Information Abundance and Deficit: Revisiting Elfreda Chatman’s Inquiry of Marginal Spaces and Populations

The article presents a methodological analysis of Elfreda Chatman’s research on marginal populations. Revisiting the methodological legacy and influence of Chatman’s research addresses positioning of the marginal within information environments in the presentation of theory. The position of deficit or lack in the communities under study are juxtaposed with abundance revealed in differing forms of Chatman’s research. This article first reviews how Chatman’s work challenges methodological hegemonic practices of theory development in Library and Information Science (LIS) research. Secondly, three works are analyzed for methodological approach and processes in theory development. Each article is observed in terms of design, approach, researcher (role, voice, position, posture), and theory development (as a methodological construct). Lastly, recommendations on impact of methodological approach and positioning reveal the impetus for the proposed article, deconstructing the researcher and their extension of theory-making in marginal spaces. Pre-print first published online 09/30/202

In a collective voice: Uncovering the Black Feminist Information Community of Activist-Mothers in Chicago public housing, 1955-1970

In 1963, a group of African-American mothers seeking equity of access, voiced to city officials the need for their neighborhood to have a library. One speaker asserted that the lack of access to a library center would hinder community education. The campaign of these women exemplify what Belenky, Bond, & Weinstock (1999) call the tradition that has no name. This research extends the event by examining the Chicago Public Housing communities they inhabit, as an information nexus. The research addresses the questions: How did African-American activist-mothers residing in Douglass area Chicago public housing build information networks to inform activism? and How does the metaphor of voice support activities in community building? This select historical case study, explores the metaphor of voice in the Black feminist tradition (Collins, 1998, 2000) by uncovering information space(s) and providing context to their collective activism. The theoretical lens is informed by intersections of information and community, social justice, and race and gender. Borrowing from the constant-comparative grounded theory approach (Charmaz, 2011; Corbin & Strass, 2008), uncovering collective voice involved an iterative process of deconstructing data through the development of a three-phase, eight-step evidence inquiry and analysis process. Through rigorous analysis, the formulation of the Black Feminist Information Community (BFIC) model emerged with five meta-level themes (Place/Space, Voice, Information, Belief System, and Self and Community Mobilization). The meta-level themes reflect the importance of collectivism, engagement, and voice in community-based activism. The study significance reflects the recognition of the voice of the researcher and the activist-mothers under study. The BFIC model contributes to the information science theoretical landscape by offering a bottom-up view of information space and demonstrating the representation of information in marginalized communities

There’s a standard for that: Aligning academic aspirations, professional standards, and ALA accreditation

The Syracuse University library and information science (LIS) program has committed to a new focus on INformation Justice, Equity, and Community EngagemenT (INJECT) that will guide a redesign of our program and redefine our commitment to our students, our coursework, and our impact on the information profession and broader community. While INJECT concepts form the bedrock of our new curriculum, our program is committed to being responsive to library professional standards as well as the ALA Standards for Accreditation of Master’s Programs in Library and Information Studies. Professional standards produced by library associations including ALA, IFLA, ACRL, SLA, RUSA, and YALSA reflect the needs of the library profession and impact the knowledge, skills, abilities, and dispositions librarians need to learn. In designing professional curriculum, LIS faculty must respond to and design for existing standards and competency lists in order to create a program that correlates with the ideals held by various library organizations. At the same time, LIS programs must demonstrate alignment with ALA Standards for Accreditation. So, how do the various competency lists compare to accreditation standards? How do the competencies and standards support INJECT topics, including critical librarianship, social justice, and equity and where do they fall short? This poster reveals an analysis and alignment of professional standards, accreditation standards, and our aspirations to better represent information justice, equity, and community engagement in LIS. This work can enable faculty to transform LIS curricula and create a resilient future for our programs, our student, and the broader LIS profession

Chicago Public Housing Library Movement, 1961-1969: A Social Network Analysis of Primary Source Documents

The project is an exploratory network analysis that examines a social movement of African-American women community activists in the attempted establishment of library branch facilities in a public housing community in 1960’s Chicago. The research elevates the activist groups’ efforts in the claiming of information needs for their community. It challenges the privileging of the administrative voice of library decision-making in an urban context, by situating the struggle in an African-American community. The network is created from thirty primary source documents related the social movement. They include newspaper articles, annual reports from the Chicago Public Library, Chicago Public Library Board meeting minutes, and reports and documents from the local community center. The poster demonstrates the effectiveness of analyzing documents through the development of network in order to link relationships, understand the landscape of a social movement, and positioning the library through the lens of the community.ye

Going against the current of hegemonic “white-ism” discourse: Global implications of a doctoral program journey from critical student+guide perspectives

This paper presents a critique of systemic LIS education and its hegemonic “White-Ism” discourse prevalent across the conceptualization and implementation of doctoral programs. The text illuminates the structural aspects of the doctoral experience beyond a singular narrative, to present implications for a global educational practice. The paper extends an auto-ethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the Ph. D. journey while exposing programmatic deficiencies in the process

Going against the current of hegemonic “white-ism” discourse: Global implications of a doctoral program journey from critical student+guide perspectives

This paper presents a critique of systemic LIS education and its hegemonic “White-Ism” discourse prevalent across the conceptualization and implementation of doctoral programs. The text illuminates the structural aspects of the doctoral experience beyond a singular narrative, to present implications for a global educational practice. The paper extends an auto-ethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the Ph. D. journey while exposing programmatic deficiencies in the process

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

The Social Justice Imperative in Library and Information Science

This poster presents the theoretical framework and development of the Social Justice Collaboratorium, a project undertaken by the 2013 cohort of Spectrum Doctoral Fellows. This work in progress aims to develop a user-driven online tool for Library & Information Science faculty who wish to incorporate social justice into the LIS curriculum.ye

Case Study Inquiry & Black Feminist Resistance: Reflections on a Methodological Journey in the Furtherance of LIS Social Justice Research

This article explains the researcher ownership of tools of inquiry. Using personal narrative, the text highlights the elements of case study development presenting the familial as the impetus for an alternative mode for LIS social justice research in an ethnic, racial, gendered community. Using the researcher journey as an example, the approach is explored through a theoretical and methodological iterative case development process. Implications in the furtherance of LIS social justice inquiry models utilizing a critical-qualitative approach are explicated towards the development of a case study in the pursuit of community-focused research

Teaching for Justice: Implementing Social Justice in the LIS Classroom

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