The Reach of a Long-Arm Stapler: Calling in Microaggressions in the LIS Field through Zine Work

Arroyo-Ramirez, Elvia; Chou, Rose L.; Freedman, Jenna; Fujita, Simone; Orozco, Cynthia Mari

doi:10.1353/lib.2018.0028

Cited by 10 publications

(4 citation statements)

References 40 publications

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“…It requires tools (Brook et al, 2015), training (Cooke et al, 2016), and a reassertion of the social justice role in all library sectors. It is vital to address the issues around microaggressions through reflection to develop culturally competent allies (Alabi, 2018; Arroyo-Ramirez et al, 2018). Such examples of awareness development would need to be set in a framework of cultural competence and introduced in both workplace training and in the LIS curriculum (Mestre, 2010), giving voice to librarians of colour (VanScoy and Bright, 2017).…”

Section: Nine Repertoiresmentioning

confidence: 99%

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

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2022

Journal of Librarianship and Information Science

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This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.

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Section: Nine Repertoiresmentioning

confidence: 99%

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Inskip

2022

Journal of Librarianship and Information Science

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“…Many types of discrimination are discussed in recent Library and Information Science literature, and microaggressions are one of them (Alabi, 2015a;Arroyo-Ramirez et al, 2018;Ishaq & Hussain, 2022). Microaggressions are often intricately connected to racism, subtle, difficult to quantify, and affect employee morale and library culture (Kendrick & Damasco, 2019;Sue, Capodilupo, et al, 2007b).…”

Section: Literature Reviewmentioning

confidence: 99%

Reiterating Visibility: Canadian Librarians’ Experiences of Racial Microaggressions via Findings from a Minority Librarians Network Redux Survey

Li,

Kumaran,

Cho

et al. 2023

IJIDI

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Based on the data from the Visible Minority Librarians of Canada 2021 Redux Survey, this study examines experiences of racial microaggressions among visible minority librarians in Canada. This research fills the gap in the library and information science (LIS) literature regarding racial microaggressions in librarianship in the Canadian context. Of the 148 respondents, 69% (n=102) experienced at least one stated racial microaggression. The result of a Kruskal-Wallis H test revealed a significant association between years of experience as a librarian and a librarian’s overall experiences with microaggressions. A post hoc test based on Bonferroni correction was run, which indicated that librarians with less than five years of work experience encountered microaggressions less frequently compared to those with 11–15 years of experience. For the ten stated types of racial microaggressions, the most frequently reported type was “I was told that people of all racial groups face the same barriers in employment or promotion,” and the least frequently reported type was “A colleague claimed that he/she felt threatened because of my race.” Fisher's exact tests were further performed to examine how the respondents differed in their experiences of each microaggression. The test results revealed that the librarians with different personal attributes (ethnicity, disability status, gender identity, language used) and employment attributes (librarian experience, management position, library type) had significantly different encounters with eight forms of microaggression. Professional library associations and libraries must strengthen education about racial microaggressions and offer support to visible minority librarians when they are confronted with microaggressive behaviours.

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“…While all LIS faculty should accordingly prepare students to work with diverse populations of both patrons and colleagues, the work of incorporating DEIJ issues and concepts into the curriculum has disproportionately been taken up by LIS faculty of color—often with little reward or positive recognition (Mehra, 2019). In order to truly address whiteness within the LIS curriculum, the field must also “call in” (e.g., Arroyo‐Ramirez et al, 2018) white faculty to better incorporate DEIJ issues into their courses and their pedagogical approaches.…”

Section: Introductionmentioning

confidence: 99%

Teaching with Color: Calling in White Faculty to Address Whiteness in the LIS Curriculum

Rosa

Simons

Elkins

2021

Proceedings of the Association for Information Science and Tech

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Diversity, equity, inclusion, and justice (DEIJ) issues underlie the systemic problems affecting our society, including the critical lack of inclusion within the field of librarianship. All LIS faculty must prepare students to work with diverse populations of both patrons and colleagues and should aim to strengthen students' cultural competence by incorporating DEIJ issues and concepts into the curriculum. However, in a field that is overwhelmingly white, there are sure to be missteps as white faculty develop their own cultural competency through research, teaching, and interpersonal interaction. In this poster, we argue for increased transparency amongst white LIS faculty who seek to incorporate DEIJ concepts into their courses. We additionally encourage faculty to prioritize student involvement and feedback while integrating DEIJ-related theory and topics into the LIS curriculum. Finally, we argue that open discussion between white faculty and students of color is necessary for the field's ongoing progress towards equity.

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The Reach of a Long-Arm Stapler: Calling in Microaggressions in the LIS Field through Zine Work

Cited by 10 publications

References 40 publications

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Reiterating Visibility: Canadian Librarians’ Experiences of Racial Microaggressions via Findings from a Minority Librarians Network Redux Survey

Teaching with Color: Calling in White Faculty to Address Whiteness in the LIS Curriculum

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