Health Information Services Available for People Living With HIV/AIDS: Perspectives of Library and Information Professionals

There is an urgent need for availability of life-saving health information services as well as adequate marketing, advertising, and dissemination strategies to people living with HIV/AIDS (PLWHAs), and to the broader public at large, especially in the context of a recent UNAIDS estimation that the number of people living with HIV in the United States, at the end of 2003, exceeded one million for the first time. This study explores the HIV/AIDS health information services that are available within the local community of Knoxville, Tennessee, and presents focus group perspectives of nine library and information professionals about awareness and use of these services by PLWHAs. The study forms part of a larger plan to apply a community informatics (CI) approach to examine the provision of health information services for PLWHAs in terms of how PLWHAs and other stakeholders including health care service providers, academic community at the University of Tennessee, community leaders and activists, and faith-based organizations, use and apply information and communication technologies (ICTs) to empower and enable PLWHAs to meet their information needs, goals, and aspirations. Here we report findings from the project’s first phase of documenting perspectives of library and information professionals about existing HIV/AIDS information services, users of these services, barriers and challenges to effective use, and the role of health information professionals in the context of developing ideal information support services for PLWHAs

Elfreda Annmary Chatman in the 21st Century: At the Intersection of Critical Theory and Social Justice Imperatives

Elfreda Annmary Chatman (1942-2002) is considered a pioneer library and information science (LIS) scholar for her theory development and ethnographic approach to understand information behaviors of understudied populations (e.g., female inmates, janitors, the elderly, poor people, female retirees, etc.). This article discusses the limited contemporary relevance of her contributions to information science research in the 21st century when subjected to an epistemological assessment from critical theory and social justice imperatives. Progressive scholars operationalize this intersection in terms of action-oriented and socially relevant outcomes achieved via information-related work to extend the LIS professions beyond its historical shackles. They also encourage community-engaged scholarship and community-wide changes via partnering with and providing programs to people on society’s margins. Scrutinizing Chatman’s legacy in terms of these attributes helps extend the discourse and identify its trajectory, especially relevant in the context of today’s political and cultural climate. Some factors that influenced Chatman’s work are traced within an emerging, yet narrow, trajectory and scope of information science research of those times. Select evidence and examples discussed in this narrative illustrate some of these perceived limitations while critiquing Chatman’s contributions and still valuing their significance. Pre-print first published online 3/28/202

Community partnerships to further the role of rural public libraries in small business economic development: a case study of Tennessee

This poster identifies the community partnerships being developed in a planning grant entitled “The Role of Rural Public Libraries in Small Business Economic Development in the Appalachian Region: A Case Study of Tennessee” (PLSB-TN) recently awarded by the Institute of Museum and Library Services’ National Leadership Grants for Libraries (Research Category) (October 2014 – September 2016) (URL: http://scholar.cci.utk.edu/plsb-tn). PLSB-TN involves collecting quantitative and qualitative feedback based on the needs, expectations, and experiences of small businesses and rural public libraries in the state. PLSB-TN research conducted in Tennessee includes preliminary planning activities, analyzing existing needs and feasibility, solidifying community partnerships, and developing initial work plans, blueprint, and strategic action plan prototype of a Public Library Small Business Toolkit that strengthens collaborations between various stakeholders involved. PLSB-TN is serving as a pilot case experience and assessment test-bed to expand strategies for the entire Appalachian region and other rural environments in the future

What is the Value of Social Justice in Pakistan’s Library and Information Science Professions?:Guest Editorial

Guest Editoria

Rural Library Professionals as Change Agents in the 21st Century: Integrating Information Technology Competencies in the Southern and Central Appalachian Region (ITRL)

Rural Library Professionals as Change Agents in the 21st Century: Integrating Information Technology Competencies in the Southern and Central Appalachian Region (ITRL) ($567,660). Institute of Museum and Library Services, Laura Bush 21st Century Librarian Program, October 2009 – September 2012. Principal Investigators: B. Mehra, K. Black, and V. Singh. Project Partners: Clinch-Powell Regional Library (Clinton, Tennessee: S. Simmons, Director), Nolichucky Regional Library (Morristown, Tennessee: D. Reynolds, Director), Sevier County Public Library System (Sevierville, Tennessee: K. C. Williams, System Director), and the Watauga Regional Library (Johnson City, Tennessee: N. Renfro, Director)

An Exploratory Study of the Nature and Composition of Current Library and Information Science Programs in Indian State Universities

This brief article explores the current state of library and information science (LIS) programs in terms of their nature and composition in state universities in India. Preliminary findings were based on a content analysis of representative information regarding LIS education available on the websites of all state universities and colleges that offer LIS programs in India. Findings indicated broad trends in administrative structuring and nomenclature of LIS programs which requires standardization. The type of degrees awarded, the composition of faculty positions, student places per year and student-faculty ratios was also found to be varied among the different institutions. The lack of detailed and up-to-date information on university websites was a barrier in collecting accurate data on LIS programs. The minimal web information must be addressed by LIS professionals to further develop interest in the discipline and to increase the number of students graduating in LIS education. The findings reported here are hoped to direct future research in other domains of LIS education which may help determine better strategies and practices for adopting in LIS educational settings in India. DOI: 10.5339/pil.2012.

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

How international are we? Mapping of “global” intersections in the LIS curriculum

This paper presentation highlights how truly international is library and information science (LIS) education in the United States and Canada based on content mapping of “global” intersections in the LIS curriculum. The exploratory mixed-methods study reports on occurrence of varied synonymous/related terms (e.g., diversity, global, international, multicultural, world) in bibliographic course titles and course descriptions on the webpages of 48 graduate programs in the United States (3787 courses) and five in Canada (487 courses). Evidence-based potpourri of best practices and course case studies help develop a roadmap for LIS programs to integrate international/global content in their curricula beyond isolated, ad hoc individual program-based efforts

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