Diversity in Library and Information Science Education: Attitudes and Practices

Wheeler, Maurice B.

doi:10.18848/1447-9532/cgp/v04/38819

Cited by 2 publications

(4 citation statements)

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“…This model has been proposed over the years as a way to improve the LIS education for future LIS professionals (Abdullahi, 2008;Chu, 2009;Welburn 1995;Wheeler, 2005;Winston, 2005). However, few programs nationwide have fully integrated diversity courses and diverse cultural perspective into all aspects of LIS education.…”

Section: Curriculum Reformmentioning

confidence: 99%

“…(For further discussion of benefits of integrating diversity into LIS curriculum see Kim & Sin, 2008. ) Ensuring the success of curriculum reform, however, requires extensive planning and communication (Wheeler, 2005). One form of communication among faculty and students is through surveys, which have been used successfully for sharing perspectives, planning, and evaluation.…”

Section: Curriculum Reformmentioning

confidence: 99%

“…However, changing demographics in the United States have resulted in rethinking how library and information science (LIS) services are delivered and who delivers them. To accomplish diversification of the LIS profession Wheeler (2005) explains that "librarians must possess a level of cultural competency that enables them to function successfully and to provide effective information services Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives Patricia Montiel-Overall and Sandra Littletree within a racially and culturally diverse society" (p. 181). Efforts to reach the goals of infusing the profession with culturally competent individuals and ensuring the delivery of multicultural LIS education have been supported by the American Library Association for decades (Du Mont, 1988;Josey, 1993;Randall, 1988).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives

Montiel-Overall¹,

Littletree²

2010

lib

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This article discusses the development of Knowledge River, a program at the University of Arizona School of Information Resources and Library Science established through several Institute of Museum and Library Services grants designed to recruit Latino and Native American students to the library and information science (LIS) profession. Knowledge River (KR) was designed as a national model for increasing diversity in information organizations and LIS programs. The article describes the KR model and elements of the program that have increased its success. Included are participation in a residential cohort, real-world library work experiences, and formal mentoring by KR graduates and other ethnic minorities in the field. Knowledge River has served as a catalyst for increasing awareness of diversity issues and multiple perspectives in addressing issues in the LIS field. Knowledge River has also resulted in a requirement that all LIS students enroll in at least one diversity course. This article also provides a retrospective analysis of the KR model and presents a theoretical framework for developing future LIS diversity programs such as KR.

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Section: Curriculum Reformmentioning

confidence: 99%

Section: Curriculum Reformmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives

Montiel-Overall¹,

Littletree²

2010

lib

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“…In terms of diversity, "images and impressions bear nearly as much influence as reality" (Gollop, 1999, p. 392). Information professions and LIS programs historically have faced substantial challenges with diversity, inclusion, and representation (e.g., Abudallahi, 2007;Adkins & Espinal, 2004;Bonnici & Burnett, 2005;Buddy & Williams, 2005;Chu, 2002;Josey, 1993;Lance, 2005;Wheeler, 2005aWheeler, , 2005b. While issues of diversity have generally not been widely discussed in LIS discourse, when the issue receives attention, it most often results in a focus on recruiting and retaining ethnically diverse master's students in an attempt to produce a larger pool of ethnically diverse librarians.…”

Section: Background and Contextmentioning

confidence: 99%

Modeling Inclusive Practice?: Attracting Diverse Faculty and Future Faculty to the Information Workforce

Subramaniam¹,

Jaeger²

2010

lib

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Goals for achieving diversity among library and information studies (LIS) students and the workforce will remain frustrated until root issues of diversity in LIS faculty are addressed. Students from underrepresented populations are typically drawn to academic programs where they believe the faculty can relate to their experiences and feel that the academic programs include their perspectives. For these conditions to be met, LIS faculty must become much more racially diverse than they are currently. Key aspects for increasing diversity among LIS faculty are to increase the diversity of LIS doctoral students, who will be the new generations of LIS faculty, and for LIS programs to offer courses that meet the needs of these diversified populations.This article will examine the current state of diversity issues related to the education of LIS doctoral students, through the lens of the fourteen U.S.-based members of the iSchools caucus that offer LIS master's and doctoral programs. We will examine pedagogical initiatives that focus on diversity in LIS programs and federally funded grants that have supported recruitment efforts for doctoral students. Collectively, these issues will be used to identify possible strategies that can serve to promote diversity in LIS doctoral education.

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Diversity in Library and Information Science Education: Attitudes and Practices

Cited by 2 publications

References 0 publications

Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives

Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives

Modeling Inclusive Practice?: Attracting Diverse Faculty and Future Faculty to the Information Workforce

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