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Librarians and information professionals need to be reflective practitioners who can analyze, understand, and communicate in culturally competent ways about social justice. This study analyzes the output of student responses to the assignment to record a video social justice story in four graduate library and information science (LIS) courses. Qualitative analysis reveals patterns of "calling out injustice" and "calling in the audience" that reflect students' social justice storytelling and that demonstrate abilities to engage and provoke audiences. The findings show that social justice topics in LIS are amenable to a variety of narrative strategies. Future LIS research should look more deeply at what students learn through assignments like these and how this pedagogy should affect ongoing social justice storytelling by library professionals. Teaching LIS students to be social justice storytellers is an important way of continuing to push the field to "walk the talk" of diversity and inclusion. [ABSTRACT FROM AUTHOR]

These numbers are up only slightly for African Americans, which made up 3.2% of LIS faculty according to the 2012 report. "Considering the Ethnoracial and Gender Diversity of Faculty in United States College and University Intellectual Communities." "The Virtuous Circle: Increasing Diversity in LIS Faculties to Create More Inclusive Library Services and Outreach.". [Extracted from the article]

The article explores the importance of diversity and social justice in children's literature, focusing on the advocacy efforts of librarians like Augusta Baker and Charlemae Hill Rollins. It discusses the lack of representation in children's books and the impact it has on readers, emphasizing the need for diverse books, diverse reviewers, and cultural competence in reviewing and promoting literature for young readers.

This study analyzes a lengthy online discussion thread about racial microaggressions in a social media group for librarians to find out how library and information science (LIS) professionals define and discuss microaggressions through informal conversation. The findings reveal that there are multiple and conflicting understandings of microaggressions, along with significant gaps in knowledge regarding how microaggressions relate to larger systems of power and privilege. This research has implications for LIS educators and for the professional development of LIS practitioners, underscoring the further need to actively teach about microaggressions in the context of power and privilege in the LIS classroom and in continuing education settings. [ABSTRACT FROM AUTHOR]

Fabricated news is expressly disseminated for the sake of earning money from clicks and views, and it is also used to mislead and derail. With lightening speed, fake news goes viral without being vetted or confirmed. If such information is ever retracted or disproved, the damage has been done and the evidence remains digitally archived. This scenario played out repeatedly, and in epic proportions, in the months leading up to the 2016 presidential election. Now, postelection, increasing attention is being paid to fake news. But fake news is not new, nor are its relatives: hoaxes, satire, algorithmic biases, and propaganda. It just has an alarming new patina. This essay will address the renewed phenomenon of fake news and its related concepts and will discuss how knowledge of information behavior and critical information evaluation skills can aid in combating the effects of fake news and promote more savvy information consumption. [ABSTRACT FROM AUTHOR]

While there are calls for new paradigms within the profession, there are also existing subgenres that fit this bill if they would be fully acknowledged. This essay argues that underrepresented and otherwise marginalized scholars have already produced significant work within social, cultural, and community‐oriented paradigms; social justice and advocacy; and, diversity, equity, and inclusion. This work has not been sufficiently valued or promoted. Furthermore, the surrounding structural conditions have resulted in the dismissal, violently reviewed and rejected, and erased work of underrepresented scholars, and the stigmatization and delegitimization of their work. These scholars are "outsiders‐within‐LIS." By identifying the outsiders‐within‐LIS through the frame of standpoint theories, the authors are suggesting that a new paradigm does not need to be created; rather, an existing paradigm needs to be recognized and reprioritized. This reprioritized paradigm of critical sociocultural work has and will continue to creatively enrich and expand the field and decolonize LIS curricula. [ABSTRACT FROM AUTHOR]

Training culturally competent and socially responsible library and information science (LIS) professionals requires a blended approach that extends across curricula, professional practice, and research. Social justice can support these goals by serving as a topic of inquiry in LIS curricula as well as by providing a scholarly framework for understanding how power and privilege shape LIS institutions and professional practice. This article applies social justice as a topic and tool for transforming LIS curricula and culture by exploring the implementation of social justice- themed courses and an extracurricular reading group in one LIS department. Exploring curricular and extracurricular cases in a shared institutional setting contextualizes key challenges and conversations that can inform similar initiatives in other institutions. Transforming LIS culture to prioritize social justice values, epistemologies, and frameworks requires multivalent strategies, community buy-in, and shared responsibility in terms of the labor of leading and sustaining engagement with social justice. [ABSTRACT FROM AUTHOR]

The field of library and information science (LIS) has long struggled with issues of diversity and inclusion in the composition of information professionals, in educational content, and in connecting with many communities. Yet the field has also produced many innovative approaches to meeting unique community needs and incorporating issues of justice, rights, and equity into educational activities. Although these approaches rarely connect education and advocacy, connecting these two can both facilitate better sharing of best practices in these areas and enable the educational and professional efforts of the field to better complement one another. Building on the "virtuous circle" concept that a truly effective focus on inclusion in the field will require involvement of both educators and professionals, this article offers a series of cases from LIS education programs and information institutions focusing on intersecting issues of diversity, inclusion, rights, justice, and equity. [ABSTRACT FROM AUTHOR]

The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or conocimiento, that facilitated the strengthening and deepening of my critical library instruction and pedagogy. [ABSTRACT FROM AUTHOR]

The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or conocimiento, that facilitated the strengthening and deepening of my critical library instruction and pedagogy. [ABSTRACT FROM AUTHOR]

Page's treatise also extends the work of media, communication, and television scholars, and it contributes to the disciplines of critical information and media literacy. This text squarely addresses scholars in the domains of communication, digital media, and media and cultural studies and production. Per Page's introduction (9), her work acknowledges the Black feminist lens through which chattel slavery has been examined by Black literary scholars. [Extracted from the article]

The article informs about public talks and workshops in the spring of 2019, had the pleasure of talking to quite a few youth services librarians about equity, diversity, and inclusion (EDI), and why it matters in librarianship. Topics discussed include librarian not really understanding how to promote diverse materials; how to promote diverse books to their predominantly white community; and library professionals should ideally be culturally competent when working with communities.

In this autoethnographic article I reflect on my experiences as a now-tenured faculty member of color, which have been punctuated by incivility, bullying, stress, and abuse. As part of reconciling several acute events, I came to a distinct realization of what I had been going through; I was able to name it, and I was able to articulate the strategies I had been using to cope and thrive. This reflective piece is not meant to minimize the experiences of non-minority faculty, but it is absolutely meant to highlight and emphasize the specific challenges of being faculty member of color in library and information science, and in the academy writ large. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses several articles published within issue on topics including ethnographic counter-stories, ever-prevalent racial battle fatigue, and challenges faced by gay male faculty member of color.

An introduction is presented wherein the author discusses topics including a trend towards diversity in the workplace, race and ethnicity in library and information science, and microaggressions in the library profession.

In a case study examining a library and information science graduate curriculum, 18 graduate students engaged in a comprehensive diversity audit of the School of Information Sciences curriculum. The diversity audit was a student-generated review of 108 syllabi and permitted students to engage in an action-learning project that benefited the school and allowed them, and the school's faculty, to see firsthand why diversity and cultural competence are important facets of library and information science curricula. [ABSTRACT FROM AUTHOR]

The article discusses that in fall 2021, Cooke and Valerie Byrd Fort from the South Carolina Center for Community Literacy introduced the virtual program the Augusta Baker Storytelling Experience: Diversity, Equity, and Inclusion Programming for Children of All Ages (AB Kids). It mentions that the AB Kids team looks forward to offering more programs in the fall of 2022, focusing on a range of diversity-related issues.

The information intents theory strives to explain how and why information is used. In this research the theory was used to discover what happens when online LIS graduate students exchange and use information in threaded discussions. The primary source of data was 33 discussion threads, in which students exhibited cognitive and affective intents and were influenced by their instructor's immediacy in the online classroom. This research provides insight for LIS education, instructional design, and other disciplines that utilize distance education technologies. [ABSTRACT FROM AUTHOR]