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Background: The recruitment of Black, Indigenous, and People of Color (BIPOC) has been an ongoing effort for specialized libraries and library programs, especially as they try to fill technical roles while combatting internalized biases and candidates' potential self-deselection by not applying or otherwise removing themselves from the recruitment process. Introduction: This case study examines the recruitment efforts of the National Center for Data Services (NCDS) for a paid internship program for BIPOC graduate students interested in data librarianship in health sciences settings. Methods: To enhance recruitment efforts and support applicants, NCDS met with consultants on equity, diversity, inclusion, and accessibility. The recruitment process included reaching out directly to graduate programs, hiring an independent application coach who was available to consult with anyone interested in applying, holding informational sessions about the internship opportunity, and limiting the required components of the application, which included removing the need for letters of recommendation or support. Results: Although the target group was a very small pool of Library and Information Science (LIS) BIPOC students interested in medical and data librarianship, we received applications from all United States (U.S.) racial groups, except Native Hawaiian or Other Pacific Islander. The recruitment efforts led to 38 applications for 8 positions in 2022 and 59 applications for 12 positions in 2023. Conclusions: The resultant number of applications showed an interest and need for specialty programs for BIPOC LIS students and highlighted how recruitment methods impact participation in specialized programs. Further research is necessary to assess the impact of various recruitment styles for this target group and the impact of these recruitment methods.

In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as "the" socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.

While significant progress has been made in broadening information literacy's (IL's) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL's models and discourses have failed to acknowledge emotion's fundamentally disruptive nature and have either ignored, repressed, or misrepresented users' emotions. This has resulted in a deeply limited and inaccurate conception of the user's information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL's repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau's Information Search Process and the ACRL's "Framework for Information Literacy for Higher Education." Subsequently, this essay will examine several critical models of librarianship and IL--including Holocaust librarianship and Indigenous conceptions of relationality--in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user's information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.

In contrast to the traditional library instruction aim of finding and evaluating information, critical library pedagogies aim to teach students to analyze and challenge the power structures that determine what kind of information is deemed valuable. STEM librarians have been slower to take up these approaches than our colleagues with other disciplinary focuses, yet I argue that critical teaching is one of the most important ways that we can support social justice goals in our work. In this paper, I review the existing literature on critical pedagogies in STEM librarianship and suggest ways for us to develop our practice in this area.

About half of Library and Information Science (LIS) journals continue to charge authors to publish articles open access (OA) or do not offer OA publishing at all. To further investigate the financial and other perceived barriers preventing these LIS journals from transitioning to no-publishing fee OA models, this exploratory project surveyed lead editors for each identified LIS journal. Results indicate most of the journals have not discussed transitioning to a no-publishing fee OA model, and that finances are the main barrier. Most also indicated a lack of awareness of their journal's budget. The most popular no-publishing fee OA model was Subscribe to Open.

Paul Zurkowski is often considered the "father" of the term, "information literacy" (IL). There were, however, other authors who, at a similar time, were writing about concepts we now consider fundamental to the nature of IL. A work of particular significance is Alvin Toffler's "Future Shock." In this classic text -- better known beyond information science than within it -- Toffler addresses major themes such as the importance of evaluating information, the need to construct sense from the material we access and the dangers of "information overload". He is concerned, too, with the more general requirement that, increasingly, people must "learn how to learn". Personal experience has shown this author that it is possible to create a tool for information users from the closely related ideas of Zurkowski and Toffler, and that each writer recognises independently that the skills associated with the traditional literacies are insufficient if an individual is to function effectively in modern society. Whilst Zurkowski is cited with greater frequency in discussions on IL, it may be Toffler who has done more to highlight to a wider readership the value of information skills in an ever-changing world. Perhaps Zurkowski's biggest achievement lies in providing a memorable two-word summarising label to his field of interest; it is one that has endured and remains pertinent today, some fifty years on.

This study is a mixed design study on a sample of 87 respondents to a questionnaire in the Information Studies and Library Science program in Brno that identifies their attitudes towards hybrid teaching. Hybrid teaching is understood as synchronous education with the choice of participating in an online or face-to-face educational session. The students declared that they prefer this form of education and wish to continue using it long term. The study shows that students in the online environment prefer more passive and individual forms of educational interaction because they are connected to such education and can concentrate on it. The study offers a basic description of the phenomenon and identifies further areas for developing educational approaches and activities.

Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs are being used, yearly submissions have stagnated. Intentional assessment of disciplinary and information literacy concept gaps, followed by targeted calls for resources, may improve and increase engagement with the repositories as communities of practice.

What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved. [The page range cited on the .pdf (p97-107) is incorrect. The correct page range is p95-107.]

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards ('library schools' here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students' handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course 'information literacy' as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

This study adds to a series investigating the publication patterns of refereed articles in Library and Information Science (LIS) journals by United States academic librarians (USALs). The first study covered 1993-97, and subsequent studies continued in five-year increments. This study presents data and metrics for 2013-17 from fifty-two journals: thirty studied since 1998, seven added in 2003, and fifteen added in 2013. Over the years, the proportion of articles by USALs has decreased, despite evidence that USAL publishing is increasing. This difference suggests that other segments of LIS publishing are increasing faster than USAL publishing. The percentages of coauthorship and USALs who publish three or more articles in five years have increased. Large public research universities with librarians who have faculty status and tenure continue to be the most productive, but evidence suggests an increasing number of academic libraries are contributing to the LIS journal literature. The percentages of USAL and non-USAL articles in the journals studied since 1998 and those studied since 2003 or 2013 point to differences in growth among journals, the importance of new journals, and changes in affiliations of USAL authors and where USALs publish.

Employers value soft skills and often report a "skills gap," resulting in calls on higher education to teach these skills more widely. However, few studies have examined faculty perspectives on soft skills. The researchers conducted a nationwide survey of faculty in the fields of business, education, engineering, library science, nursing, and social work to explore whether and how they are teaching soft skills. Most faculty believe soft skills are important and are integrating them into their courses, although there are variations by discipline. Methods for teaching soft skills are varied, but "passive" approaches like readings and lectures are most prominent. The results have implications for curriculum development and will be of interest to faculty across these disciplines as well as employers in the associated industries.

Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners.

The purpose of this research is to get university students' views on a promising library and information education model. This study was designed in the phenomenological pattern, which is one of the qualitative research methods. The study group of the research consists of 80 students studying at various universities in Kazakhstan in the 2021-2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. The data were evaluated by content analysis method. As a result, it has been determined that the vast majority of university students sometimes use university libraries to access information. Majority of the students gained knowledge education and they categorised them as gaining the ability to access information, gaining the ability to use information, gaining critical thinking skills and gaining an understanding of accessing information in an ethical way. Students' views on creating a promising library are mostly in the direction of digital and traditional library options, print and digital-rich resource content, resource alternatives with language options, ease of access for the disabled, audiobook options in digital libraries and contemporary architectural design in traditional libraries. Students' views on the knowledge education model that should be created for a promising library are mostly providing information literacy and library access skills courses in each department, providing online orientation support, organising seminars on library practices in the university environment and the standards of accessing information through the library.

A college class of non-science majors completed a metadata project in 15 weeks for a Women's History collection at a southern 4-year university. The class "First and Second Wave of Feminism" explored for the first time a scientific method of cataloguing while learning to promote, restore and preserve the history of women in the United States. This class completed a service-learning project with the university's Special Collection and Archives enabling them to learn library science metadata skills. The Judith and Warren Kaplan Women's History collection includes ephemera, documents and books all dealing on women's history and therefore of interest to the students in the above-mentioned class. The user centric metadata included open-ended questions for students to answer such as "Importance" of women's history and "Why" the item was chosen to catalogue. After careful reading of student's reflections on the project's impact on them, several conclusions can be reached. Students preferred to express their choice and description as much as the reflection necessary to complete the Service-Learning project. Students also prefer to relate each item from something learn in the classroom as a way of matching both book and activity-centered experiences.

This work expands the literature and research focused on career change students enrolled in an online master's program by examining the literature regarding transitions, motivations, and advising support for career changers. Also studied are the motivations of career change students enrolled in two different online, synchronous graduate programs. The study outlined offerings to this special population in terms of full-time primary role academic and career advising. It was found that participants utilized personalized communications and orientation programming provided by academic and career advising.

Library and librarian involvement in digital humanities (DH) has grown over the past few years. However, it is unclear whether current library and information studies (LIS) programs are properly preparing students for this type of work. This study analyzed course offerings at Canadian ALA-accredited LIS programs. While Canadian ALA-accredited LIS programs offer DH-relevant courses, the number of courses offered and their range/scope vary greatly among institutions. Although many are teaching the technical skills required by the field of DH librarianship, collaboration and project management training remain elusive in most programs.

This study examines the evolution of current interests and emerging characteristics in library and information science (LIS) from Chinese iSchools, including an analysis of the LIS landscape, space distribution, citation, emerging characteristics, and collaborations. This study considers a non-parametric approach to outline the structure of the iSchool movement in China, while clustering analysis helped us obtain information about the descriptions generated within unsupervised learning groups. It was found that Chinese iSchools play an intermediary role in the international development of Chinese LIS, which further promotes the dissemination and exchange of knowledge and international cooperation in LIS.

This study evaluated authorship in academic librarianship journals by assessing factors such as occupation, institutional affiliation, national affiliation, and coauthor relationships. The findings showed increased coauthorship, reinforcing the findings of previous studies. However, academic library practitioners as authors declined. Authorship was dominated by English-speaking Western nations with very high Human Development Indexes (HDI), and U.S. authorship was disproportionately represented by research-intensive (R1) doctoral institutions. Implications for diversity of representation and relevance to applied practice are discussed, along with suggestions for journal editorial boards to evaluate their content solicitation and promotion, peer review processes, and author support services.

Community colleges educate an estimated two-fifths of United States college students. Yet community college librarians do not disseminate enough research to enable their colleagues and their libraries to reach their potential. Little is known about what types of supportive measures might increase productivity. The authors collected quantitative and qualitative survey data, finding that a slight majority of participants conduct research, but less than one third of those who research share their findings. Key challenges include lack of time, lack of funding, and lack of confidence. A new baseline understanding will provide a foundation for initiatives to support increased representation.

We must reframe deficit-based residency narratives and provide welcoming, inclusive, and productive working environments to make library residencies an enriching experience for our new colleagues. This research reports survey responses asking how residency supervisors and coordinators communicate with stakeholders to ensure residents work in a welcoming and inclusive environment. We also asked how staff concerns are mitigated and how conversations are framed to avoid miscommunications and microaggressions. Responses echoed issues raised in existing literature, such as suggesting residents' titles be changed to ones that more accurately describe their job duties and make it clear that residents are not students.

Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell's concepts of "disruptive innovations" and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall's "content, conduit, and context" approach to educating for a pluralist digital information environment, are used to frame this reflection.

The field of LIS continues to face a vexing paradox. Its longstanding ideal of and concomitant commitment to serving diverse communities and users equally has failed to translate into diversity, equity, and inclusion (DEI) in the profession or in LIS education. This article analyzes efforts to promote diversity, equity, and inclusion in North American LIS programs between 1971 and 2018. First, it addresses change and continuity in diversity-centered LIS scholarship over time. Second, it unpacks key terms such as diversity, equity, and inclusion. Third, it underlines the importance of and mandate for diversity, adducing demographic change and social justice, and suggests cultural competence as a key vehicle for DEI work. Fourth, it examines recruitment and retention efforts and their results, strategies to weave DEI and social justice topics into the curriculum, and barriers to such efforts. Finally, areas for further research are suggested.

Dr. Elfreda Chatman was a professor of library and information science at the University of North Carolina and Florida State University in the 1990s and early 2000s until her passing in 2002. Her research incorporated the disciplines of education, sociology, and LIS, covering topics at the nexus of these fields, from which she worked to develop a unified theoretical framework for scientific inquiry. Chatman's work and teachings are as useful today as they were 20 years ago. Her approach to teaching theory development is explored by examining her course syllabi, her extensive course reading list, and students' lecture notes. Chatman improved library and information science by encouraging scholars to combine theory with practice in their study of the interaction between people and information.

We may not always like the speed of today's world, but we still need to prepare students for working in a fast-paced environment. In the library and information science (LIS) professions today, deadlines are becoming ever shorter, yet research into the effects of time pressure in LIS is scarce. This pilot project aims to develop and test a speed-training program to improve LIS students' ability to work under time pressure. An experiment is conducted where students in the control group receive no speed training while students in the experimental group complete speed-training exercises. Students provide feedback through surveys and a focus group. The results suggest that speed training can help students learn to work more quickly and that students feel positively about speed training. Therefore, it may be worth including explicit speed-training exercises in LIS programs.

This article presents a critique of systemic library and information science (LIS) education and its hegemonic "White-IST" (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process.

This demographic study contributes to scholarship on the recruitment of Blacks into the US LIS workforce by situating Black librarianship within broader population trends. The research combines historical LIS reports, Africana studies scholarship, and federal data to describe how long-term transitions in the overall US Black population influence LIS. Issues pertaining to middle-class job prospects, higher education attainment, and immigration are investigated. A review of varied evidence suggests that librarianship as a career option remains largely out of sight or out of reach for many Blacks. The article provides recommendations for LIS leaders to achieve synergized recruitment and inclusion efforts.

Using the Association for Library and Information Science Education (ALISE) 2018 statistical reports, this study reports the current diversity status of LIS students. The findings are as follows: (1) overall LIS graduates' diversity has improved from 6.79% to 17.47% over the past 30 years, and particularly, the increase in the number of Hispanic graduates is noticeable; (2) however, LIS graduates' diversity does not follow the trends of the US population diversity: whereas 37% of the US population is minority, 17.43% of LIS graduates are minority students; (3) the ratio of LIS minority graduates (17.43%) is lower than the ratio of LIS minority students (20.70%); (4) larger disparities among LIS students are noticed in the most ethnically diverse states; and (5) the rate of minority students among the top ten LIS schools is lower than those of overall LIS schools, except the Asian group.

Health literacy supports individuals', families', and communities' health-care decisions. As mediators between health information seekers and medical literature, librarians are essential purveyors of health literacy. Users' trust in libraries as sources of reliable and current health information presupposes the appropriate training of librarians; however, LIS programs lack benchmarks for educating generalist students in health information. On-the-job training remains the latter's sole recourse. This research employs content analysis to explore the current state of health literacy training in LIS programs. First, we define and contextualize health literacy. Next, we posit a health literacy framework comprising five attributes based on the American Library Association's (ALA's) core competencies and relevant scholarship. Third, we examine 118 health-related courses offered by 53 LIS programs in the United States and Puerto Rico. Only 38 courses in 25 LIS programs incorporate one or more of the five attributes. Ultimately, we recommend that LIS programs train generalist students in health literacy as part of the core curriculum, thereby preparing them to develop and support users' health literacy.

This article addresses a framework for conceptualizing the preparation of leaders for the library and information science (LIS) profession. The framework has three components: curriculum, pedagogy, and assessment (CPA). Moreover, this framework is mirrored in examples from two LIS programs (one in Finland and one in the United States) and discusses how the future expertise of library and information professions can be foreseen in educational programs. This study demonstrates how LIS programs can utilize this framework in developing an intentional and holistic approach to guide, review, and impart leadership education in a global information context.

Librarianship is constantly confronted with unexpected and quickly evolving sociotechnical challenges, yet the documents that define the core professional competencies for librarians are infrequently updated. Based upon survey responses collected from 383 working librarians located in the United States, we describe a set of gaps between current competency guidelines and current library realities with regard to practice, management, communication, career development, relations, and personal attributes. We argue that professional library organizations, educators, and policymakers could formulate more relevant and impactful core competency documents by deliberately integrating the on-the-ground insights of librarians' lived experience.

In "Teaching Against the Grain: Critical Assessment in the Library Classroom," Maria Accardi sought a critical, feminist approach to assessment that questioned power structures, celebrated learners, and found strength in diverse perspectives and voices. This article expands on Accardi's work to explore a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of assessment (particularly those from other feminized professions); and a reframing of the conversation around assessment from one of demonstrating value to one of embodying a value of care and connection in learning for both students and librarians.

Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come through our libraries are opportunities for us to teach, learn, and empower. The care and critical perspectives we bring into the classroom are necessary, but are we also fostering this type of environment in the workplace? Are we doing enough to turn the critical lens on ourselves? As a woman of color in a predominantly white profession, it is difficult to not feel as though critical librarianship is performative. There is a time and place to refer to theory and another to engage in practice. Throughout this article I will illustrate that while critical pedagogy in librarianship has changed the way we teach information literacy and think of the teacher/student relationship, it's been slower to change power relations between library colleagues. We ask our students to critically examine a resource and to see what is being left out of the conversation. It's time to not only ask the same of us and the profession but also for us to take action.

In the context of an evolving digitally-oriented library and/or information science (LIS) discipline and framed by Andrew Abbott's Chaos of Disciplines theory, this article presents an epistemological overview of evolving competency requirements for a global digital information environment and the implications of this for future LIS education. In doing so it draws from both an international case study of ongoing research by the IFLA BSLISE (Building Strong LIS Education) Working Group into the development of an international framework for the assessment of quality standards in LIS education and a national (South African) case study involving the compilation of an LIS competency index in a highly digitally oriented information environment. The Chaos of Disciplines theory was originally conceptualized to demonstrate the evolution of disciplines in the social sciences. Its core principles of the interstitial character of a discipline and fractal distinctions in time are employed as a heuristic tool to connect the empirical evidence from these two purposively selected case studies to the inherent nature of the LIS discipline and the implications of this for competency requirements for professional practice in a highly digitized global information environment and for future LIS education responding to these competency exigencies.

This paper presents a case study of two types of multimedia resources that were integrated as supplementary learning materials into the design and delivery of two different graduate courses on the historical foundations of library and information science (LIS): video and audio lectures from an online course on the history of information (integrated into a doctoral seminar), and a curated playlist of a weekly public radio broadcast on the history of ideas (integrated into a master's course). It also considers some of the limitations of compiling LIS-related audiovisual materials from disparate online sources, with references to examples. By analyzing and critiquing these three applications of multimedia resources in LIS graduate courses, this paper attempts to answer the following research question: Beyond traditional pedagogical strategies such as lectures and text-based readings and assignments, how might students, practitioners, and the general public gain a sweeping understanding of our field? The paper aims to help LIS educators to diversify their pedagogical strategies and reach people outside their classrooms. By incorporating these kinds of multimedia resources into course designs, educators may help to empower students to actively and creatively apply what they learn in class to the analysis of historical events, biographies, and social movements, develop technical skills that will benefit their professional development, and produce deliverables that can be shared on public platforms to reach a wider audience beyond LIS classrooms.

Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored.

Research data services are increasingly offered by academic libraries. As a result, librarians may need to upskill to provide data services and build capacity. This study measures the current level of data services skills of academic librarians and explores preferred methods of continuing education. An online survey was circulated asking respondents to self-assess data skills in four categories. The results capture a baseline of self-assessed data skills and show statistical significance between the percentage of time a librarian provides data services and higher levels of technical skill sets. The findings support the hiring of data librarians in academic libraries offering data services and providing training for librarians who provide any level of data services.

In the past decade, cataloguing and classification and information literacy have experienced a critical turn, acknowledging the political, economic, and social forces that shape complex information environments. Library user experience (UX) has yet to undergo such a transformation, however; instead, it continues to be seen as a toolkit of value-neutral approaches for evaluating and improving library services and spaces to enhance user satisfaction and engagement. Library UX draws upon ethnography but is also informed by the principles and values of usability and design. Little attention has been paid to the origins or epistemological underpinnings of UX as a construct, the ways these inform UX practice, and, ultimately, how they impact what academic libraries are and what they do. With the exception of a 2016 article by Lanclos and Asher, the relationship among corporatism, UX, and the mission and values of academic libraries has yet to be acknowledged or examined. This paper seeks to address this gap by drawing upon literature from LIS, anthropology and human computer interaction to interrogate library UX. While a handful of library UX practitioners have started to promote a more thoughtful study of individuals' activities and needs, in the main, library UX remains a theoretically weak practice, one that sets out to solve complex problems with practical "solutions." The failure to interrogate UX as a construct and a practice necessarily forecloses the user-centered problems we address, the tools and strategies we use, and the solutions we propose. We contend that UX would benefit from a deeper engagement with user-centered theories emerging from Library and Information Science (LIS) and critical and feminist perspectives on practice, embodiment, and power or risk perpetuating oppressive, hegemonic ideas about the academic library as a white space and its users as able-bodied.

Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

The overarching assessment of youth services rendered by Leslie Edmonds in 1987 remains largely true today: that its most influential force remains not research, or evidence, or constant professional improvement or addressing field-based challenges, but "superstition." Research in youth services pedagogy, likewise, offers a perpetually weak response to the field's many and growing challenges. Professional associations advance long and undifferentiated lists of aspirations uninformed by evidence-based research. And course syllabi do not sufficiently differentiate conventional practice from the delivery of evidence-based and measurable definitions of success. Taken together, the teaching of youth services librarianship remains mired essentially in superstition, without a practice rooted in defensible evidence and lacking a clearly understandable, unique, and measurable indicator of success.

Object of the study: The broad object of this study is the academic field of the book and the book as an area of interdisciplinary teaching. Purpose: to prove that the 21st-century cross-media and hybrid media ecosystem emancipates Book Science from the rest of the sciences in whose objects it can partake only as a constituent using one of its elements, properties or attributes. Tasks: to identify and summarise the theoretical and methodological differences between conventional Book Studies and the specific Book Science; to update and conceptualise the understanding of the book as a traditional means of communication in the light of the modern perspectives of digital transformation; to offer a framework of an innovative media science of the book. Hypothesis: Returning to the matter of the book as a medium, the hypothesis to be tested in this study is: "the book is set to be vindicated as a basic scientific category and be studied by a science of its own as an agent of communication, while the scientific book -- as a communicator of "good" science. Methods: analytic and synthetic processing of primary and secondary resources, the selective monographic method, systematisation and summarisation of data from scientific-methodical and normative-legal documents on the issue examined. Results: Based on a working hypothesis, this study provides theoretical knowledge in Book Science and proposes points of support toward future fundamental and applied research in Book Science. Significance of the study: Overall, our findings suggest that 1) the research on the new theoretical views about the book will facilitate an increase in the academic interest in book-related professions, encourage the design and update of university curricula and programmes in Book Science, to support interdisciplinary research of book and digital media culture; 2) it is expected that the present text will provide the factors militating against the introduction of innovations in higher education and doctoral programmes in Book Science insofar as books as products of the publishing industry, and thus subject to market forces, drive back business interest in higher education toward book-related professions; appropriate measures to overcome the challenges outlined have been suggested.

Very few formal studies have documented the errors committed in online searching performances, and none have focused exclusively on students in library and information science programs. To fill this gap, the authors conducted a content analysis of online searching errors of MLIS students based upon a coding scheme derived from previous error typologies and enhanced with new categories related to strategic searching decisions. The results suggest that errors committed by MLIS students align with errors identified in previous online searching studies but also include errors that seem unique to the MLIS participants' searching outcomes. Using observed error patterns, the authors suggest instructional activities that can be developed to teach techniques for error correction and avoiding tactical and strategic flaws in online searching assignments.

This article encourages thoughtful discussion on cross-disciplinary partnerships among those researchers, practitioners, and librarians engaged in the Scholarship of Teaching and Learning. Through personal experiences, examples from the literature, and the goal of meaningful collaboration, the authors describe four models of engagement with librarians in the Scholarship of Teaching and Learning. We propose that it is time for the Scholarship of Teaching and Learning and its practitioners to more fully engage with librarians because they bring complementary perspectives, powerful areas of expertise, and significant insights into students' learning experiences.

This article surveys the library and information science (LIS) response to the problems of fake news and misinformation from the 2016 U.S. presidential election to the end of 2018, focusing on how librarians and other information professionals in the United States have articulated the problems and the paths forward for combating them. Additionally, the article attempts to locate the LIS response in a larger interdisciplinary misinformation research program, provide commentary on the response in view of that research program, and lay out both a possible research agenda for the field and practical next steps for educators ahead of the 2020 election.

This essay mixes epistemological considerations on truth and science, a critical information literacy exercise on the 5 Laws of MIL (Media and Information Literacy), LIS theory and international experience reports. It is constructed in five parts, in line with the 5 Laws of Media and Information Literacy (Grizzle & Singh, 2016) and Ranganathan's laws (1931). First, a critique of the Laws of MIL is presented; then a specific social context puts the first part into perspective; the feedback from the international community on the first two is followed by new research on library/MIL laws; and finally, matters of space, readers, staff and mutation are addressed in order to open the theme to other interlocutors and experiences that enrich the conversation. It concludes that the scientific method is neither perfectly objective nor completely useless: it has to be understood as a social construction. Furthermore, to put information neutrality utopia definitely behind us, we should expose our biases, rather than pretend to erase them, as a way to build a new trust in science.

People of color who choose careers in higher education may encounter microaggressions, marginalization, and other unpleasant situations. This narrative shares the experiences and perspectives of one African-American academic's experiences with the intent of encouraging academic professionals from underrepresented populations to persevere.

Previous studies have established particular patterns of inequity, micro, and macro-aggressions that affect faculty of color at U.S. universities. This article provides an autoethnographic perspective on the experiences of women of color in LIS. It focuses specifically on the ways that prioritizing comfort and civility over equity and justice can create structural precarity -- precarity that is built into academic systems of reward and punishment -- for female faculty of color. The article also gives brief suggestions for resolving this issue.

Traditionally, American library and information science (LIS) education and librarianship have been predominantly white and female-oriented professions. As an international gay male person of color (originally from India) in its ranks, I have embraced social justice scholarship outside and within our bastion institutions of higher learning during a 14.5-year tenure as an LIS educator in the United States. This article reflects on select experiences as a minority along multiple intersectional dimensions of human experience and socially constructed identity markers, including race/ethnicity, national origins, sex, gender, and sexual orientation. Indulging in these musings allows me to decipher layers of complexities shaping faculty interpersonal microaggressions, a perceived lack of equal/equitable recognition of contributions, and limited comparable administrative growth/opportunities. These are discussed as hypothesized encounters in the form of few imagined scenarios or key episodes connected in the form of a searching narrative. It develops an alternative "voice" to identify possible directions that might transform LIS education beyond its "feel good" practices/policies surrounding diversity, inclusion, and collegiality and give it greater relevance in the twenty-first century. The goal is to engage authentic conversations that address behaviors of perceived prejudice, bias, abuse, and discrimination (intentional or unintentional) by LIS faculty/administrators targeting male faculty of color and "marginalized" others (e.g., first-generation graduates) in academic and professional networks.