Fostering Equity and Inclusion in LIS Education: A Qualitative Phenomenological Approach
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ERIC Institute of Education Sciences
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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
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2026
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| _version_ | 1867181327155986432 |
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| author | Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman |
| author_facet | Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman |
| collection | Education Resources Information Center |
| contents | Fostering Equity and Inclusion in LIS Education: A Qualitative Phenomenological Approach Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman Information Science Education Diversity Equity and Inclusion Social Justice Foreign Countries Higher Education College Faculty Teacher Attitudes Course Content Stakeholders College Curriculum Library Associations Faculty Organizations College Role Purpose: Social justice pertains to the allocation of essential rights, responsibilities and resources among individuals within a community. Equity, diversity and inclusion are fundamental concepts of social justice and seen as essential ideals of librarianship. This study aims look at what library and information science (LIS) faculty members think about social justice-related topics in the curriculum and what key stakeholders should do to promote social justice in LIS education. Design/methodology/approach: A qualitative research approach with a phenomenological design was adopted to explore and interpret the lived experiences of participants. Data were collected through interviews with 15 faculty members from all library schools in Pakistan using purposive sampling. The data analysis approach was thematic, and NVivo software was used for analysis and coding. Findings: Four major themes related to the curriculum contents were identified as "lacking inclusive content," "accessibility and disability in LIS," "market-based content" and "western-based content." The findings identified key stakeholders' roles in promoting social justice in LIS education in Pakistan through "association's roles" and "govt. and HEC policies and legislations", "library school's roles" and "collective and collaborative working among stakeholders". Besides, the participants opinioned to effectively integrating recruitment strategies with inclusivity principles, the LIS profession can significantly contribute to the dynamic and diverse professional environment. Originality/value: This study addresses the gap in the literature and investigate LIS education with the lens of social justice principals. Various strategies and key stakeholder's role were highlighted to promote social justice in the LIS profession. |
| format | Recurso educativo Open Access |
| id | eric_EJ1505938 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2026 |
| record_format | eric |
| spellingShingle | Fostering Equity and Inclusion in LIS Education: A Qualitative Phenomenological Approach Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman Information Science Education Diversity Equity and Inclusion Social Justice Foreign Countries Higher Education College Faculty Teacher Attitudes Course Content Stakeholders College Curriculum Library Associations Faculty Organizations College Role Fostering Equity and Inclusion in LIS Education: A Qualitative Phenomenological Approach Murtaza Ashiq Nosheen Fatima Warraich Shafiq Ur Rehman Information Science Education Diversity Equity and Inclusion Social Justice Foreign Countries Higher Education College Faculty Teacher Attitudes Course Content Stakeholders College Curriculum Library Associations Faculty Organizations College Role Purpose: Social justice pertains to the allocation of essential rights, responsibilities and resources among individuals within a community. Equity, diversity and inclusion are fundamental concepts of social justice and seen as essential ideals of librarianship. This study aims look at what library and information science (LIS) faculty members think about social justice-related topics in the curriculum and what key stakeholders should do to promote social justice in LIS education. Design/methodology/approach: A qualitative research approach with a phenomenological design was adopted to explore and interpret the lived experiences of participants. Data were collected through interviews with 15 faculty members from all library schools in Pakistan using purposive sampling. The data analysis approach was thematic, and NVivo software was used for analysis and coding. Findings: Four major themes related to the curriculum contents were identified as "lacking inclusive content," "accessibility and disability in LIS," "market-based content" and "western-based content." The findings identified key stakeholders' roles in promoting social justice in LIS education in Pakistan through "association's roles" and "govt. and HEC policies and legislations", "library school's roles" and "collective and collaborative working among stakeholders". Besides, the participants opinioned to effectively integrating recruitment strategies with inclusivity principles, the LIS profession can significantly contribute to the dynamic and diverse professional environment. Originality/value: This study addresses the gap in the literature and investigate LIS education with the lens of social justice principals. Various strategies and key stakeholder's role were highlighted to promote social justice in the LIS profession. |
| title | Fostering Equity and Inclusion in LIS Education: A Qualitative Phenomenological Approach |
| topic | Information Science Education Diversity Equity and Inclusion Social Justice Foreign Countries Higher Education College Faculty Teacher Attitudes Course Content Stakeholders College Curriculum Library Associations Faculty Organizations College Role |
| url | https://eric.ed.gov/?id=EJ1505938 |