Science Librarianship and Social Justice: Part Three: Advanced Concepts

Bussmann, Jeffra D.; Altamirano, Isabel; Hansen, Samuel; Johnson, Nastasha; Keer, Gr

doi:10.29173/istl2601

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…The newest scholarship in this field is a book edited by Brissett and Moronta (2022) with contributing authors who include various strategies for making social justice a normalized part of the field of librarianship, from using LibGuides to overcoming diversity fatigue. The only scholarship we were able to locate on social justice and STEMM librarianship is a four-part series, Science Librarianship and Social Justice, which reviews concepts in inclusion, diversity, and equity and provides examples of how this might show up within STEMM librarianship (Bussmann et al, 2020a(Bussmann et al, , 2020b(Bussmann et al, , 2021(Bussmann et al, , 2022.…”

Section: Social Justicementioning

confidence: 99%

“Why the Silence?”: Giving a Voice to the Lived Experiences of STEMM Librarians

Magid,

Torres

2024

ISTL

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Inclusion, diversity, belonging, and equity (IDBE) are tenets discussed and developed in many universities and university libraries. Although there were studies on IDBE in libraries in general, the authors of this study were particularly interested in what Science, Technology, Engineering, Mathematics and Medicine (STEMM) librarians were facing or not facing regarding IDBE. We were unable to locate any known study focusing on STEMM librarians' lived experiences regarding IDBE. Thus, our study aimed to explore this area further. A survey consisting of multiple-choice, Likert and short-answer questions was sent to STEMM librarians via specific listservs. In this study, we use a grounded theory approach and analyze three of the questions in the survey. This study would particularly interest librarians who would like to ascertain the climate of IDBE and the intersection with social justice in STEMM Librarianship. Also, we provide strategies to improve the climate and provide a more inclusive, diverse, equitable and belonging environment for STEMM Librarians. Our data analysis shows that STEMM librarians who identify as People of Color encounter negative behaviors, experiences, and attitudes at a much higher rate than STEMM librarians who are white. In addition, many STEMM librarians who identify as white report white privilege awareness.

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Section: Social Justicementioning

confidence: 99%

“Why the Silence?”: Giving a Voice to the Lived Experiences of STEMM Librarians

Magid,

Torres

2024

ISTL

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“…Intersectionality refers to a theoretical approach to analyzing how our interlocking identities (e.g., race, gender, sexuality, class) interact with systems of privilege and oppression (e.g., racism, cisnormativity, heteronormativity, patriarchy) to shape our lived experiences. The concept of intersectionality originally emerged in legal studies, but it has since expanded across multiple academic and professional disciplines, becoming an analytical framework for examining how different configurations of identity affect our experiences with oppression and privilege (Bussmann et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Chase

2024

ISTL

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This article explores the topic of intersectionality and its applications in teaching graduate students at a health sciences university. The case study examined the creation of an asynchronous information literacy module that centered intersectionality in the research process. Summative assessment data indicated that students were able to critically reflect on gaps in their knowledge to address health inequities, learn the narratives of multiply-marginalized patients, and make connections between research and intersectional justice. The study also revealed areas for improvement such as restructuring the assessment component of the module to better evaluate student success, strengthening the module as a socially engaging learning space for students, and integrating other metrics to measure the student experience. Findings from this study demonstrate how instructional librarians can create equitable and engaging learning spaces through an asynchronous instruction model as well as teaching intersectionality in STEMM-specific disciplines.

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Science Librarianship and Social Justice: Part Three: Advanced Concepts

Cited by 2 publications

References 10 publications

“Why the Silence?”: Giving a Voice to the Lived Experiences of STEMM Librarians

“Why the Silence?”: Giving a Voice to the Lived Experiences of STEMM Librarians

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

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