The deaths of George Floyd and other African American men and women in 2020 awakened the consciousness of Americans and social justice advocates across the world. The chants of “Black Lives Matter!” echoed from the streets of Minneapolis – all the way to the shores of Cape Town, South Africa. Immense pressure from protestors and community organizers caused those in education and traditional business sectors to evaluate their commitment to diversity, equity, and inclusion (DEI). Many organizations responded by releasing statements in support of minoritized groups, often including the hashtags #BLM or #NAACP[i]. However, despite support offered via social media, consumers and social justice advocates demanded more than just words. To that end, many institutions began to establish diversity book clubs, while others created DEI committees, and/or appointed a Chief Diversity Officer to guide DEI initiatives across the institution (Byrd et al., 2021). Constructing and operating a diverse DEI committee presents significant challenges. In addition to the barriers associated with assembling diverse members, there are also methodological constraints as there is a dearth of empirical research within the extant literature that provides guidance in constructing and evaluating the effectiveness of DEI committees. To that end, the purpose of this article is three-fold: (1) to discuss the necessity of DEI committees in higher education and corporate settings; (2) to explain why DEI committees sometimes fail; and (3) to offer some suggestions for addressing ways to improve their overall effectiveness. [i] These are the Twitter designations for Black Lives Matter and The National Association for the Advancement of Colored People, respectively.
{"title":"Diversity Committees During The Era of Social Justice","authors":"Gilbert Singletary, Kenneth Royal, Kathy Goodridge-Purnell","doi":"10.33137/ijidi.v5i5.37145","DOIUrl":"https://doi.org/10.33137/ijidi.v5i5.37145","url":null,"abstract":"The deaths of George Floyd and other African American men and women in 2020 awakened the consciousness of Americans and social justice advocates across the world. The chants of “Black Lives Matter!” echoed from the streets of Minneapolis – all the way to the shores of Cape Town, South Africa. Immense pressure from protestors and community organizers caused those in education and traditional business sectors to evaluate their commitment to diversity, equity, and inclusion (DEI). Many organizations responded by releasing statements in support of minoritized groups, often including the hashtags #BLM or #NAACP[i]. However, despite support offered via social media, consumers and social justice advocates demanded more than just words. To that end, many institutions began to establish diversity book clubs, while others created DEI committees, and/or appointed a Chief Diversity Officer to guide DEI initiatives across the institution (Byrd et al., 2021).\u0000Constructing and operating a diverse DEI committee presents significant challenges. In addition to the barriers associated with assembling diverse members, there are also methodological constraints as there is a dearth of empirical research within the extant literature that provides guidance in constructing and evaluating the effectiveness of DEI committees. To that end, the purpose of this article is three-fold: (1) to discuss the necessity of DEI committees in higher education and corporate settings; (2) to explain why DEI committees sometimes fail; and (3) to offer some suggestions for addressing ways to improve their overall effectiveness.\u0000[i] These are the Twitter designations for Black Lives Matter and The National Association for the Advancement of Colored People, respectively.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133071718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-06DOI: 10.33137/ijidi.v5i3.36136
Vanesa Ayon, A. Dillon
This article offers a socio-technical framing of assistive technology design for in-classroom use to enable a better understanding of how to improve educational opportunities and outcomes for learners with disabilities. By addressing social inequities in public education and recognizing user-centered design faults and inadequacies in the current implementation of assistive technology in the educational environment, this paper focuses on understanding the experiences of learners with disabilities. This article discusses challenges faced when adopting such technology and the effects of the current well-intentioned but flawed implementation of assistive technology. The authors highlight the limitations and shortcomings of the current approaches portrayed in previous research and educational practices. The article concludes with a call for a socio-technical approach to the adoption of assistive technology to augment the learning experience for a more inclusive atmosphere, and encourages a deeper appreciation for the interrelatedness between people, educational organizations, and technology.
{"title":"Assistive Technology in Education","authors":"Vanesa Ayon, A. Dillon","doi":"10.33137/ijidi.v5i3.36136","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36136","url":null,"abstract":"This article offers a socio-technical framing of assistive technology design for in-classroom use to enable a better understanding of how to improve educational opportunities and outcomes for learners with disabilities. By addressing social inequities in public education and recognizing user-centered design faults and inadequacies in the current implementation of assistive technology in the educational environment, this paper focuses on understanding the experiences of learners with disabilities. This article discusses challenges faced when adopting such technology and the effects of the current well-intentioned but flawed implementation of assistive technology. The authors highlight the limitations and shortcomings of the current approaches portrayed in previous research and educational practices. The article concludes with a call for a socio-technical approach to the adoption of assistive technology to augment the learning experience for a more inclusive atmosphere, and encourages a deeper appreciation for the interrelatedness between people, educational organizations, and technology.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131849501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-06DOI: 10.33137/ijidi.v5i3.36804
Alyssa Loera
Book Review
书评
{"title":"Archives and Special Collections as Sites of Contestation","authors":"Alyssa Loera","doi":"10.33137/ijidi.v5i3.36804","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36804","url":null,"abstract":"Book Review","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121298469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-05DOI: 10.33137/ijidi.v5i3.36187
A. Fry, Jeanie Austin
Police and policing have tacitly, and at times explicitly, been normalized as aspects of library service in the U.S. As American forms of policing are exported at an international scale, this has international implications. Justification for embedded policing inside library walls has turned upon librarian and library staff conceptions of safety. This essay posits that a lack of critical engagement with the topics of policing and safety reflects the deficit of substantive discourse around antiracist pedagogy within library and information science (LIS) education and practice. The paper pairs critical research on safety and criminalization with patrons’ comments on policing and grassroots activism by LIS professionals to rethink safety as something shared between librarians, staff, patrons, and potential patrons (the community). Ongoing, organized campaigns around policing and security within libraries are documented so that their efforts, trials, and successes will engender further research and set a marked precedent of how LIS education and professions can reevaluate the role of policing and police in library settings everywhere.
{"title":"Whose Safety is the Priority?","authors":"A. Fry, Jeanie Austin","doi":"10.33137/ijidi.v5i3.36187","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36187","url":null,"abstract":"Police and policing have tacitly, and at times explicitly, been normalized as aspects of library service in the U.S. As American forms of policing are exported at an international scale, this has international implications. Justification for embedded policing inside library walls has turned upon librarian and library staff conceptions of safety. This essay posits that a lack of critical engagement with the topics of policing and safety reflects the deficit of substantive discourse around antiracist pedagogy within library and information science (LIS) education and practice. The paper pairs critical research on safety and criminalization with patrons’ comments on policing and grassroots activism by LIS professionals to rethink safety as something shared between librarians, staff, patrons, and potential patrons (the community). Ongoing, organized campaigns around policing and security within libraries are documented so that their efforts, trials, and successes will engender further research and set a marked precedent of how LIS education and professions can reevaluate the role of policing and police in library settings everywhere.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133173767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-05DOI: 10.33137/ijidi.v5i3.36202
Norda A. Bell
Diversity statements signal an organization’s culture, values, and commitment to diversity and inclusion. Yet, diversity statements are often perceived as somewhat superficial “boilerplate” or basic statements created to comply with employment equity requirements, especially in job advertisements. With the objectives of understanding the presence of diversity statements in job advertisements, differences between types of libraries, and the types of diversity statements and messages contained in these statements, this study analyzed the diversity statements of 50 online job advertisements for Canadian academic librarian and archivist positions. Four types of diversity statements were identified from this study: Type 1) boilerplate; Type 2) employment equity; Type 3) diversity; and Type 4) expanded diversity management. Findings suggest most Association of Research Libraries (ARL) member institutions in Canada have expanded diversity management statements. Other findings around land acknowledgements, gender identity, and sexual orientation and others are discussed. Recommendations for further studies are included.
{"title":"An Exploratory Study of Diversity Statements in Canadian Academic Librarian Job Advertisements","authors":"Norda A. Bell","doi":"10.33137/ijidi.v5i3.36202","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36202","url":null,"abstract":"Diversity statements signal an organization’s culture, values, and commitment to diversity and inclusion. Yet, diversity statements are often perceived as somewhat superficial “boilerplate” or basic statements created to comply with employment equity requirements, especially in job advertisements. With the objectives of understanding the presence of diversity statements in job advertisements, differences between types of libraries, and the types of diversity statements and messages contained in these statements, this study analyzed the diversity statements of 50 online job advertisements for Canadian academic librarian and archivist positions. Four types of diversity statements were identified from this study: Type 1) boilerplate; Type 2) employment equity; Type 3) diversity; and Type 4) expanded diversity management. Findings suggest most Association of Research Libraries (ARL) member institutions in Canada have expanded diversity management statements. Other findings around land acknowledgements, gender identity, and sexual orientation and others are discussed. Recommendations for further studies are included.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131760286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.33137/ijidi.v5i3.36213
Daniel Azerikatoa Ayoung, Pamela Y. Abbott
This paper focuses on evaluating an information and communication technology (ICT) intervention promoted as a pro-poor telecentre initiative in rural Ghana. Our evaluative tool is the Design Reality Gap (DRG) framework used to analyse the Community Information Centre (CIC) initiative in Ghana. Data were collected through a qualitative multi-site case study. By tracing the linkages between the investment and outcomes, we found a worrying trend of failed implementations and sustainability, although implementers did sustain efforts at planning new initiatives. Based on the findings, we argue that the CIC initiative in Ghana is a failing ICT intervention. We also found that the tailored DRG approach allowed us to tease out the nuances that account for the CICs' status. We conclude by proposing gap closure measures for the failing intervention. This paper contributes to ICT evaluations by demonstrating the utility of the DRG framework in evaluating one of the most significant pro-poor ICT initiatives in lower-to-middle-income communities: telecentres. This research also contributes to the current ICT literature by enhancing our current knowledge about publicly accessible ICT facilities in an under-investigated setting, and further offers an approach to telecentre evaluations in similar contexts inspired by the DRG model.
{"title":"Minding the Design Reality Gap","authors":"Daniel Azerikatoa Ayoung, Pamela Y. Abbott","doi":"10.33137/ijidi.v5i3.36213","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36213","url":null,"abstract":"This paper focuses on evaluating an information and communication technology (ICT) intervention promoted as a pro-poor telecentre initiative in rural Ghana. Our evaluative tool is the Design Reality Gap (DRG) framework used to analyse the Community Information Centre (CIC) initiative in Ghana. Data were collected through a qualitative multi-site case study. By tracing the linkages between the investment and outcomes, we found a worrying trend of failed implementations and sustainability, although implementers did sustain efforts at planning new initiatives. Based on the findings, we argue that the CIC initiative in Ghana is a failing ICT intervention. We also found that the tailored DRG approach allowed us to tease out the nuances that account for the CICs' status. We conclude by proposing gap closure measures for the failing intervention. This paper contributes to ICT evaluations by demonstrating the utility of the DRG framework in evaluating one of the most significant pro-poor ICT initiatives in lower-to-middle-income communities: telecentres. This research also contributes to the current ICT literature by enhancing our current knowledge about publicly accessible ICT facilities in an under-investigated setting, and further offers an approach to telecentre evaluations in similar contexts inspired by the DRG model.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131982395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.33137/ijidi.v5i3.36195
K. Thompson, A. Reed
Public libraries are known as places for information, communication, and gathering, but what happens when a pandemic restricts social contact? In the years 2020 and 2021, in response to the coronavirus pandemic, libraries worldwide revised services and explored new ways to provide information and support to communities—primarily through digital services. This conceptual analytical paper responds to this approach by suggesting the use of a tripartite information access and digital inclusion model that can be used for evaluative processes related to ensuring ongoing physical, intellectual, and social access to public library services during a public crisis shutdown. We provide an overview of some of the new and altered services provided within the case of the Richland Library system in South Carolina, USA, and then discuss these changes using the tripartite model as a means to illustrate how this theoretical model can be employed for practical evaluation and decision-making.
{"title":"Learning from Pandemic Mode to Create a Sustainable Digital Future","authors":"K. Thompson, A. Reed","doi":"10.33137/ijidi.v5i3.36195","DOIUrl":"https://doi.org/10.33137/ijidi.v5i3.36195","url":null,"abstract":"Public libraries are known as places for information, communication, and gathering, but what happens when a pandemic restricts social contact? In the years 2020 and 2021, in response to the coronavirus pandemic, libraries worldwide revised services and explored new ways to provide information and support to communities—primarily through digital services. This conceptual analytical paper responds to this approach by suggesting the use of a tripartite information access and digital inclusion model that can be used for evaluative processes related to ensuring ongoing physical, intellectual, and social access to public library services during a public crisis shutdown. We provide an overview of some of the new and altered services provided within the case of the Richland Library system in South Carolina, USA, and then discuss these changes using the tripartite model as a means to illustrate how this theoretical model can be employed for practical evaluation and decision-making.","PeriodicalId":232185,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124401536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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