The 2015 MEHC Progam will be presented on Thursday, January 29, 1:30‐3 pm. Creating New Reflections: Using the ALISE Diversity Statement to Inform Social Justice Education in LIS Conveners: Nicole A. Cooke and Delicia T. Greene Panelists: Nicole A. Cooke, Karla Lucht, Joseph D. Minarik, Miriam E. Sweeney, Sarah Park Dahlen Extended Abstract: In the ALISE Diversity Statement, which was approved by the membership in 2013, Dr. Clara Chu posits the Diversity ABCs framework. Focusing on three areas, THINK (Affective), ACT (Behavioral), and KNOW (COGNITIVE), this model is appropriate not only for organizational development, but is suitable for introducing potentially sensitive and controversial topics of diversity and social justice into the classroom. The ACT portion of the framework is perhaps best suited for the development of LIS organizations, and the THINK and KNOW portions provide a solid and comprehensive outline for addressing social justice and diversity in the curriculum. In order to THINK about social justice in our profession, we need to “accept diversity; respect difference; recognize commonalities; question cultural assumptions; be open-minded; acknowledge that culture shapes worldview; accept change; and, foster inclusivity” (ALISE Diversity Statement, 2013, p. 2). Similarly, in order to KNOW, or be knowledgeable” about social justice one should be aware of “cross-cultural practices and skills, language diversity and its cultural implications, and inequities that stem from structural differences and power” (p. 2). Based on aspirations of developing future librarians who THINK and KNOW, the speakers on this panel, LIS and social justice educators, will discuss classes they have developed and teach that explicitly deal with social justice and diversity, how they align with Chu’s model, and the specific challenges and rewards that are inherent to teaching these issues. This session will feature early career LIS educators who are shaping their teaching and research activities around their personal experiences and commitment to social justice and diversity in society at large. Their passions and interests have been woven into the classes they teach, and in some cases have informed the creation of brand new courses in their organizations. These new professionals exemplify innovative efforts in LIS programs around the United States and Canada to produce more socially and culturally competent library and information science professionals. Panelists will each have 15 minutes to present their experiences, leaving a 30-minute period to interact with the audience and address questions. Among the goals of the session is to develop a list of strategies, suggestions, and resources for incorporating issues of social justice into LIS classrooms.
Posted on: Sun, 07 Dec 2014 15:47:03 +0000
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