Creating mirrors and doors in the curriculum: Diversifying and re-envisioning the mls

Nicole Amy Cooke

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Purpose – This chapter argues that more opportunities for diversity-related content should be purposefully included in library and information science (LIS) graduate curricula.Design/Methodology/Approach – Nine semi-structured interviews were conducted with LIS graduates and current LIS graduate students. The data were analyzed for patterns and themes, and a narrative developed that expounds on the experiences and insights of practicing LIS professionals.Findings – The data emphasize that more work needs to be done to incorporate, de-tokenize, and normalize meaningful conversations about diversity and social justice and incorporate them across LIS curricula. Reframing and re-centering the curriculum to foster critical, inclusive, and culturally competent professional engagement is greatly needed in LIS programs and in the profession at large. Originality/Value – This chapter details and analyzes a set of original interviews in which both current and aspiring librarians discuss their experiences with diversity and social justice content in their graduate programs.

Original languageEnglish (US)
Title of host publicationAdvances in Librarianship
PublisherEmerald Group Publishing Ltd.
Pages27-48
Number of pages22
DOIs
StatePublished - Jan 1 2018

Publication series

NameAdvances in Librarianship
Volume44B
ISSN (Print)0065-2830

Keywords

  • Counter-storytelling
  • Curriculum theory
  • Diversity
  • LIS education
  • Pedagogy

ASJC Scopus subject areas

  • Library and Information Sciences

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