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Lopez ME, Mehra B, Capse M. An Exploratory Social Justice Framework to Develop Public Library Services with Underserved Families. PUBLIC LIBRARY QUARTERLY 2023. [DOI: 10.1080/01616846.2023.2187180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/11/2023]
Affiliation(s)
- M. Elena Lopez
- Independent Consultant, Mountain View, CA, United States
| | - Bharat Mehra
- EBSCO Endowed Chair in Social Justice and Professor, School of Library and Information Studies, University of Alabama, Tuscaloosa, AL, United States
| | - Margaret Capse
- Research Consultant, National Association for Family, School, and Community Engagement, Alexandria, VA, United States
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2
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Wagner TL, Marsh D, Curliss L. Theories and implications for centering indigenous and queer embodiment within sociotechnical systems. J Assoc Inf Sci Technol 2023. [DOI: 10.1002/asi.24746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Affiliation(s)
- Travis L. Wagner
- College of Information Studies The University of Maryland College Park Maryland USA
| | - Diana Marsh
- College of Information Studies The University of Maryland College Park Maryland USA
| | - Lydia Curliss
- College of Information Studies The University of Maryland College Park Maryland USA
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Inskip C. What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK? JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE 2022. [DOI: 10.1177/09610006221114483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.
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Mehra B. Toward an
impact‐driven
framework to operationalize social justice and implement
ICT4D
in the field of information. J Assoc Inf Sci Technol 2022. [DOI: 10.1002/asi.24693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Bharat Mehra
- School of Library and Information Studies University of Alabama Tuscaloosa Alabama USA
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5
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Lawrence EE, Floegel D. Creating Award Winners in the Library: An Account of “Reprizing”. LIBRARY QUARTERLY 2022. [DOI: 10.1086/717235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Kitzie VL, Wagner TL, Lookingbill V, Vera N. Advancing information practices theoretical discourses centered on marginality, community, and embodiment: Learning from the experiences of
lesbian, gay, bisexual, transgender, queer, intersex, and asexual
(LGBTQIA+) communities. J Assoc Inf Sci Technol 2021. [DOI: 10.1002/asi.24594] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Vanessa L. Kitzie
- School of Information Science University of South Carolina Columbia South Carolina USA
| | - Travis L. Wagner
- School of Information Science University of South Carolina Columbia South Carolina USA
| | - Valerie Lookingbill
- Thomas Cooper University Libraries University of South Carolina Columbia South Carolina USA
| | - Nicolas Vera
- School of Information Science University of South Carolina Columbia South Carolina USA
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Floegel D, Costello KL. Methods for a feminist technoscience of information practice: Design justice and speculative futurities. J Assoc Inf Sci Technol 2021. [DOI: 10.1002/asi.24597] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Diana Floegel
- School of Communication and Information Rutgers, The State University of New Jersey New Brunswick New Jersey USA
| | - Kaitlin L. Costello
- School of Communication and Information Rutgers, The State University of New Jersey New Brunswick New Jersey USA
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