Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education
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ERIC Institute of Education Sciences
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| Auteurs principaux: | , , , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2021
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| _version_ | 1867181347911499776 |
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| author | Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia |
| author_facet | Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia |
| collection | Education Resources Information Center |
| contents | Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia Information Science Education Library Science Student Diversity Equal Education Inclusion Access to Education Educational History Educational Change Social Justice Cultural Awareness Barriers Mentors Minority Group Students Student Characteristics Demography College Faculty Diversity (Faculty) Teacher Characteristics Recruitment Persistence Higher Education The field of LIS continues to face a vexing paradox. Its longstanding ideal of and concomitant commitment to serving diverse communities and users equally has failed to translate into diversity, equity, and inclusion (DEI) in the profession or in LIS education. This article analyzes efforts to promote diversity, equity, and inclusion in North American LIS programs between 1971 and 2018. First, it addresses change and continuity in diversity-centered LIS scholarship over time. Second, it unpacks key terms such as diversity, equity, and inclusion. Third, it underlines the importance of and mandate for diversity, adducing demographic change and social justice, and suggests cultural competence as a key vehicle for DEI work. Fourth, it examines recruitment and retention efforts and their results, strategies to weave DEI and social justice topics into the curriculum, and barriers to such efforts. Finally, areas for further research are suggested. |
| format | Recurso educativo Open Access |
| id | eric_EJ1311934 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia Information Science Education Library Science Student Diversity Equal Education Inclusion Access to Education Educational History Educational Change Social Justice Cultural Awareness Barriers Mentors Minority Group Students Student Characteristics Demography College Faculty Diversity (Faculty) Teacher Characteristics Recruitment Persistence Higher Education Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education Poole, Alex H. Agosto, Denise Greenberg, Jane Lin, Xia Yan, Erjia Information Science Education Library Science Student Diversity Equal Education Inclusion Access to Education Educational History Educational Change Social Justice Cultural Awareness Barriers Mentors Minority Group Students Student Characteristics Demography College Faculty Diversity (Faculty) Teacher Characteristics Recruitment Persistence Higher Education The field of LIS continues to face a vexing paradox. Its longstanding ideal of and concomitant commitment to serving diverse communities and users equally has failed to translate into diversity, equity, and inclusion (DEI) in the profession or in LIS education. This article analyzes efforts to promote diversity, equity, and inclusion in North American LIS programs between 1971 and 2018. First, it addresses change and continuity in diversity-centered LIS scholarship over time. Second, it unpacks key terms such as diversity, equity, and inclusion. Third, it underlines the importance of and mandate for diversity, adducing demographic change and social justice, and suggests cultural competence as a key vehicle for DEI work. Fourth, it examines recruitment and retention efforts and their results, strategies to weave DEI and social justice topics into the curriculum, and barriers to such efforts. Finally, areas for further research are suggested. |
| title | Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education |
| topic | Information Science Education Library Science Student Diversity Equal Education Inclusion Access to Education Educational History Educational Change Social Justice Cultural Awareness Barriers Mentors Minority Group Students Student Characteristics Demography College Faculty Diversity (Faculty) Teacher Characteristics Recruitment Persistence Higher Education |
| url | https://eric.ed.gov/?id=EJ1311934 |