Phase one of this study (Vardell & Charbonneau, 2020) sought to investigate the
intersections of health and social justice in library and information science (LIS) curriculum.
Course offerings from 60 ALA-Accredited LIS programs were extracted and comprised the study
sample. Using a thematic content analysis, a total of 220 course descriptions were analyzed to
assess the inclusion of health justice topics. Of the 220 courses identified using the health justice
search terms, only eight LIS course descriptions closely integrated health and social justice
issues. This poster will present four overarching thematic LIS course areas identified from the
212 courses that were not explicitly health justice related but nonetheless presented potential
health justice connections: 1) multicultural and diverse populations, 2) health sciences
information, 3) literacy concerns, and 4) social justice and libraries. These four thematic areas
present conceptual pathways with the potential to further incorporate health justice aspects in
LIS coursework. In phase two of the study, the focus of this work has expanded to include health
justice issues emerging during the COVID-19 public health crisis. Examples of how LIS
educators can make stronger connections in their courses between health justice issues during
public health crises, such as the COVID-19 pandemic, will be provided. Additionally, the
presenters are seeking feedback and examples from LIS educators to help shape the future of this
work and timely line of inquiry. Overall, this research initiative helps to map the curricula and
contributes the LIS educator viewpoint for advancing health justice conversations
