Charting the Course of Equity and Inclusion in LIS through iDiversity

Jardine, Fiona; Zerhusen, Erin K.

doi:10.1086/680156

Cited by 8 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Examples of technology-enhanced LIS student organizations include the University of Maryland's iDiversity student group (Jardine & Zerhusen, 2015). In light of online After the initial environmental scan, the team set out to plan and execute the Breaking Barrier National Forum, a community-driven, participatory pre-conference dialogue to establish iBlackCaucus.…”

Section: Premisementioning

confidence: 99%

Space, story, and solidarity: Designing a Black MLIS student organization amidst crisis and tumult

Ndumu

Walker

Burns-Simpson

et al. 2022

EFI

View full text Add to dashboard Cite

According to LIS research, the U.S. library and information science field reflects more than 135 years of white racialized, monocultural pedagogy. Critical race theory helps us understand why Blacks remain on the margins of the LIS profession. Armed with critical racial knowledge, the Black Caucus of the American Library Association embarked on a three-year project to assert Black culture in a profession that has historically overpowered other ways of knowing. This article chronicles how BCALA leaders gleaned from Black-centered pedagogical traditions, data on Black MLIS students’ needs, and the critical race theory tenet of counterstorytelling to scaffold a national, online Black MLIS student organization that exists autonomously from mainstream U.S. LIS programs.

show abstract

Section: Premisementioning

confidence: 99%

Space, story, and solidarity: Designing a Black MLIS student organization amidst crisis and tumult

Ndumu

Walker

Burns-Simpson

et al. 2022

EFI

View full text Add to dashboard Cite

show abstract

“…LIS students realize the need for more prominent discussion of and pedagogy that supports critical thinking on issues of social justice (Helkenberg et al, 2018). LIS students can help transform their institutions and profession at large, beginning with student‐led initiatives (Oxley, 2013) or student‐based groups that engage with DEIJ topics and apply skills to real‐world situations (Jardine & Zerhusen, 2015). In particular, student‐faculty partnerships can foster supportive participation in addressing DEIJ within curricula (Mercer‐Mapstone et al, 2021).…”

Section: Previous Workmentioning

confidence: 99%

Teaching with Color: Calling in White Faculty to Address Whiteness in the LIS Curriculum

Rosa

Simons

Elkins

2021

Proceedings of the Association for Information Science and Tech

View full text Add to dashboard Cite

Diversity, equity, inclusion, and justice (DEIJ) issues underlie the systemic problems affecting our society, including the critical lack of inclusion within the field of librarianship. All LIS faculty must prepare students to work with diverse populations of both patrons and colleagues and should aim to strengthen students' cultural competence by incorporating DEIJ issues and concepts into the curriculum. However, in a field that is overwhelmingly white, there are sure to be missteps as white faculty develop their own cultural competency through research, teaching, and interpersonal interaction. In this poster, we argue for increased transparency amongst white LIS faculty who seek to incorporate DEIJ concepts into their courses. We additionally encourage faculty to prioritize student involvement and feedback while integrating DEIJ-related theory and topics into the LIS curriculum. Finally, we argue that open discussion between white faculty and students of color is necessary for the field's ongoing progress towards equity.

show abstract

“…Academic libraries have a long history of valuing DEI&A. Examples include research on accessibility and diversity of library websites (Yoon, Hulscher, & Dols, 2016) and LIS student groups advocating for DEI&A inclusion in LIS curriculum (Jardine & Zerhusen, 2015). There are several examples of conferences and events on this topic, such as the Conference on Inclusion and Diversity in Library & Information Science (https://cidlis.umd.edu/).…”

Section: Deianda In Academic Libraries and Higher Educationmentioning

confidence: 99%

Making Job Postings More Equitable: Evidence Based Recommendations from an Analysis of Data Professionals Job Postings Between 2013-2018

Thielen

Neeser

2020

EBLIP

View full text Add to dashboard Cite

Objective - Over the last decade, many academic libraries have hired data professionals to offer research data services. As these positions often require different types of experience than traditional librarian positions, there is an increased interest in hiring professionals from outside the typical library and information science (LIS) pipeline. More broadly, there has also been an increased interest in academic libraries and higher education to incorporate the principles and practices of diversity, equity, inclusion, and accessibility (DEI&A) into their work. These phenomena allow an opportunity to examine the growing area of data professionals and library hiring practices through the lens of DEI&A. Data was collected from 180 data professional job positions, including education, experiences, and skills, to better understand the evolving and complex landscape of data professionals and to provide evidence based recommendations regarding how the profession can enact meaningful and lasting change in the areas of DEI&A. Methods - The qualifications and responsibilities listed in data professional job postings from 2013 to 2018 were examined. Prior to analyzing the job postings, a codebook of 43 variables was developed. The 177 data professional job postings (corresponding to 180 positions) were independently analyzed, noting the presence of each variable, including the locations and the degrees of complexity sought. After coding, discrepancies were mutually resolved. Overall, the coding process had 94% intercoder agreement, which indicates a high level of agreement. Results - Over one-third of postings (n = 63, 35%) did not use the word “librarian” in the job title. Eighty-eight percent (n = 159) required a Master’s in LIS degree, but 67% (n = 119) also accepted an equivalent degree. Over half of the positions (n = 108, 60%) were also looking for an additional degree, most frequently a graduate degree. The median salary of the positions listing a quantitative value was $57,000; however, this value may not be accurate because only 26% of job positions (n = 47) gave a quantitative salary. From the research data management skills mentioned, general data management (n = 155, 86%), data repositories (n = 122, 68%), and data curation (n = 101, 56%) appeared most frequently. Libraries were also looking for traditional LIS skills and experiences, including instruction (n = 138, 77%), consultation (n = 121, 67%), and a public services perspective (n = 69, 38%). Conclusion - The results show that academic libraries are trying to recruit candidates from outside the traditional academic library pipeline. Research data activities (a non-traditional area for LIS) and traditional LIS areas were both frequently mentioned. Overall, these job positions should be written through a more intentional lens of DEI&A. This would help to make data professional positions more diverse and inclusive, while also helping academic libraries to reach their goal of recruiting outside of LIS. A set of concrete DEI&A recommendations are provided that are applicable for writing all library positions, so that readers can put these results into action and enact meaningful change within the profession.

show abstract

Charting the Course of Equity and Inclusion in LIS through iDiversity

Cited by 8 publications

References 1 publication

Space, story, and solidarity: Designing a Black MLIS student organization amidst crisis and tumult

Space, story, and solidarity: Designing a Black MLIS student organization amidst crisis and tumult

Teaching with Color: Calling in White Faculty to Address Whiteness in the LIS Curriculum

Making Job Postings More Equitable: Evidence Based Recommendations from an Analysis of Data Professionals Job Postings Between 2013-2018

Contact Info

Product

Resources

About