Diversity and Multiculturalism of LIS Education

The purpose of the panel is to raise the common questions about diversity and multiculturalism training in library schools, and engage the audience in a meaningful discussion about diversity and multiculturalism. We will discuss the importance of diversity and multiculturalism training in library and information science curricula by examining multiple countries/regions as case studies. We would be seeking answers to two major questions: What do responsible library science educators need to do to educate librarians on diversity/multiculturalism/internationalism? and How can we educate future librarians so that they will have a greater perspective on diversity and multiculturalism?

Teaching intersectionality: Pedagogical approaches for lasting impact

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

Examining the Hidden Ideologies within Cultural Competence Discourses among Library and Information Science (LIS) Students: Implications for School Library Pedagogy

In order to provide culturally responsive instruction to all students, school library professionals need to recognize the various discourses around cultural competence that exist in the field of library and information science (LIS) and understand the broader meanings that are attached to these discourses. This study presents an evaluation of the underlying ideologies that are embedded in the textual responses of a group of LIS students reporting on their perceived levels of cultural competence preparation. The results reveal that there are dominant and competing discourses around cultural competence in the LIS field, which are important to make visible. The paper concludes with a discussion of how this kind of discourse analysis might inform pedagogies in the school library in ways that uniquely benefit historically marginalized students

Desire for Inclusion : Construction of Professional Identity of Library Students with an Immigrant Background

The public library is a unique institution that aims to promote social justice which is attached to the concept of social inclusion. Although, multiculturalism is one fundamental principles of public libraries and the global library professional community is committed to advocating equality, diversity and integration, librarianship has not become a career choice of interest amidst the immigrant population. This study examines the professional identity construction of students with an immigrant background, during their studies in Library and Information Studies. This thesis contributes to understanding the professional identity construction and experiences which influence society newcomers’ integration into the professional community and the career continuum. The empirical study was carried out in a context of Library and Information Studies focusing on participants' (N=8) experiences of inclusion / exclusion in the professional frame as they progress through library education. A long-term approach was chosen, enabling a follow up how participants integrate into professional communities. The data are in the form of life story narratives, focus interviews and follow-up discussions and the material have been collected in three different phases: when the participants started their studies; at the end of their studies; seven years after their studies. The nature of the long-term study is qualitative and its epistemological and ontological orientation is social constructionism. The professional identity construction is studied through the lens of public libraries and library professionalism, but the research is attached to the Social Identity Theory. According to the concept of social identity people seek groups that have meaning for them, have positive identity and can provide them the sense of belonging. Inclusion as such is linked with socialisation, a process during which an individual seeks a place for oneself among the group. According to the results, the domains of education, practice and professional community are significant platforms at the beginning of the professional career. They provide a setting for the professional identity construction and career continuum evaluation. In that case, that librarianship aims seriously at the integration of people with an immigrant background into the profession, it should pay attention to each domain, how to support positive experiences which in turn produce a sense of belonging, strengthen self-esteem and distinctive identity construction. These in turn could improve newcomers’ certainty of the career choice and its continuum.Det allmänna biblioteksväsendet är en unik institution vars mål är att främja social rättvisa, som i sin tur är förknippad med begreppet social inkludering. Multikulturalism är en av de grundläggande principerna för det allmänna biblioteksväsendet och över hela världen engagerar sig professionella inom detta område för att främja jämlikhet, diversitet och integration. Trots detta har den del av populationen som består av invandrare inte visat stort intresse för professionen inom biblioteksväsendet. I den här undersökningen studeras hur den professionella identiteten bland studerande med utländsk bakgrund utformas under den tid de studerar biblioteks- och informationsstudier. Den här avhandlingen bidrar till att förstå hur den professionella identiteten utvecklas och hur de studerande upplever inkludering eller exkludering. Detta har en inverkan på hur nyanlända integreras i denna profession och hur de ser på denna roll i framtiden. Deltagares studier i biblioteks- och informationsstudier har legat till grund för den empiriska undersökningen. Den har sin fokus på hur deltagarna (N=8) under biblioteksutbildningen har upplevt inkludering eller exkludering. Ett långsiktigt perspektiv har därför valts, vilket möjliggör uppföljande av hur deltagarna integreras i professionen. Det använda materialet är i består av berättelser, fokusintervjuer och uppföljande diskussioner. Materialet har samlats in i tre omgångar; när deltagarna började sina studier, i slutet av studierna samt sju år efter studierna. Denna studie är av kvalitativ karaktär och dess epistemologiska och ontologiska inriktning är socialkonstruktionism. Utformandet av den professionella identiteten studeras från det allmänna biblioteksväsendets och professionens perspektiv, men undersökningen är knuten till social identitetsteori. Enligt begreppet social identitet söker sig människor till grupper som känns betydelsefulla, som har en positiv identitet och ger en känsla av tillhörighet. Inkludering som sådan är kopplad till socialisering, en process under vilken en individ söker sin plats i en grupp. Enligt resultaten av undersökningen är områden som utbildning, praktik och professionsgemenskap viktiga plattformar i början av yrkeslivet. Dessa områden ger en viktig inramning för utformningen av en professionsidentitet och bedömningen av denna identitet för framtiden. Om biblioteksbranschen verkligen har som mål att människor med utländsk bakgrund ska bli integrerade i professionen bör alla dessa tre områden uppmärksammas. Professionen bör vidare stödja positiva upplevelser som ger en känsla av tillhörighet, stärker självkänslan och säkerheten i yrkesrollen. Detta skulle i sin tur kunna innebära att nyanlända med större säkerhet kan avgöra sitt yrkesval och framtiden för densamma

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

Ethnic and Racial Diversity in Libraries: How White Allies Can Support Arguments for Decolonization

Despite the claim to neutrality, a woeful lack of diversity has had, and continues to have, latent consequences within librarianship and the services we provide. Historically, libraries as a product of white (heterosexual, capitalist, middle-class) librarianship have unwittingly upheld dominant oppressive cultural values by adhering to the tenet of neutrality. Instead, librarians must radically begin supporting our communities by pushing for the removal of institutionalized barriers to entering the information science profession, and divorce ourselves from the notion of neutrality by supporting social justice and civil rights issues. Using discursive analysis as a way to highlight the major scholarly arguments regarding the state of diversity in LIS, I will highlight the ways in which white librarians can better cement ourselves as allies while remaining cognizant of our position as colonizers

Commitment to Multicultural Library and Information Science Education: Part 2 - A Model for Success

Welburn's (1994) persuasive case for including cultural diversity in the educational preparation of library and information science (LIS) professionals is based on the rationale that the foremost function of LIS educators is their involvement "in programs of study that are designed to prepare graduate students as professionals mediating between information and people" (p. 328). Although the words "cultural diversity" were not used, over 20 years ago Shera (1972) also regarded the environment of the clientele as the librarian's raison d'etre, which translates to the need for information professionals in the United States to be prepared to serve a multicultural, multiracial, and multilingual user population

Interculturalism and multiculturalism in lreland: textual strategies at work in the media landscape

This essay is based on qualitative research undertaken by the Working Group on Media and Interculturalism, based at Dublin City University. The working group is a series of ongoing research projects exploring recent initiatives in the Irish media that have introduced and activated discourses on multiculturalism, interculturalism, anti-racism, diversity and citizenship. The purpose of this project was to explore how the Irish media is contributing to structuring (and normalising) the discourses in which, and through which, public understandings of and responses to socio-cultural changes are being formed

Are We There Yet? Results of a Gap Analysis to Measure LIS Students\u27 Prior Knowledge and Actual Learning of Cultural Competence Concepts

This paper reports on the preliminary results from a pilot study conducted to examine library and information science (LIS) students\u27 perceptions of their level of preparation for becoming culturally competent LIS professionals. Students participated in an electronic survey, which contained a Likert Scale measuring three areas of cultural competence: self awareness, education, and interaction. A gap analysis technique was employed to detect discrepancies between students\u27 prior knowledge and actual learning relative to cultural competence. This article discusses student-reported gaps in knowledge for the section of the questionnaire on Education. Students indicated that all of the concepts introduced in this section were important to learn but their level of knowledge gained varied from no or low levels to moderate levels of actual learning