Social justice in library science programs: A content analysis approach

Jones, Rhiannon

doi:10.1177/0961000620904432

Cited by 16 publications

(11 citation statements)

References 26 publications

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“…How these are delivered to the students can vary, although there seems to be a move towards specific electives in LIS programmes which focus on social justice topics (Singh and Rioux, 2021). However, there are also arguments that embedding within the core curriculum would have more impact and existing offers are not sufficiently visible (Jones, 2020). There seems to be general agreement in Singh and Rioux’s statement that ‘conversations about social justice must start with addressing race, privilege, and intersectionality and their implications for the LIS workforce, as well as developing strategies to bridge gaps in prevailing power imbalances in the LIS profession’ (Singh and Rioux, 2021: 214).…”

Section: Nine Repertoiresmentioning

confidence: 99%

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

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2022

Journal of Librarianship and Information Science

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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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Section: Nine Repertoiresmentioning

confidence: 99%

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Inskip

2022

Journal of Librarianship and Information Science

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“…As the field became professionalized and universities took over LIS education, academic theory became the primary model for educating future librarians (Coleman, 1989). Recent studies have examined different efforts in LIS education in preparing future librarians for serving community members for social justice (Jones, 2020) and perceptions on library user education (Allard et al, 2020). The ongoing tension among theory and practice in LIS leaves disconnections to the communities they serve.…”

Section: Related Workmentioning

confidence: 99%

Caring for the community: An academically based community service course in LIS

Lee

Kim

Roldan

et al. 2022

Journal of Librarianship and Information Science

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The field of Library and Information Science (LIS) has historically struggled to connect theory and practice in its graduate education, specifically when it comes to building partnerships with diverse stakeholders in public library communities. One possible technique for bridging the gap of stakeholder experiences is academically based community service (ABCS) courses. ABCS courses attempt to directly focus on research-practitioner partnerships to solve real-world problems by involving the community to democratically co-design the curriculum. In this paper, we present a reflective case study of an ABCS course on integrating participatory design methods to co-design new digital learning activities for youth in an urban public library. By conducting 10 co-design sessions and 26 semi-structured interviews, we examined a partnership between a university and a library, and how this ABCS course impacted different stakeholder participation. Our findings highlight how ABCS courses require systematic structural endeavors from higher education and care between all stakeholders within a library setting. This work contributes to a growing body of work that calls for more courses in LIS education with greater civic and democratic engagement between graduate students, university partners, and library stakeholders.

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“…Mehra will summarize key themes surrounding the notion of relevance from the panelists' presentations (e.g., intersectionality, Black feminism and communal‐collective perspective, geography or location‐driven context, and immigrant refugees' human information behaviors, etc.). He will integrate these and propose an impact‐driven concept of critical relevance that expects information professionals to better operationalize and implement social justice in ways that are fair, just, inclusive, and equitable (Jones, 2020; Mehra 2021a; Jaeger, Gorham, Taylor, and Kettnich, 2014). The push is for critical relevance to generate community‐based social justice impacts that are intentional (deliberate), systematic (rigorous), constructive (i.e., asset‐based), action‐oriented, and outcome‐driven (Cooke and Sweeney, 2017; Freire, 1970; Mehra Elmborg, and Sweeney, 2019).…”

Section: Panel Formatmentioning

confidence: 99%

Conceptualizing Relevance of Information as a Social Justice Issue: An Interactive Panel Discussion

Winberry

Gray

Hardÿ

et al. 2021

Proceedings of the Association for Information Science and Tech

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Relevance is a notion whose meaning and purpose have been widely discussed in information retrieval research. The ultimate aim of relevance-what Tefko Saracevic has called the "you know" principle-is to ensure that users have the information necessary to meet their goals. What is often missing from this discussion is a critical assessment of who gets to decide what information is relevant, under what circumstances, and for what purposes-especially in relation to marginalized populations. The limited discussion of social justice in information relevance research is a gap this interactive panel discussion seeks to address. Five emerging, junior, and senior researchers will each identify and outline social justice themes of information relevance (e.g., intersectionality, Black feminist lens, geography, immigration status, and holistic critical relevance) that have been evident in their own scholarship. Audience members will have an opportunity to expand on one of the five themes in concert with a panelist before participants consider together future directions for relevance of information in a social justice context. While each participant may have different definitions of social justice, a broad interpretation of the term will frame the conversation by indicating how information relevance can move society towards a fairer and more equitable future.

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Social justice in library science programs: A content analysis approach

Cited by 16 publications

References 26 publications

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

Caring for the community: An academically based community service course in LIS

Conceptualizing Relevance of Information as a Social Justice Issue: An Interactive Panel Discussion

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