. By looking at popular visual Latinx social media accounts, this article explores how Latinx identity is constructed and adapted in real time, through Latinx social media platforms. Three main trends are noted as arising from Latinx social media: nostalgia around Latinx identity, the corporate sponsorship of Latinx memory, and the resistance to hegemonic Latinidad narratives.
Recently there have been calls to study and apply critical theory and tools around social justice, and intersectional approaches of race, anti-racism, gender, sexuality, disability and accessibility, and class in Library and Information Studies (LIS). But applying lasting techniques in the LIS classroom require pedagogies that are intersectional, assessable, and apply lasting change for the student. This article argues for impactful approaches to intersectionality-the inclusion of multiple identities and subjectivities such as race, gender, sexuality, and class-to LIS in three parts: (1) Teaching critical theories alongside traditional LIS texts, (2) using systems of assessment for cultural competencies and analysis, and (3) classroom activities that implement metacognitive change. These approaches in the LIS classroom can demonstrably move LIS students into a deeper critical analysis of power in libraries that will be applied throughout their careers.
While pursuing graduate degrees in library and information science (LIS), it is hoped that students will learn the basics necessary for competent, inclusive, and caring professional practice. This panel will explore how social justice topics and techniques can be integrated in LIS through a variety of contexts including curricular, extra-curricular professional development, and research. Social justice integration creates opportunities for students to gain a more holistic and inclusive perspective on the relationships between people, information, and technology, with the ultimate potential of shaping a more just society. The panel topics approach social justice in LIS from a range of professional experiences, drawing on concrete examples, interventions, and historical cases. While pursuing graduate degrees in library and information science (LIS), it is hoped that students will learn the basics necessary for competent, inclusive, and caring professional practice. This requires a blended educational approach that emphasizes culture, context, and critical thinking that extends across curricula, professional practice, and research. Components of this blended approach include developing the ability to critically reflect on the role of information technologies and institutions in society, as well as their own positionality and privilege that shapes their practice. Honing these reflection skills is particularly important in the current information environment that is shaped by widening wealth gaps, decreased funding for social services and education, and increased data surveillance initiatives. Information professionals are involved at every level of information provision and technology design and, thus, are uniquely poised to impact the communities they serve, as well as broader society.This panel will explore how social justice topics and techniques can be integrated in LIS through a variety of contexts including curricular, extra-curricular professional development, and research. Social justice integration creates opportunities for students to gain a more holistic and inclusive perspective on the relationships between people, information, and technology, with the ultimate potential of shaping a more just society. The panel topics approach social justice in LIS from a range of professional experiences, drawing on concrete examples, interventions, and historical cases:• Social Justice as Topic and Tool in the LIS Classroom • Nicole A. Cooke encourages the teaching of social justice in the curriculum as a way to begin addressing the holistic development of future information professionals.• Teaching Trayvon: The Value of Teaching and Talking about Race, Gender and Sexuality in the Information Professions • Safiya U. Noble discusses the positive aspects and pitfalls of injecting a course focused on race and gender into the curriculum as a diversity intervention.
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