Libraries As Pivotal Community Spaces in Times of Crisis

Over the past several years, society have witnessed an unprecedented number of tragedies. From the Paris bombings to the shooting of an unarmed man in Tulsa, Oklahoma, civil unrests has become a part of our everyday life. Consequently, these disturbances have had a far-reaching impact on our global and local communities. In communities in the United States, police shootings and public protests in urban cities have resulted in crises that have been particularly hard-felt, but more significantly, they live vividly in our memories. Libraries in these communities often serve as safe havens in times of crisis. This paper presents two examples of how libraries in urban communities modified their services and programs to accommodate their constituents to address their information needs during times of crisis

Communities in the Crossfire: Models for Public Library Action

From mass shootings in churches, nightclubs and schools to protests of statutes, discrimination and police brutality, civil unrests have become a part of our everyday life. Over the last decade, communities across the country have experienced an unprecedented number of crises that have been particularly hard-felt. Libraries in these towns often serve as safe spaces. However, not all libraries have risen to this challenge. This paper offers exemplary models for public library action during times of crisis and contends that based on the current social climate, there needs to be a new paradigm for public library services

Teaching strategies and unconventional approaches to learning in times of disruption

This session will feature three dynamic presentations that extends learning beyond the classroom. Panel 1 will investigate global approaches to teaching research methods. Panel 2 will discuss rising costs and tuition sovereignty and other factors that impact teaching and learning. Panel 3 will explore the benefits of critical compassionate pedagogy in online environments

Spilling the tea: LIS professionals speak out on the good, the bad, and the ugly in LIS education

For LIS faculty, a fundamental goal in teaching is to engage, challenge, and inspire students to become diligent and dynamic information professionals. As a result, faculty often strive to create learning environments that engender critical thinkers and ethical decision makers in the hope that they will become competent, service oriented, information professionals. In facilitating this agenda, we frequently evaluate course content in an effort to provide the clearest possible instruction and positive course experience. Faculty therefore rely heavily on feedback from students. Not only do we scrutinize course evaluations, but many of us also solicit additional feedback from students. As appropriate, revisions are made to the syllabus, course content, and the curriculum. We also bring practitioner expertise into the classroom, as practitioners have their own unique impact on students. According to Ramasamy (2017), students get engaged with a teacher who is currently working/specializing in the topic being discussed in the classroom. However, while we bring professionals to the classroom, their perspective is often missing from the feedback and data we gather from course evaluations. We contend that this perspective is of value to the teaching and learning environment, and one that can provide crucial information to improve the learning experience as well as the curriculum. Students provide a familiar perspective; professionals would provide a new perspective. Specifically, they can discuss what happened after they graduated; went through the job seeking process; entered the field; and began working. How prepared were they for what they encountered on the job. In what ways did their library program prepare them? In what ways did it fail them? What was their experience a year later? Two years later? We have gathered a panel of six recent LIS alumni that represent a global view of the field and LIS education, who will not only answer these questions, but also share their ideas about LIS education. Panelists: Nicholas Alexander Brown, Anastasia Chiu, Christina Gavin, Jhani Miller, Emily Wagner, and Heather Wiggins

DuMont, 35 Years Later: HBCUs, LIS Education, and Institutional Discrimination

This article revisits Rosemary DuMont’s 1986 articles on Black librarianship and racial attitudes in LIS. The first part addresses missing or limited coverage on the library schools at five historically Black colleges and universities: Alabama A&M University, Clark Atlanta University, University of the District of Columbia, Hampton University, and North Carolina Central University. The second part provides examples of biases in accreditation as it relates to HBCU-based LIS programs. The article closes with a discussion on the erasure of HBCUs in LIS education, despite their important contributions to racial and ethnic representation and inclusion in the library professions

Radical pedagogies: Reimagining research & curriculum at the intersection of lis history, archives, and cultural heritage

Abstract (498 words): As the profession evolves, and seeks to thrive during unprecedented times, a number of gaps in service are becoming more apparent to educators, practitioners, and information seekers. Beyond existing services and the path to virtualize so many as possible, we must revisit our curriculum to ensure we are addressing the gaps including service, social justice, and equity, diversity, and inclusion. Equity, diversity, and inclusion are a critical purpose libraries, archives, and museums provide to society and the lives of our users. So where does equity, diversity, and inclusion/social justice fit? Within the library and information science curriculum, of course. The conversation will focus on the direct impact we can have with those who are and will be hands on the ground. To have a direct impact on services, the profession must commit to representation of the society in which we seek to uplift. Representation in all areas of LIS research and curriculum is essential towards the common goal of equity, diversity, and inclusion in services rendered. School of Library and Information Science programs can increase representation by developing cultural heritage programs. Cultural heritage programs come in a variety of forms including, but not limited to, archival studies, historic preservation, and museum studies. Reimagining the historical perspective in the curriculum of archives and cultural heritage programs will be a key to shifting services for inclusiveness and representation. Such programs can stand alone as a Master’s degree or well-equipped concentration with a curriculum for core archival knowledge and complementary knowledges. As discussed by the Society of American Archivists, “A graduate program in archival studies should provide students with a solid foundation in archival science. The curriculum should focus on archival theory, methodology, and practice and should be augmented by instruction in economics, history, information studies, law, management, and technology as they relate to archival work.” The programs should also address the need for cultural preservation and reflection for archivists of Black, Indigenous, and Persons of Color (BIPOC) heritage. Curriculum and research must reimagine pedagogical approaches concerning history, archives and cultural heritage studies. As educators, practitioners and researchers in history, archival studies, and cultural heritage, we consistently seek to highlight the purpose, value, and importance of archives in society. The discussion leads a platform to highlight existing programs, innovative pedagogy, and new approaches to standardizing curriculum. Panelists are experienced practitioners, educators, and researchers with experience in history, archives, records management, historic preservation, and museum studies. They have worked at a variety of levels to reimagine the pedagogical approach in LIS research and curriculum. The panel will feature brief statements from panelists and encourage conversation, through moderator led questions and answers. The session will address process, accomplishments, barriers, innovations and challenges within dimensions of LIS history, Archives, and cultural heritage. Discussion themes include the following: • Critical and Radical Pedagogies • Black, Indigenous, and Persons of Color (BIPOC) history & heritage • Existing and past programs/courses • New approaches to curriculum and research (History, Archives, & Cultural Heritage) • Race, gender, social justice, equity, diversity, and inclusion ALISE RESEARCH TAXONOMY TOPICS Archives; Pedagogy; Social justice; Curriculum; Research AUTHOR KEYWORDS History; Cultural Heritage; Pedagog

HBCUs and LIS education: Moving forward

For nearly 100 years, historically Black colleges and universities (HBCUs) have been instrumental in educating Black librarians. Besides providing LIS pedagogy, HBCUs foster many of the college graduates who chose librarianship. HBCU-based LIS programs include Hampton University (1925-1954), Alabama A&M University (1969-1982), the University of the District of Columbia (1969-1979), Clark Atlanta University (1939-2005), and North Carolina Central University (est. 1941). After the closing of all but one of these programs (at North Carolina Central University), there is a need to revitalize HBCU-LIS pathways. This interactive discussion will center the contributions of HBCUs in LIS and provide new directions for educating and empowering Black librarians. Joining the panel via Skype will be Dr. Shaundra Walker and Tina Rollins, two HBCU-affiliated library directors. Attendees will learn about the HBCU Pathways Project, an effort that has resulted in evidence-based reports on ways to increase the matriculation of HBCU students into LIS programs. The ultimate goal of this project is to actuate racial diversity in the LIS field by providing insight for sustainable, reciprocal, and culturally responsive HBCU-LIS partnerships. In keeping with the conference theme of “Exploring Learning in a Global Information Context,” this panel will delve into Black librarianship in the globalized, 21st-century context

Struggling to Breathe: COVID-19, Protest, and the LIS Response

The purpose of this article is to provide a follow up to “Libraries on the Frontlines: Neutrality and Social Justice,” which was published in 2017. It addresses institutional responses to protests and uprising in the spring and summer of 2020 after the deaths of Ahmaud Arbery, Breonna Taylor, and George Floyd—all of which occurred in the context of the global COVID-19 pandemic. The article expands the previous call for libraries to take a stand for Black Lives. We describe the events of 2020 (a global pandemic, multiple murders of unarmed Black people, and the consequent global protests) and responses from within library and information science, from our perspectives as women of color faculty and library professionals. We comment on how libraries are responding to current events, as well as the possibilities for panethnic solidarity. We also consider specifically how libraries and other institutions are responding to the racial uprisings through statements on social media and call for concrete action to ensure that their organizations and information practices are actively antiracist. In so doing, we update the claims and expand the appeals we made in 2017—that Black Lives Matter and that librarianship must not remain neutral

Libraries on the Frontlines: Neutrality and Social Justice

Purpose This article examines libraries’ responsibility to engage with and support communities of color as they challenge systemic racism, engage in the political process, and exercise their right to free speech. Many libraries have ignored the Black Lives Matter movement, citing the need to maintain neutrality. Despite extensive scholarship questioning the validity of this concept, the framing of library neutrality as nonpartisanship continues. This article examines librarianship’s engagement with, and disengagement from Black communities through the lens of the Black Lives Matter movement. It also explores the implications of education, engagement, and activism for people of color and libraries today. Design/methodology/approach The authors have engaged the topic from a critical race perspective as a practice in exercising voice - telling stories, presenting counterstories, and practicing advocacy (Ladson-Billings, 1998). Findings The assertion that libraries have been socially and politically neutral organizations is ahistorical. When libraries decide not to address issues relevant to people of color, they are not embodying neutrality; they are actively electing not to support the information and service needs of a service population. In order for libraries to live up to their core values, they must engage actively with communities, especially when those communities are in crisis. Originality/value As a service field, librarianship has an ethos, values, and history that parallel those of many other service fields. This paper has implications for developing understanding of questions about equitable service provision

Libraries on the frontlines: Neutrality and social justice

Purpose The purpose of this paper is to examine libraries’ responsibility to engage with and support communities of color as they challenge systemic racism, engage in the political process, and exercise their right to free speech. Many libraries have ignored the Black Lives Matter (BLM) movement, citing the need to maintain neutrality. Despite extensive scholarship questioning the validity of this concept, the framing of library neutrality as nonpartisanship continues. This paper examines librarianship’s engagement with, and disengagement from black communities through the lens of the BLM movement. It also explores the implications of education, engagement, and activism for people of color and libraries today. Design/methodology/approach The authors have engaged the topic from a critical race perspective as a practice in exercising voice – telling stories, presenting counterstories, and practicing advocacy (Ladson-Billings, 1998). Findings The assertion that libraries have been socially and politically neutral organizations is ahistorical. When libraries decide not to address issues relevant to people of color, they are not embodying neutrality; they are actively electing not to support the information and service needs of a service population. In order for libraries to live up to their core values, they must engage actively with communities, especially when those communities are in crisis. Originality/value As a service field, librarianship has an ethos, values, and history that parallel those of many other service fields. This paper has implications for developing understanding of questions about equitable service provision