Diversity and intercultural issues in library and information science (LIS) education

Abstract

Purpose -The purpose of this paper is to suggest to move successfully beyond the fragmented and cursory treatment of diversity that prevails in library and information science (LIS) education should articulate a vision of teaching and learning within the diverse society we have become. That vision must then be used to guide systematically, the inclusion of intercultural issues throughout the LIS education. Presents four salient characteristics that define the culturally responsive LIS educator. Recommends that LIS educators examine critically the curriculum and revise it as needed to make issues of diversity central rather than peripheral. Design/methodology/approach -Using four salient characteristics, the paper discusses the approach LIS educators should use in order to create the interconnectedness of the themes that are made up of knowledge, skills, and disposition. Using this framework as theoretical bases an analysis is then presented for changing nature of LIS education. Findings -It was found that to prepare future library professionals for a multicultural society, educators in LIS schools must first articulate a vision of teaching and learning in a diverse society. The four salient characteristics identified will serve as the framework for infusing cultural diversity issues in LIS education. Originality/value -The paper presents, how LIS educators could promote a more equitable and just society through inclusion of diversity issues in the education of future library professionals.

Information practices of immigrants

“…Most of this literature is beyond the scope of this review. For example, we do not address research in the following areas: multiculturalism in LIS schools or among library staff (Abdullahi, 2007; Alexander, 2008; Allard, Mehra, & Qayyym, 2007; Greiner, 2008; Hall‐Ellis, 2007); specific service provision to immigrants at public libraries (Berry, 2007; Bober, 2008; Hammond‐Todd, 2008; Winkel, 2007); multilingual service provision to international students in academic libraries (Zhuo, Emanuel, & Jiao, 2007); representations of multiculturalism in various media such as children's books (Bowen, 2007; Bradford & Huang, 2007); the merits or demerits of diversity, multiculturalism, or multilingual services in libraries (Cooper, 2008; Neely & Peterson, 2007); and technical systems issues such as multilingual searching or retrieval, interface design, or subject headings (Alpert, 2006; Beall, 2006; Bjorner, 2008; Booth, 2006; Daumke, Marku, Poprat, Schulz & Klar, 2007; Notess, 2008; Ravid, Bar‐Ilan, Baruchson‐Arbib, & Rafaeli, 2007). Exceptions are made to the extent that articles within any of these bodies of literature specifically address how immigrants, themselves, seek or use information in the contexts of their daily lives.…”

Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

“…Racial representation and inclusion cannot be accomplished without earnest scrutiny of program ideologies (Hudson, 2017;Lance, 2005;Roberts & Noble, 2016), curricula (Abdullahi, 2007;Cooke & Sweeney, 2017), research (Mehra & Rioux, 2016; and especially student experience (Logan, Augustyniak & Rees, 2002;Kazmer, Gibson, & Shannon, 2013). This article, therefore, leans on critical race theory (Crenshaw et.…”

First Impressions: A Review of Diversity-related Content on North American LIS Program Websites

“…ibrary and information science (LIS) educators in the U.S. and Canada have been paying closer attention to diversity in the information professions. Topics of discussion have included promoting intercultural leadership and cultural competence skills (e.g., Allard, Mehra, & Qayyum, 2007), embedding diversity and intercultural issues within the LIS curriculum (e.g., Abdullahi, 2007;Cooke & Sweeney, 2017;, increasing representation and inclusion within the LIS professorate (e.g., Jaeger & Franklin, 2007;Subramaniam & Jaeger, 2010), and recruiting and retaining specific marginalized groups (e.g., Lloyd, 2007;Lance, 2005). In the past, proponents of diversity efforts (e.g., Adkins & Espinal, 2004;Jaeger, Subramanian, Jones, & Bertot, 2011;Cooke, 2013) have noted the wide representational gap within the field and the professorate.…”