Responding to Hate: How National and Local Incidents Sparked Action at the UNLV University Libraries

Purpose: The purpose of this paper is to describe how an academic library at one of the most diverse universities in the country responded to the 2016 election through the newly formed Inclusion and Equity Committee and through student outreach. Design/methodology/approach: This paper details the context of the 2016 election and the role of social justice in librarianship. It offers ideas for how library diversity committees can address professional development, recruitment and retention efforts and cultural humility. It highlights student outreach efforts to support marginalized students, educate communities and promote student activism. Finally, it offers considerations and suggestions for librarians who want to engage in this work. Findings: This paper shows that incorporating social justice, diversity, equity and inclusion requires individuals taking action. If institutions want to focus on any of these issues, they need to formally include them in their mission, vision and values as well as in department goals and individual job descriptions. The University of Nevada, Las Vegas University Libraries fully supports this work, but most of the labor is done by a small number of people. Unsustainable practices can cause employee burnout and turnover resulting in less internal and external efforts to support diversity. Originality/value: Most of the previous literature focuses either on internal activities, such as professional development and committees, or on student-focused activities, such as outreach events, displays and instruction. This paper is one comprehensive review of both kinds of activities

Comics in Special Collections: Purposeful Collection Development for Promoting Inclusive History

Publisher allows immediate open acces

"When I Enter": Black Women and Disruption of the White, Heteronormative Narrative of Librarianship

Book Chapter; Version of Recor

A Generation of Information Anxiety: Refinements and Recommendations

Richard Saul Wurman’s groundbreaking Information Anxiety (1989) was published exactly one generation ago. The passage of time has allowed information specialists to reflect further upon the notion of information anxiety and such related concepts as “info-glut,” “techno-stress,” and “infoaddiction.” The interval has also allowed librarians to develop best practices to inoculate against information anxiety and to alleviate the symptoms of information overload. This essay will address definitional concerns regarding information anxiety and related phenomena; investigate the causes and effects of information anxiety; discuss specific difficulties in relationship to the reception, processing, and application of information; and consider the role of librarians in reducing information anxiety

Library Perspectives, Issue 39, Fall 2008

This issue includes items about writer Gary Shteyngart \u2795, Carnegie Library\u27s 100th anniversary, the Oberlin Missionary Ethnographic Collection, and much more.https://digitalcommons.oberlin.edu/perspectives/1021/thumbnail.jp

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

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