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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 field of library and information science (LIS) continues to struggle with the issue of diversity and inclusion. As we are perpetually working to increase racial and gender diversity in the profession, the definition of diversity continues to broaden to include socioeconomic status, education, language, literacy, age, sexual orientation, ability, geography, and much more. It is disheartening that the composition of our profession does not reflect the diverse patrons and communities that we serve. In preparing the next generation of librarians, LIS programs need to be able to groom culturally competent librarians who can serve these broadening communities. In this article, we urge LIS programs to develop the audacity and desire to experiment with their programs and saturate LIS education with elements of diversity and inclusion. We call for more dialogue in the form of symposia, panels, and discussions that will transform our LIS programs to be relevant to our communities. [ABSTRACT FROM AUTHOR]

An introduction is presented which comments on the issue's focus on diversity and library and information science (LIS), commenting on articles on diversity in education, counter-storytelling in multicultural young adult literature, and the topic of disability in education about diversity.

This paper examines the implications of the continued growth of e-government information, communication, and services for Library and Information Science programs in the United States in light of the development of e-government educational programs and library/government partnerships. The implementation of e-government raises several important challenges and opportunities for information organizations, and the programs and partnerships explored in this paper detail innovative approaches and pressing challenges in pedagogy and practice. Following an overview of e-government and the roles of government information in numerous information organizations, this paper discusses the programs, partnerships, and key lessons they raise for information educators and information professionals. [ABSTRACT FROM AUTHOR]

While LIS continues to struggle with representation of populations traditionally considered as core to diversity, socio-economic and technological changes have significantly increased the range of populations that are disadvantaged, underrepresented, and excluded in terms of information. Drawing from studies of diversity in LIS education and professions, as well as national demographic data, this article: (1) examines understandings of diversity within the field; (2) analyzes the implications of diversity in education, recruiting, and scholarship; and (3) explores models for inclusive diversity education. This paper argues that the field needs to embrace a broader, more inclusive understanding of diversity to remain culturally relevant. [ABSTRACT FROM AUTHOR]

As the iSchool movement has begun to bring together education and research from library and information science and other related disciplines, there is a need to evaluate the best ways to prepare doctoral students to succeed in this interdisciplinary and multidisciplinary environment. In May 2009, the University of Maryland hosted the first Workshop on the Future of iSchool Doctoral Education in order to foster discourse and collaboration. This article reports on the objectives and approaches of the Workshop, the key topic areas and themes explored, and the potential strengths of and challenges for School doctoral education based on the Workshop discussions. [ABSTRACT FROM AUTHOR]

This study examines the current state of diversity course offerings in Library and Information Science (LIS) programs through the analysis of syllabi of diversity-related courses offered in the American Library Association accredited Master of Library and Information Science (MLS) programs at iSchools (a group of information schools that include the majority of the largest LIS programs) in North America. Utilizing Pawley's four paradigms that dominate research and teaching in LIS - science/technology, business/management, mission/service, and society/culture - this study analyzes the syllabi of diversity-related courses to better understand the content, context, availability, emphases, and level of these courses, as well as the paradigm into which the course fits. This study found only a small number of courses in the sample focused on diversity, and of these courses, almost all were electives that emphasized a small number of diversity topics. The analysis of the findings forms the basis for recommendations about improving the focus on and for future studies of diversity in LIS education. [ABSTRACT FROM AUTHOR]

Abstract: Information access is central to library and information science, yet explorations of its conceptual nature have been limited. Given the importance of information access to the discipline, there is a need for research to create a better understanding of the concept and its many roles in all activities and behaviors related to information. Drawing on the theoretical work of Elfreda Chatman, this article proposes that the study of information access can be facilitated through the recognition and examination of the physical, intellectual, and social aspects of information access. These types of access are examined through three case studies in terms of different information behaviors and contexts, with a particular focus on the importance of social access. The article also discusses the future roles that considerations of social access can play in research and theory. [Copyright &y& Elsevier]

The article analyzes the effects of the Children's Internet Protection Act (CIPA) in public libraries and its implications for research. CIPA as upheld by the U.S. Supreme Court requires any public library receiving certain "universal service" discounts or grants from the Library Services and Technology Act (LSTA) to filter online content. As a result of the CIPA, a public library must install filters if it receives electronic-rate discounts for Internet access costs or for internal connections costs or LSTA funding for direct Internet costs or for purchasing technology to access the Internet. CIPA raises a wide range of issues for public libraries, including is sues of freedom of speech. Without the protected right to access free speech, the overall right to free speech can be diminished significantly. This CIPA decision, however, does not foreclose future legal challenges. The decision by the Supreme Court focused exclusively on whether the text of the law presented an unconstitutional restriction of free speech.