Finding “Diversity Levers” in the Core Library and Information Science Curriculum: A Social Justice Imperative

Abstract

In this exploratory study, the researchers examined the core library and information science (LIS) curriculum, looking for diversity levers, or conceptual access points, where transformative academic knowledge related to diversity and social justice could be meaningfully integrated. Multicultural curriculum reform, conceptualized as a social justice approach, was the guiding framework for the research design and analysis. The researchers began by establishing what constitutes the core curriculum and essential knowledge taught across thirty-six ALA-accredited master's of library and information science degree programs. These data were then used to construct a survey that went to one hundred LIS faculty at ALA institutions who provided pedagogical knowledge, ideas, and resources for infusing diversity and social justice into the core curriculum. The findings suggest that there are certain core LIS courses that have explicit diversity levers, or areas where there are natural connections to diversity and social justice content, while others have emergent or implicit diversity levers. The differences among these types of diversity levers are explained, and some of the pedagogical resources that were shared by the survey respondents are included. The Information Technology core course shows the most promise for integrating diversity and social justice pedagogies.

Social justice in library science programs: A content analysis approach

“…Keywords were identified by examining some of the themes in key literature on social justice in the LIS field (Cooke et al, 2016; Gewirtz, 1998; Kumasi and Manlove, 2015). The keywords were: society, diversity, community, citizenship, ethics , and access were chosen based on the relationship to the social justice ideals of ethics and human rights issues.…”

“…Kumasi and Manlove (2015) examined the core courses descriptions in 36 ALA accredited institutions, seeking evidence of ALA’s core competences (ALA, 2009). They surveyed LIS faculty asking them to reflect on how they teach diversity and social justice.…”

The ‘Difficult Balance Between Equity and Differentiation’: Developing a Transformative Praxis

“…As Hegarty (2021) suggests, libraries' employment of the 'recognise and celebrate' or 'diversity and inclusion' modes of representation are necessarily premised on an understanding of 'inclusion' or 'recognition' that centres the 'difference' of the cultural or ethnic other. One possible explanation for the persistence of this mode of representation, despite a rich and well-known body of critical work on diversity, is the institution's obligation to report to its governing body its progress and achievements in meeting policy goals relating to 'diversity and inclusion' (Ahmed, 2007(Ahmed, , 2012Bennett, 2013;Caidi & Dali, 2015;Chelliah, Brown, & Combes, 2012;Drummond, 2016;Hastings, 2015;Hudson, 2017;Hussey, 2010;Kumasi & Manlove, 2015;Kẏra, 2014;Mason, 2016;Mestre, 2010;Muir, Thompson, & Qayyum, 2020;Swanson et al, 2015). For example, in its Multicultural Plan 2020-24, the State Library of New South Wales (SLNSW), progress towards the fulfilment of the identified goals is to be measured against four specific and quantifiable criteria: service delivery, planning, leadership and engagement (State Library NSW, 2020, p. 6).…”

More than Lip Service

“…This permanence is represented in the varied empirical methods contained within this literature review. Select examples include surveys (Kumasi & Manlove, 2015), interviews (Kendrick & Damasco, 2015), and content analysis (Moreillon, 2015), as well as qualitative, quantitative, and mixed analytical approaches (Butcher & Rose-Adams, 2015;Froggatt, 2015).…”