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Full-Text Articles in Library and Information Science
Library Curriculum As Epistemic Justice: Decolonizing Library Instruction Programs, Heather Campbell, Dan Sich
Library Curriculum As Epistemic Justice: Decolonizing Library Instruction Programs, Heather Campbell, Dan Sich
Western Libraries Publications
Information literacy scholars and leaders are calling for the decolonization of library instruction, knowing that our work helps to maintain colonial systems. While there is no checklist or road map to program decolonization, academic libraries and instruction teams must start the work anyway. This article shares the story of curriculum decolonization at Western Libraries, so far, including the decolonization ‘cycle’ we followed and our resulting six learning outcomes. Grounded in epistemic justice, our new curriculum prioritizes living beings over information, and uses a broad, inclusive definition of knowledge throughout. Librarians at Western University acknowledge that the first step in decolonization …
Collaborative Assessment And Survey Administration: A Miso Survey Case Study, Katherine Furlong, David Consiglio, Kevin J. T. Creamer, Craig I. Milberg, Kevin Reynolds, Ellen Yu, Joshua Wilson
Collaborative Assessment And Survey Administration: A Miso Survey Case Study, Katherine Furlong, David Consiglio, Kevin J. T. Creamer, Craig I. Milberg, Kevin Reynolds, Ellen Yu, Joshua Wilson
Faculty Contributions to Books
The Managing Information Services Outcomes (MISO) Survey was originally developed in 2005 at Bryn Mawr College in Pennsylvania, USA by staff from a consortium of higher education institutions to assess library and technology services using a single instrument. Since then, the survey has grown and changed under the collaborative management of an all-volunteer team of library and IT professionals from various participating institutions throughout the United States. The survey has been implemented at 171 institutions. This chapter reviews the guiding principles, ongoing partnerships, and the value of working across departments, across campuses, and across cohorts of participating institutions to leverage …
Are Library And Information Science Educators Teaching Accessibility? Content Analysis Of Syllabi, Kevin J. Mallary, Rea N. Simons, Clayton A. Copeland, Jackie Nikiema, Evan J. Dorman
Are Library And Information Science Educators Teaching Accessibility? Content Analysis Of Syllabi, Kevin J. Mallary, Rea N. Simons, Clayton A. Copeland, Jackie Nikiema, Evan J. Dorman
STEMPS Faculty Publications
Library and information science (LIS) graduates are expected to serve patrons from diverse backgrounds, including disabled patrons. While serving patrons with disabilities is a core value of librarianship, graduates often feel unprepared to serve disabled patrons, suggesting that programs inadequately train students to design accessible services. This study’s authors analyzed hundreds of course descriptions and 73 syllabi from 20 North American LIS programs to determine how often accessibility and disability topics are covered and how educators teach accessibility. Findings indicate that accessibility and disability topics are mostly covered in electives, meaning students may never develop accessibility competencies during their programs. …