How MLIS Programs Prepare Students to Serve Diverse Populations: The North American Context

Xiaoai Ren, Nicole D. Alemanne, Lenese Colson
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引用次数: 7

Abstract

According to the American Library Association (ALA), organizational sustainability requires social equity, and serving diverse populations is mandated in the ALA Library Bill of Rights and its Policy Manual on Diversity. Preparation to serve diverse and marginalized populations is a key ingredient in creating the type of resilient leaders needed to promote and sustain systematic and lasting changes in LIS. Although the field promotes services to diverse populations through recruitment and retention of librarians, staff, faculty, and students from diverse backgrounds, there is still much work to do, and LIS programs must support students in obtaining the knowledge and skills they will need to develop inclusive library collections, services, and programs that reflect diverse patrons’ lives and needs and understanding of the experiences of people whose lived experience differs from their own. This study analyzed courses that prepare students in North American ALA-accredited Master’s of Library and Information Science (MLIS) programs to serve diverse populations. All programs’ websites were examined to identify relevant courses, and 28 syllabi were analyzed for the study. The researchers employed descriptive statistics and content analysis to describe course offerings and identify course topics through themes emerging from the syllabi. Overall, the study found that course offerings and rotations vary considerably across programs and that the courses focus on how information organizations serve diverse users’ information needs in the context of access, equity, and diversity and professionalism in LIS. The findings from this study add to previous research on this topic and provide data that can inform MLIS curriculum development.
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MLIS项目如何让学生做好为不同人群服务的准备:北美背景
根据美国图书馆协会(ALA)的说法,组织的可持续性要求社会公平,ALA图书馆权利法案及其多样性政策手册要求为不同的人群提供服务。为服务多样化和边缘化人群做好准备,是培养促进和维持美国系统性和持久变革所需的有韧性的领导者的关键因素。尽管该领域通过招聘和留住来自不同背景的图书馆员、教职员工和学生来促进对不同人群的服务,但仍有许多工作要做,LIS项目必须支持学生获得他们需要的知识和技能,以发展包容性的图书馆馆藏、服务和项目,反映不同用户的生活和需求,并理解生活经历与自己不同的人的经历。本研究分析了北美ala认证的图书馆与信息科学硕士(MLIS)课程的学生为不同人群服务的课程。所有课程的网站都被检查以确定相关课程,并分析了28个教学大纲。研究人员采用描述性统计和内容分析来描述课程设置,并通过教学大纲中出现的主题确定课程主题。总的来说,研究发现,不同项目的课程设置和轮转有很大的不同,课程的重点是信息组织如何在信息系统的获取、公平、多样性和专业性的背景下满足不同用户的信息需求。本研究的结果为以往的研究提供了补充,并为枫叶国际学校的课程开发提供了数据依据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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