Social Justice as Topic and Tool: An Attempt to Transform a LIS Curriculum and Culture.
Training culturally competent and socially responsible library and information science (LIS) professionals requires a blended approach that extends across curricula, professional practice, and research. Social justice can support these goals by serving as a topic of inquiry in LIS curricula as well as by providing a scholarly framework for understanding how power and privilege shape LIS institutions and professional practice. This article applies social justice as a topic and tool for transforming LIS curricula and culture by exploring the implementation of social justice– themed courses and an extracurricular reading group in one LIS department. Exploring curricular and extracurricular cases in a shared institutional setting contextualizes key challenges and conversations that can inform similar initiatives in other institutions. Transforming LIS culture to prioritize social justice values, epistemologies, and frameworks requires multivalent strategies, community buy-in, and shared responsibility in terms of the labor of leading and sustaining engagement with social justice.
Digital Object Identifier (DOI)
Published in The Library Quarterly: Information, Community, Policy, Volume 86, Issue 1, 2016, pages 107-124.
© 2016 by The University of Chicago. All rights reserved.
Cooke, N. A., Sweeney, M. E., & Noble, S. U. (2016). Social justice as topic and tool: An attempt to transform a LIS curriculum and culture. The Library Quarterly: Information, Community, Policy, 86(1), 107-124. https://doi.org/10.1086/684147