LaVerne Gray, Joseph Winberry and Yiran Duan
The chapter identifies the COVID-19 pandemic as not just a public health crisis but also an information crisis. The authors argue that a deeper understanding of the role of…
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The chapter identifies the COVID-19 pandemic as not just a public health crisis but also an information crisis. The authors argue that a deeper understanding of the role of culture in information practices is critical for the future of research and theoretical development around humanity’s relationship to information (i.e., why information is or is not created, represented, avoided, sought, retrieved, used, shared, or hidden). This chapter highlights the Black Feminist Information Community (BFIC) framework, especially the voice and information aspect of the model in the context of community justice.
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In the spring of 2021, the author embarked on a soulful exercise of teaching without bounds. The author’s vision was to create a communal classroom environment exploring Black…
Abstract
In the spring of 2021, the author embarked on a soulful exercise of teaching without bounds. The author’s vision was to create a communal classroom environment exploring Black feminist and critical race dimensions of the information stratophere. The course deceptively titled Information Justice & Community Engagement, surveyed contemporary texts that confront and critique the mechanizations of information studies that sustain White hegemonic norms. Each session was an exercise in reflection and creative expression. The author encourged students to name instruments of oppression, crtique information systems, and devise ways to dismantle racism though informed praxis. To accomplish this, the author prioritized intimacy, trust, and community building in the classroom space. The shared desire for the collective learning experience became love and liberation. Through this experience, the author learned that the teacher, as illuminated by bell hooks (1994) is more than instructor, but is truly engrossed in the work of freedom. This proposition, inspired by Paulo Friere’s (1970) Pedagogy of the Oppressed, offers clarity in the sacred, spiritual, and soulful exercise of learning with a reciprocal benefit to teacher and student. Using personal narrative and learning products this chapter will present the journey to developing an anti-racist consciouness in teaching and learning in a library and information studies (LIS/IS) course.
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Mark A. Puente, LaVerne Gray and Shantel Agnew
The purpose of this paper is to explain the process and results of a research project aimed at discovering the library use patterns and perceptions of library services of people…
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Purpose
The purpose of this paper is to explain the process and results of a research project aimed at discovering the library use patterns and perceptions of library services of people from traditionally underrepresented ethnic minority groups. The main goal of the study was to identify opportunities for collaboration between the university library and institutional entities that provide services to those groups.
Design/methodology/approach
An online survey was utilized to gather data from students, faculty, and staff from ethnic minority groups. Electronic distribution of the instrument was augmented by in‐person marketing strategies. Findings are reported in a series of tables as well as a narrative summarizing input from respondents.
Findings
The results indicate that there are misconceptions about how and why students from underrepresented groups utilize library services at the University of Tennessee. The majority of patrons expressed little difficulty finding resources and information was positive and affirming of institutional efforts to improve services.
Research limitations/implications
The research sample primarily consisted of students, faculty, and staff affiliated with multicultural or international student centers on the campus of the University of Tennessee, or academic programs with a related focus. Results may be generalized for institutions with similar outreach infrastructures.
Practical implications
The results have been used to inform decisions regarding library outreach and services to multicultural/international constituencies on campus.
Originality/value
The paper confirms the applicability of the instrument designed by Scott Walter et al., with adjustments to reflect local practice and policy. Analysis of information seeking behaviors of minority groups can help inform the development of programs and services to this constituency and identify possible collaborations between the university library and the multicultural/international student centers on campus.
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RaShauna Brannon, LaVerne Gray, Miraida Morales, Myrna E. Morales, Mario H. Ramírez and Elnora Kelly Tayag
This chapter introduces an initiative of the Spectrum Doctoral Fellows to build an online resource that engages the Library and Information Studies (LIS) community in a discussion…
Abstract
Purpose
This chapter introduces an initiative of the Spectrum Doctoral Fellows to build an online resource that engages the Library and Information Studies (LIS) community in a discussion of social justice initiatives within the field. This tool further develops a social justice framework that raises awareness of and integrates social justice methodologies into LIS curricula and library practices. This framework facilitates community building and the empowerment of the populations they serve.
Methodology/approach
Using an iterative approach to user-centered design, the Social Justice Collaboratorium (SJC) development process consists of input from a community of engaged users to inform the wireframe, prototype, testing, and development phases. This includes gathering substantial qualitative and quantitative data such as surveys of LIS faculty, practitioners and students, as well as tracking web analytics once the tool is live.
Practical implications
The SJC allows for the confluence of research, resources, networks, best practices, and LIS school models in a centralized medium. Designed for LIS practitioners, faculty, staff, and students, as well as those interested in project management, resource development, and collaborative work, the SJC supports different approaches to social justice in LIS.
Originality/value
The SJC will be accessible to a distributed community of social justice LIS scholars, practitioners, students, and activists. Contributions from the community of users throughout every stage of the development process ensures participation, stewardship, and intentionality. In this way, the SJC will be a transformative tool for the LIS community as a vehicle for promoting equity and social change.