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This work analyses the structure of LIS program mission statements. The programs considered here are all ALA (American Library Association) accredited programs in the United States and Canada. The study employed content analysis through constant comparative analysis to determine the structure of the mission statements, the stakeholders represented in these as well as and the needs the programs satisfy for the different stakeholders. The results point to LIS programs employing symbolic mission statements that do not help to differentiate one program from another. The stakeholders represented were mainly students and external groups, both in interactions with one another.

This work explores the ways in which academic librarians specializing in areas related to user services consider the courses they took as part of obtaining their library and information science (LIS) degree prepared them to deal with issues of customer service in their current work. Effective customer service is a central aspect of accomplishing community engagement in academic libraries. This research employs Grounded Theory in order to explore the process through which the librarians' personal experience of learning and applying principles of good customer service that will result in more community engagement. A total of 14 academic librarians working reference and instruction areas were interviewed for this project employing a semi-structured questionnaire. Analysis of the data uncovered perceived weakness in how LIS education prepares students to deal with customer service issues in their professional careers. Service learning is suggested here as a sensible approach to help bridge this gap between education and practice.

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]

Despite demographic changes which indicate larger numbers of racial and ethnic minorities make up most of American society, library and information science (LIS) research remains focused on majority groups. This work proposes ways in which researchers and LIS educators can incorporate more diversity, equity, and inclusion (DEI) into their research, especially by making racial and ethnic minorities more visible in it. The main ideas discussed in this regard deal with self-awareness, positionality, and sampling methods. While not exhaustive, the suggestions offered here are straightforward ways in which researchers can become more intentional in their inclusion of historically excluded populations into their research. The ideas shared in this work are aimed at aiding those who are considering the incorporation of DEI topics into their existing research agendas, as well as helping LIS educators set the foundation of sound research which values DEI when guiding students’ research endeavors. [ABSTRACT FROM AUTHOR]

Despite multiple calls for diversifying academia in general, and Library and Information Science programs (LIS) specifically, the number of faculty of color working in higher education remains low. This work presents the points of view and suggestions of a faculty member concerning the diversity dilemma in LIS. The work relies on personal narratives in order to present the experiences and point of view of a member of the LIS community who constantly navigates the spaces of academia while negotiating the many aspects of their experience through the intersections of race, ethnicity, and gender. The main objective of the work is to present areas for consideration to those who are interested in bringing change and supporting faculty of color. [ABSTRACT FROM AUTHOR]

This work analyses the structure of LIS program mission statements. The programs considered here are all ALA (American Library Association) accredited programs in the United States and Canada. The study employed content analysis through constant comparative analysis to determine the structure of the mission statements, the stakeholders represented in these as well as and the needs the programs satisfy for the different stakeholders. The results point to LIS programs employing symbolic mission statements that do not help to differentiate one program from another. The stakeholders represented were mainly students and external groups, both in interactions with one another. [ABSTRACT FROM AUTHOR]

This work explores the ways in which academic librarians specializing in areas related to user services consider the courses they took as part of obtaining their library and information science (LIS) degree prepared them to deal with issues of customer service in their current work. Effective customer service is a central aspect of accomplishing community engagement in academic libraries. This research employs Grounded Theory in order to explore the process through which the librarians' personal experience of learning and applying principles of good customer service that will result in more community engagement. A total of 14 academic librarians working reference and instruction areas were interviewed for this project employing a semi-structured questionnaire. Analysis of the data uncovered perceived weakness in how LIS education prepares students to deal with customer service issues in their professional careers. Service learning is suggested here as a sensible approach to help bridge this gap between education and practice. [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]