TY  - CHAP
AB  - 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.
VL  - 44B
SN  - 978-1-78754-884-8, 978-1-78754-885-5/0065-2830
DO  - 10.1108/S0065-28302018000044B003
UR  - https://doi.org/10.1108/S0065-28302018000044B003
AU  - Cooke Nicole A.
ED  - Johnna Percell
ED  - Lindsay C. Sarin
ED  - Paul T. Jaeger
ED  - John Carlo Bertot
PY  - 2018
Y1  - 2018/01/01
TI  - Creating Mirrors and Doors in the Curriculum: Diversifying and Re-Envisioning the MLS
T2  - Re-envisioning the MLS: Perspectives on the Future of Library and Information Science Education
T3  - Advances in Librarianship
PB  - Emerald Publishing Limited
SP  - 27
EP  - 48
Y2  - 2024/04/25
ER  -