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This paper is based on statistical and qualitative analysis of library and information science (LIS) literature. Our study asks the question of whether, and if so, how, and how often, the discourse generated by scholarly literature in LIS engages discussion about identity in LIS, what topics are covered, and whether the articles engage praxis, or the application of theory to practice. Through searches in LISTA database that cross-referenced identity terms (e.g., Gender, LGBT) with terms describing prominent areas in the LIS field, we collected quantitative data and analyzed the co-occurrence of keywords and created network visualizations. We used a qualitative coding scheme to rate abstracts in terms of their relevance and actionability. Both modes of analysis show that generalized conversations about identity are most common, and praxis is rarely achieved. Using critical approaches to LIS, we explore the ramifications of silences within LIS literature upon the pedagogical and professional discourse.

This paper explores nostalgia as both a limiting cultural force in the lives of school librarians and a practice that can be used to more accurately portray library work. The stereotype of the shushing, lone school librarian, based on restorative nostalgia, is related to a nostalgic oversimplification of the school librarian's historical role. Yet, this prevalent view overshadows the real work of school librarians, which is often behind the scenes. The persistence of this misperception results in school leaders simultaneously professing love for school libraries of the past while at the same time eliminating current programs. By practicing reflective nostalgia, school librarians can look at the past through the lens of their present working realities to more accurately portray their lives and work. Reflective nostalgia is the foundation of a reflective teaching practice that helps school librarians advocate for their programs and prevent demoralization. This conceptual analysis thus contributes to the project of research innovations that make the lives of school librarians more visible, salient, and significant.

The article discusses feminist ecosophy within the philosophy of education of Felix Guattari and Heather Greenhalgh-Spencer. The intersectionality of material culture and social theory is examined within the context of computer software upgrades in schools and the recycling of obsolete computer hardware to poorer communities worldwide.

An essay on graffiti writing creating a pedagogical space, the Third Space, is presented. During the nineteen seventies and eighties graffiti was a form of praxis, physically created in a space singularly for the youth and offered a unique and important dialectical space for education that constitute a fertile ground for educational projects specifically focused on issues of difference. The essay explores graffiti writing as a case study in the formation of youth-styled pedagogical spaces which are useful in the discussion and education of difference. The author draws on the works of Angela Valenzuela, Paulo Freire, and Craig Castleman.

The article focuses on the need to develop practical wisdom in teacher education. Topics mentioned include the book "You Can't Say You Can't Play," by Vivian Paley, the learning management, and the importance of classroom management. Also mentioned are the importance of teaching methodology to the learning of students, the reflective teacher narratives (RTNs), teaching practice, and the teaching management.

The author comments on an essay by James Stillwagon and David Jelinek which analyzes whether melancholia can serve as a meditation within the sphere of education. She mentions their use of the film "The Corn Is Green" as they respond to the concern that critical pedagogy is not a panacea of social justice education, and tends to reproduce domination in the classroom even as it strives to emancipate. She highlights the distinction between the definition of "melancholy" used by the authors and that meant by Judith Butler, whom they quoted in their essay.