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Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education
Journal article   Peer reviewed

Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education

Alex Poole, Denise Agosto, Jane Greenberg, Xia Lin and Erjia Yan
Journal of education for library and information science, v 62(3), pp 258-286
01 Jul 2021
DOI: https://doi.org/10.3138/jelis.2020-0018

Abstract

Curricula Education Historically Black Colleges & Universities Inclusive education Librarians Library science Multiculturalism & pluralism Social justice
The field of LIS continues to face a vexing paradox. Its longstanding ideal of and concomitant commitment to serving diverse communities and users equally has failed to translate into diversity, equity, and inclusion (DEI) in the profession or in LIS education. This article analyzes efforts to promote diversity, equity, and inclusion in North American LIS programs between 1971 and 2018. First, it addresses change and continuity in diversity-centered LIS scholarship over time. Second, it unpacks key terms such as diversity, equity, and inclusion. Third, it underlines the importance of and mandate for diversity, adducing demographic change and social justice, and suggests cultural competence as a key vehicle for DEI work. Fourth, it examines recruitment and retention efforts and their results, strategies to weave DEI and social justice topics into the curriculum, and barriers to such efforts. Finally, areas for further research are suggested.

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