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This chapter introduces the roles and challenges of diversity and inclusion in library and information science, as well as the goals and efforts to promote diversity and inclusion such as the James Partridge Outstanding African American Information Professional Award.

This chapter begins with a brief review of the issues of race and other forms of diversity in the field and the importance of addressing them. After articulating the need for this volume, the chapter introduces the sections of the book: The James Partridge Award and Other Efforts in Higher Education; Equitable Service to All; Toward a More Inclusive and Supportive Profession; Intersections of Race and Other Forms of Diversity; and Conclusions.

This chapter introduces a book that explores the historical and current issues related to diversity, inclusion, and equity in library and information science professions, professional organizations, institutions, education, and scholarship from a range of first-hand perspectives of winners of the James Partridge Award and other scholars and professionals.

This chapter traces the history of diversity and inclusion efforts at the College of Information Studies at the University of Maryland as an example of an institution that has made diversity and inclusion central to its activities.

By exploring the successes and failures of a program that identifies itself as activist in terms of diversity and inclusion, this chapter offers a portrait of the evolution of cutting edge diversity and inclusion efforts in the field.

Widespread changes to the diversity and inclusiveness of library and information science education, professions, and institutions depend on all parts of the field committing to these issues, sharing ideas and best practices, and becoming activists for equity.

This chapter presents a brief history of the James Partridge Award from its founding in 1997 to the present day.

The history of the James Partridge Award is told as a narrative account. Both authors were personally involved in the founding and early development of the award.

The James Partridge Award has celebrated the accomplishments of African American information professionals since the first award was presented in 1998. The award is an important part of the Conference on Inclusion and Diversity in Library and Information Science.

Asheim concluded by noting that the need for change was the thread that connected almost all discussions of library education during the decade; change was not just accepted but anticipated, encouraged, and even instigated at an increasing pace. The accompanying effect on professional education was that “… the stress in education … fell upon education-for-change rather than upon the history, the heritage, the tradition.”(1975, p. 178) Wisely, perhaps, Asheim declined to predict whether or not this particular stress on change would continue, but he did raise the possibility of a respite, a period when change would be placed to the side in favor of reaction and retrenchment. Thirty years later his words sound almost wistful:The next few years may be a period of synthesis following the antithesis of the past decade—not a complete return to an earlier and more leisurely past, but not so violent a wrench as was feared by some, and sought by others (1975, p. 178).

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

One of the tasks of the special librarian is to facilitate current awareness: services are set up to encourage user groups to keep up‐to‐date with developments in their own and related subject areas. The librarian advocates current awareness as an essential prerequisite for members of that user group to remain effective practitioners, researchers or teachers within their subject area. The librarian encourages and advocates because unfortunately some of those practitioners, researchers and teachers are either unconvinced of the need for current awareness or haven't the time/are not interested/cannot be bothered.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and educators. The objective of this chapter is to address the comparative perspectives on equity and inclusion aim of the book by exploring why MOC are less like to earn a degree. We begin with a review of the contemporary literature on MOC and their academic transition to college in the United States. Next, findings from a longitudinal study that explored the early transitional challenges experienced by this population are presented. Results show the stark differences between high school and college in terms of faculty expectations, autonomous responsibility for academic coursework, and academic demands permeated early academic experiences of a group of MOC. Implications for practitioners are discussed.