Search results

This investigation aims to highlight the need for the information professions globally to value diverse knowledge paradigms in a world where people from diverse cultures and backgrounds interact with information on a daily basis. We provide examples from the Library and Information Science (LIS) profession in New Zealand which has been shaped by socially and culturally inclusive education and practices which take into account diverse ways of knowing and understanding the world and information.

An investigation into socially and culturally inclusive LIS education initiatives worldwide contextualizes a discussion of current LIS curricula in New Zealand and their delivery. The achievements and challenges in LIS education, the library profession, and library service are considered alongside the rich and varied nature of New Zealand society and the provision and accessibility of library services.

LIS education is at the start of this process, and New Zealand education providers promote a range of socially and culturally inclusive practices within their programs resulting in LIS graduates who are equipped to make ongoing contributions to an inclusive society through their professional work. We conclude that these three inseparable components of LIS in New Zealand result in social and cultural inclusion, but can always be further enhanced.

This chapter draws attention to the absence of consideration for non-Western knowledge paradigms in LIS curricula worldwide, and brings together diverse examples, mandating for library services and a library profession that reflect the rich social and cultural makeup of the communities we serve. We conclude that three inseparable components of LIS in New Zealand result in social and cultural inclusion, and there is always opportunity for further enhancement.

Misbehavior is ubiquitous. Its occurrence stretches back in time and shows little sign of abating. According to Richards (2008, pp. 653–654), organizational misbehavior “has been a prominent feature of organizational studies throughout the twentieth century and continues to command similar attention in the first decade of the twenty-first century.” Early interest has been traced back to F. W. Taylor's criticisms of workers’ restriction of output (Taylor, 2003) in the first two decades of the twentieth century, a phenomenon also considered by Donald Roy (1952, 1959) after World War Two, and subsequently extended by Jason Ditton (1977) and Gerald Mars (1982) to include workplace crimes such as “fiddles and theft.” In more recent times, such fiddles have been extended to the study of “cyberslacking” (Block, 2001), “cyberloafing” (Lim, 2002), and general workplace internet misuse (Lara, Tacoronte, Ding, & Ting, 2006). Yet, despite such interest in “organizational misbehavior,” the scholarship in this field is relatively recent and generally traced back to the work of Vardi and Wiener (1996) and Ackroyd and Thompson (1999).