Search

The article addresses the issue of soft censorship within libraries, discussing instances where diverse books have faced resistance and challenges in being added to collections and how such practices hinder the diversification of library collections and weaken the profession's stance against censorship. It emphasizes the need for self-reflection, cultural competence and standing up for marginalized voices and narratives as strategies to combat soft censorship and promote diversity in libraries.

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]

Using a social justice framework, we discuss our experiences as faculty members of color working in Library and Information Science (LIS). We present our educational trajectories as well as our professional engagement with teaching, research, and service. This piece contributes to the growing literature on diversity in LIS by articulating African American and Latina perspectives of academia, which are underrepresented demographics in LIS and more generally in higher education in the United States. [ABSTRACT FROM AUTHOR]

In a study of the information behaviors of graduate students enrolled in an online Masters of Library and Information Science (MLIS) program, it was determined that learners engage in threaded discussions not only for cognitive purposes but for affective reasons as well. The information sharing among students was particularly prolific during a session in which medical ailments and information were discussed. Data were collected from an asynchronous class in a graduate LIS program, and were examined through learner/context analysis and textual analysis. This study used syllabi, course construction, specific assignments and requirements, and other details that contribute to the totality of the learning environment. Specific attention was given to the threaded discussions assigned in the class. This data provided insight into the students' activities and learning during 15 weeks, and enhanced the overall context for the small world that develops within an online learning community. Students connected with their peers and instructor through copious exchanges of information during which a concerted and consistent effort was made to connect with one another by using personal names, engaging in humor and joke-telling, using emoticons, and expressing support and empathy. [ABSTRACT FROM AUTHOR]