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A working group of Masters in Management of Library and Information Science (MMLIS) Librarian Faculty was formed to address diversity, equity, inclusion, accessibility and anti-racism (DEIA + AR) specifically in pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting diversity, equity, inclusive, accessable and anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

The Working Groups charge was designed to begin the work of dismantling the inequitable power structures which will lead to more equitable opportunities and access for marginalized groups that will become leaders in information sciences in the future.

The efforts of the DEIA + AR Working Group resulted in several supplemental documents in addition to the formal recommendations including curricular and pedagogical best practices, a terminology document (establishing a shared language), a commitment document, recommendations, and a resource repository.

A working group of MMLIS Librarian Faculty was formed to address DEIA + AR specifically in the program's pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

This process study has value and impact for academics from any discipline to learn about one University's MMLIS program prioritizing DEIA + AR in program development, curriculum and pedagogical practices.

The converging events of the international pandemic and the national crisis of inequity in the United States in 2020 prompted a renewed commitment by the MMLIS program at the University of Southern California (USC) to revisit the program's DEIA policies and procedures and add anti-racism constructs into the curriculum.

Academic library literature is noted for studying and analyzing the role of librarians’ informational services to users. Librarians typically recommend sources that are appropriate for locating topical or scholarly information, help develop contextual and conceptually appropriate search terms, and analyze user behavior and needs in order to customize services and collections, particularly in an online environment. Librarians increasingly assist users in making qualitative decisions about their topics and research strategies, and provide guidance on what kind of information and what avenues of research are appropriate, how to evaluate sources, and how to use them. A scan through library literature also reveals an ongoing concern that librarians sometimes suffer from an impostor syndrome, with articles devoted to the qualification needs of academic librarians (Clark, Vardeman, & Barba, 2014; Marcum, 2012). This chapter explores how librarians at a comprehensive academic institution feel about their disciplinary and functional knowledge and professional competence and authority in providing qualitative and contextual research advice. The underlying basis for this inquiry is the assumption that we are informed by the notion that research is a process of inquiry and scholarship is a conversation in which librarians play an important role. The study is based on a small number of hour-long interviews conducted in 2014–2015 with librarians working in several academic disciplinary areas, particularly professional education, social sciences, the arts, and the sciences. Although the population used was small and confined to one large academic institution, the interviews revealed librarians’ own understanding of the place of their expertise and authority within the disciplinary research process that may resonate on a broad professional level.

Feminist legal activists in law schools developed what we call critical community tactics beginning in the late 1960s to bring about important cultural change in the legal educational arena. These feminist activists challenged the male-dominant culture and succeeded in making law schools and legal scholarship more gender inclusive. Here, we develop the critical community tactics concept and show how these tactics produce cultural products which ultimately, as they are integrated into the broader culture, change the cultural landscape. Our work then is a study of how social movement activists can bring about cultural change. The feminist legal activists’ cultural products and the integration of them into the legal academy provide evidence of feminist legal activist success in shifting the legal institutional culture. We conclude that critical community tactics provide an important means for social movement activists to bring about cultural change, and scholars examining social movement efforts in other institutional settings may benefit from considering the role of critical community tactics.

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.

The purpose of this article is to outline ways in which the large body of empirical work on creativity can meaningfully inform negotiation. In doing so, two general streams of creativity research and their implications for negotiation theory and empirical analysis are considered. Negotiation pundits advise that negotiators should engage in creative problem-solving to craft integrative agreements, and it is widely believed by both negotiation theorists and practitioners that “out-of-the-box” thinking and creative idea generation are necessary for win–win negotiation. Although practitioners have strongly encouraged parties to engage in creative problem-solving, there are remarkably few empirical investigations of creative thinking, brainstorming and other idea-generation methods in negotiation.

First, creativity as a trait is considered and the relationship between individual differences in creativity and negotiation performance is examined. Then, creative thinking as a causal factor is examined and how it may influence the negotiation process and outcomes is suggested. Finally, three considerations for further integrating creativity and negotiation research are suggested: communication media, idea-generation strategies and morality and social motivation.

A literature review revealed four studies that have empirically tested the influence of trait creativity on negotiation performance. Even less research has manipulated creative thinking or training to analyze creativity as a causal factor of negotiation outcomes.

This research will benefit both creativity and negotiation scholars by suggesting the limited amount of work at their intersection yet the opportunities that exist for further research.

The prospect that technological and social innovation in the use of communication and information technologies are bringing about an end to sovereignty has been a source of optimism, pessimism and ambivalence. It has captured the popular imagination and it can be found in the anxieties of national leaders about the mingling and collision of cultures and cultural products within and across their borders, and about growing awareness that environmental threats bow to no flag. According to much of this discourse, national governments are becoming increasingly powerless in their battles against real or imagined plights of cultural imperialism (and sub‐imperialism, that is, cultural imperialism within states) and capital mobility, as well as in their efforts to effectively exercise political control through surveillance and censorship. The end of sovereignty is a theme in political discussions about new pressures brought on by global regimes of trade and investment, and by unprecedented levels of global criminal networks for drug trafficking, money laundering and trade in human flesh. Social movements and non‐governmental organizations (NGOs) have reflected this by recognizing the need to match the scale of the problems they confront with appropriately scaled collective action. This article examines the discourse about the end of sovereignty and therise of new institutions of global governance. Particular emphasis is given to how advancements in the means of communication have produced the ambivalent outcomes of threatening the democratic governance of sovereign states, and serving as foundations for the assertion of democratic rights and popular sovereignty on a global scale.

The chapter presents a novel account of a key concept in John Dewey’s reconstructionist theory specifically related to the nucleus underlying his idea of democracy: intersubjective communication, what Dewey called the ‘democratic criterion’. Many theorists relate democracy to a form of rule. Consequently, discussions of democracy tend to be limited to functionalist theories. Dewey’s idea of democracy establishes an important distinction from conventional theories by developing its radical, critical, evolutionary, and intersubjective potential. I argue that Dewey anticipated Jürgen Habermas’s Paradigm of Communication in his reconstructionist social theory with potential to de-reify institutions and to empower human beings democratically.