Pub Date : 2024-05-20DOI: 10.33137/ijidi.v8i1.43286
Vanessa Reyes, Vanessa Irvin
Volume 8, Issue 1 of The International Journal of Information, Diversity & Inclusion (IJIDI). This introductory article presents the theme, “A Culture of Knowledge Sharing,” which we have identified as a common thread that weaves the papers featured in this regular issue. These papers cover knowledge sharing in research, literature reviews, and reports from the field discussing topics such as ways Hebrew children’s literature can bridge cultures in Israel, research from Nigeria examining prison libraries as information resources for rehabilitation, and community-based information projects empowering immigrant women in Canada. The papers in this issue highlight how knowledge sharing impacts citizens' information behaviors worldwide. Two book reviews are featured.
{"title":"A Culture of Knowledge Sharing: Information Resources and Dissemination Practices for All","authors":"Vanessa Reyes, Vanessa Irvin","doi":"10.33137/ijidi.v8i1.43286","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.43286","url":null,"abstract":"Volume 8, Issue 1 of The International Journal of Information, Diversity & Inclusion (IJIDI). This introductory article presents the theme, “A Culture of Knowledge Sharing,” which we have identified as a common thread that weaves the papers featured in this regular issue. These papers cover knowledge sharing in research, literature reviews, and reports from the field discussing topics such as ways Hebrew children’s literature can bridge cultures in Israel, research from Nigeria examining prison libraries as information resources for rehabilitation, and community-based information projects empowering immigrant women in Canada. The papers in this issue highlight how knowledge sharing impacts citizens' information behaviors worldwide. Two book reviews are featured.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"81 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121334","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 : 2024-05-19DOI: 10.33137/ijidi.v8i1.41453
Diogo Martins, Carla Fernandes, Maria Joana Campos, Marta Campos Ferreira
Societies throughout today’s global village are increasingly aware of the social injustices that minorities face, and immigrants are no exception. Combined with the lack of adaptation resources and the prejudice of non-migrant residents, immigrants may feel powerless in foreign places as they try to find comfort and security in new and unfamiliar environments. It is increasingly urgent to address immigrant issues, considering the crucial role of enhancing diversity, combating prejudice, and raising awareness of minority experiences. This systematic literature review investigates the innovative use of gamification in exploring and addressing the experiences and issues immigrants face. The review follows the PRISMA statement guidelines and checklist. Scopus, CINAHL, and Medline databases were searched, resulting in 17 relevant articles that were carefully analyzed. This research highlights the diverse applications of gamification in studying immigrant experiences via role-playing, interactive storytelling, and empathy-building simulations. This work explores the potential of gamified interventions in addressing pressing issues immigrants face and assesses their effectiveness in fostering empathy and intercultural communication. It also identifies gaps in the existing information sciences literature and proposes directions for future research. In conclusion, this review sheds light on the emerging field of gamification in immigration studies and games studies in the information sciences, providing valuable insights for scholars, policymakers, and practitioners working with immigrant communities worldwide.
{"title":"Gamification Approaches to Immigrants Experiences and Issues","authors":"Diogo Martins, Carla Fernandes, Maria Joana Campos, Marta Campos Ferreira","doi":"10.33137/ijidi.v8i1.41453","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.41453","url":null,"abstract":"Societies throughout today’s global village are increasingly aware of the social injustices that minorities face, and immigrants are no exception. Combined with the lack of adaptation resources and the prejudice of non-migrant residents, immigrants may feel powerless in foreign places as they try to find comfort and security in new and unfamiliar environments. It is increasingly urgent to address immigrant issues, considering the crucial role of enhancing diversity, combating prejudice, and raising awareness of minority experiences. This systematic literature review investigates the innovative use of gamification in exploring and addressing the experiences and issues immigrants face. The review follows the PRISMA statement guidelines and checklist. Scopus, CINAHL, and Medline databases were searched, resulting in 17 relevant articles that were carefully analyzed. This research highlights the diverse applications of gamification in studying immigrant experiences via role-playing, interactive storytelling, and empathy-building simulations. This work explores the potential of gamified interventions in addressing pressing issues immigrants face and assesses their effectiveness in fostering empathy and intercultural communication. It also identifies gaps in the existing information sciences literature and proposes directions for future research. In conclusion, this review sheds light on the emerging field of gamification in immigration studies and games studies in the information sciences, providing valuable insights for scholars, policymakers, and practitioners working with immigrant communities worldwide.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123698","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 : 2024-05-14DOI: 10.33137/ijidi.v8i1.42351
Elizabeth Kalbfleisch, Saadia Muzaffar, Nadia Caidi
Researchers in information science and related fields have traditionally focused on published research and syntheses of research findings. While these mechanisms are crucial for knowledge dissemination, we advocate for more innovative knowledge translation and mobilization efforts. To illustrate this, we present a unique case study on the employment-seeking practices of immigrant women in STEM in Canada. This study stands out for its groundbreaking arts-based knowledge deliverables, including an animated film, a novel approach that was instrumental in our knowledge dissemination and translation efforts. We delve into the study, the rationale behind these deliverables, and the significance of this approach for information science professionals.
{"title":"“So, We Decided to Make a Film”","authors":"Elizabeth Kalbfleisch, Saadia Muzaffar, Nadia Caidi","doi":"10.33137/ijidi.v8i1.42351","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.42351","url":null,"abstract":"Researchers in information science and related fields have traditionally focused on published research and syntheses of research findings. While these mechanisms are crucial for knowledge dissemination, we advocate for more innovative knowledge translation and mobilization efforts. To illustrate this, we present a unique case study on the employment-seeking practices of immigrant women in STEM in Canada. This study stands out for its groundbreaking arts-based knowledge deliverables, including an animated film, a novel approach that was instrumental in our knowledge dissemination and translation efforts. We delve into the study, the rationale behind these deliverables, and the significance of this approach for information science professionals.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981900","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 : 2024-05-13DOI: 10.33137/ijidi.v8i1.41839
Maho Aikawa, Koto Akiyoshi
Many local governments, especially in Japan, disseminate multilingual disaster-related information to migrants as part of their disaster education programs to make their disaster risk reduction (DRR) policies more inclusive. However, little is known about the specific content of the information disseminated through such programs and how or why that content is selected. Using an example case of Okayama Prefecture in Japan and its principal city, Okayama City, the current study identifies the content of multilingual disaster-related information, as well as the assumptions behind its selection. To this end, the content of multilingual disaster-related information disseminated by these local governments was inductively analyzed, focusing on (1) what is and is not communicated, (2) how the government views the migrant population, and (3) their goals of information dissemination targeting migrants. As a result of conducting a qualitative content analysis on information disseminated by the Okayama local governments via information booklets and a YouTube video, it was found that the content was largely concerned with calling migrants to be proactive in taking preventive and harm reduction measures, as well as acquiring prerequisite knowledge (e.g., about disasters and their management). The underlying assumptions and expectations behind this content (e.g., how a behavioral change occurs and self-sufficiency as an expectation in disaster preparedness) are discussed, as well as issues associated with these assumptions.
{"title":"Examining the Content of Disaster-Related Information Disseminated to a Migrant Population","authors":"Maho Aikawa, Koto Akiyoshi","doi":"10.33137/ijidi.v8i1.41839","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.41839","url":null,"abstract":"Many local governments, especially in Japan, disseminate multilingual disaster-related information to migrants as part of their disaster education programs to make their disaster risk reduction (DRR) policies more inclusive. However, little is known about the specific content of the information disseminated through such programs and how or why that content is selected. Using an example case of Okayama Prefecture in Japan and its principal city, Okayama City, the current study identifies the content of multilingual disaster-related information, as well as the assumptions behind its selection. To this end, the content of multilingual disaster-related information disseminated by these local governments was inductively analyzed, focusing on (1) what is and is not communicated, (2) how the government views the migrant population, and (3) their goals of information dissemination targeting migrants. As a result of conducting a qualitative content analysis on information disseminated by the Okayama local governments via information booklets and a YouTube video, it was found that the content was largely concerned with calling migrants to be proactive in taking preventive and harm reduction measures, as well as acquiring prerequisite knowledge (e.g., about disasters and their management). The underlying assumptions and expectations behind this content (e.g., how a behavioral change occurs and self-sufficiency as an expectation in disaster preparedness) are discussed, as well as issues associated with these assumptions.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128620","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 : 2024-05-13DOI: 10.33137/ijidi.v8i1.41663
Baron Baroza
{"title":"Serving Patrons with Disabilities: Perspectives and Insights from People with Disabilities (2023)","authors":"Baron Baroza","doi":"10.33137/ijidi.v8i1.41663","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.41663","url":null,"abstract":"","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"61 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983650","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 : 2024-05-13DOI: 10.33137/ijidi.v8i1.42389
Robin Gee
{"title":"Trans and Gender Diverse Voices in Libraries (2023)","authors":"Robin Gee","doi":"10.33137/ijidi.v8i1.42389","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.42389","url":null,"abstract":"","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"72 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983079","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 : 2024-04-11DOI: 10.33137/ijidi.v8i1.41248
Olusegun Opesanwo, Oluyọmi Awofeso
Abstract This article delves into the multifaceted roles of prison libraries in rehabilitating and reintegrating incarcerated individuals. It begins by underscoring the significance of education in correctional facilities and the inherent challenges of providing access to educational resources due to security constraints. The primary objective of this study is to scrutinize the theoretical underpinnings that drive the rehabilitative functions of prison libraries and identify existing gaps in the literature. This research, through a comprehensive analysis of various empirical studies, reveals the pivotal role played by prison libraries in fostering personal growth, facilitating social integration among inmates, serving as havens where prisoners are afforded the autonomy to choose their reading materials, empowering them to enhance their lives through self-directed learning, and contributing to cultural enrichment, literacy advancement, and preparation for successful reintegration into society. The findings of this integrated literature review underscore the constructive influence of prison libraries on effective time management and offering meaningful activities for prisoner rehabilitation. This study highlights the need for further research that amalgamates robust theoretical frameworks with empirical evidence, thereby establishing how prison libraries can efficaciously contribute to prisoner rehabilitation. This study also informs policy formulation to enable correctional institutions to utilize these insights to bolster behavioural management strategies.
{"title":"Pivotal Role of Prison Libraries as an Information Resource for Prisoner Rehabilitation","authors":"Olusegun Opesanwo, Oluyọmi Awofeso","doi":"10.33137/ijidi.v8i1.41248","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.41248","url":null,"abstract":"Abstract\u0000This article delves into the multifaceted roles of prison libraries in rehabilitating and reintegrating incarcerated individuals. It begins by underscoring the significance of education in correctional facilities and the inherent challenges of providing access to educational resources due to security constraints. The primary objective of this study is to scrutinize the theoretical underpinnings that drive the rehabilitative functions of prison libraries and identify existing gaps in the literature. This research, through a comprehensive analysis of various empirical studies, reveals the pivotal role played by prison libraries in fostering personal growth, facilitating social integration among inmates, serving as havens where prisoners are afforded the autonomy to choose their reading materials, empowering them to enhance their lives through self-directed learning, and contributing to cultural enrichment, literacy advancement, and preparation for successful reintegration into society. The findings of this integrated literature review underscore the constructive influence of prison libraries on effective time management and offering meaningful activities for prisoner rehabilitation. This study highlights the need for further research that amalgamates robust theoretical frameworks with empirical evidence, thereby establishing how prison libraries can efficaciously contribute to prisoner rehabilitation. This study also informs policy formulation to enable correctional institutions to utilize these insights to bolster behavioural management strategies.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"10 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712754","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 : 2024-04-07DOI: 10.33137/ijidi.v8i1.41668
Athar Ḥaj Yaḥya
Children’s literature is an essential channel for providing children with social-emotional skills. This is particularly so in diverse and segregated societies where the need for enhancing awareness and acceptance of the Other is acute. Based on the content and semiotic analysis of 25 titles included in the state program “March of Books,” the present study examines how, if at all, social-emotional skills are reflected in the Hebrew-language children’s literature in Israel. Since the selected titles reflect all skill categories determined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the findings indicate that these selected titles can support children’s social-emotional learning (SEL). Nevertheless, the selected titles lack focus on a specific category within each text. Moreover, in a manner typical of Jewish-Israeli education, the selected titles expose young readers to their specific cultures and others through translated literature that highlights gender, Jewish-ethnic, physical, and age equality. At the same time, the selected titles tend to marginalize the culture of the Arab minority. The article concludes that education programs seeking to promote SEL through children’s literature must balance all SEL categories, represent the learners’ social differences, expose the readers to other cultures, and inculcate pluralist values.
儿童文学是培养儿童社会情感技能的重要渠道。在多元化和隔离的社会中，这一点尤为突出，因为在这样的社会中，迫切需要提高对他者的认识和接纳。本研究通过对国家计划 "图书三月 "中的 25 种图书进行内容和符号学分析，探讨了以色列希伯来语儿童文学作品中社会情感技能的体现情况。由于所选书目反映了学术、社会和情感学习合作组织（CASEL）确定的所有技能类别，研究结果表明，这些所选书目能够支持儿童的社会情感学习（SEL）。然而，所选书目缺乏对每篇课文中特定类别的关注。此外，按照典型的犹太-以色列教育方式，所选书目通过翻译文学作品让小读者了解他们的特定文化和其他文化，突出性别、犹太-种族、身体和年龄平等。与此同时，所选书目往往将阿拉伯少数民族的文化边缘化。文章的结论是，通过儿童文学促进 SEL 的教育计划必须平衡所有 SEL 类别，体现学习者的社会差异，让读者了解其他文化，并灌输多元价值观。
{"title":"Inclusion, Equality and Educational Justice: Enhancing Social-Emotional Learning through Children’s Literature in a Diverse and Segregated Society","authors":"Athar Ḥaj Yaḥya","doi":"10.33137/ijidi.v8i1.41668","DOIUrl":"https://doi.org/10.33137/ijidi.v8i1.41668","url":null,"abstract":"Children’s literature is an essential channel for providing children with social-emotional skills. This is particularly so in diverse and segregated societies where the need for enhancing awareness and acceptance of the Other is acute. Based on the content and semiotic analysis of 25 titles included in the state program “March of Books,” the present study examines how, if at all, social-emotional skills are reflected in the Hebrew-language children’s literature in Israel. Since the selected titles reflect all skill categories determined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the findings indicate that these selected titles can support children’s social-emotional learning (SEL). Nevertheless, the selected titles lack focus on a specific category within each text. Moreover, in a manner typical of Jewish-Israeli education, the selected titles expose young readers to their specific cultures and others through translated literature that highlights gender, Jewish-ethnic, physical, and age equality. At the same time, the selected titles tend to marginalize the culture of the Arab minority. The article concludes that education programs seeking to promote SEL through children’s literature must balance all SEL categories, represent the learners’ social differences, expose the readers to other cultures, and inculcate pluralist values.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"49 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140733579","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 : 2023-12-11DOI: 10.33137/ijidi.v7i3/4.40292
Laura Schelenz
Afghan refugee women settle in Germany to escape persecution by militant groups and social marginalization in Afghanistan, among other things. They face challenges in Germany, such as language barriers, demanding bureaucratic requirements from German administrations, and discrimination. Academic and public discourses promote the information and communication technologies (ICT)-enabled social inclusion of refugees into the host society. ICT is widely seen as an essential tool to support refugees. Against this backdrop, this paper presents a focus group study with 14 Afghan refugee women in Germany to understand their experiences with technology: How do Afghan refugee women in Germany experience ICT? What structural factors influence their interaction with technology? What are the design features in an application that can support their settlement in Germany? This paper uses a critical perspective inspired by Black feminist theory to foreground the dynamics of power in Afghan refugee women’s experiences with ICT. The analysis reveals significant barriers to the participation of Afghan refugee women in German digital society, like digital illiteracy and the need for safety and privacy, making accessing technology difficult. Designs of ICT that may benefit Afghan women offer audio messages instead of text, real-time assistance, intuitive commands, and registration without an email address. Apart from the analysis of Afghan refugee women’s interaction with technology in German society, this paper reflects on the German migration management infrastructure and its potential to adapt more to the communication practices of refugees, including offering in-person services for Afghan refugee women.
{"title":"Technology, Power, and Social Inclusion: Afghan Refugee Women’s Interaction with ICT in Germany","authors":"Laura Schelenz","doi":"10.33137/ijidi.v7i3/4.40292","DOIUrl":"https://doi.org/10.33137/ijidi.v7i3/4.40292","url":null,"abstract":"Afghan refugee women settle in Germany to escape persecution by militant groups and social marginalization in Afghanistan, among other things. They face challenges in Germany, such as language barriers, demanding bureaucratic requirements from German administrations, and discrimination. Academic and public discourses promote the information and communication technologies (ICT)-enabled social inclusion of refugees into the host society. ICT is widely seen as an essential tool to support refugees. Against this backdrop, this paper presents a focus group study with 14 Afghan refugee women in Germany to understand their experiences with technology: How do Afghan refugee women in Germany experience ICT? What structural factors influence their interaction with technology? What are the design features in an application that can support their settlement in Germany? This paper uses a critical perspective inspired by Black feminist theory to foreground the dynamics of power in Afghan refugee women’s experiences with ICT. The analysis reveals significant barriers to the participation of Afghan refugee women in German digital society, like digital illiteracy and the need for safety and privacy, making accessing technology difficult. Designs of ICT that may benefit Afghan women offer audio messages instead of text, real-time assistance, intuitive commands, and registration without an email address. Apart from the analysis of Afghan refugee women’s interaction with technology in German society, this paper reflects on the German migration management infrastructure and its potential to adapt more to the communication practices of refugees, including offering in-person services for Afghan refugee women.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138978476","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 : 2023-12-07DOI: 10.33137/ijidi.v7i3/4.40376
Yanli Li, Maha Kumaran, Allan Cho, Valentina Ly, Suzanne Fernando, Michael David Miller
Based on the data from the Visible Minority Librarians of Canada 2021 Redux Survey, this study examines experiences of racial microaggressions among visible minority librarians in Canada. This research fills the gap in the library and information science (LIS) literature regarding racial microaggressions in librarianship in the Canadian context. Of the 148 respondents, 69% (n=102) experienced at least one stated racial microaggression. The result of a Kruskal-Wallis H test revealed a significant association between years of experience as a librarian and a librarian’s overall experiences with microaggressions. A post hoc test based on Bonferroni correction was run, which indicated that librarians with less than five years of work experience encountered microaggressions less frequently compared to those with 11–15 years of experience. For the ten stated types of racial microaggressions, the most frequently reported type was “I was told that people of all racial groups face the same barriers in employment or promotion,” and the least frequently reported type was “A colleague claimed that he/she felt threatened because of my race.” Fisher's exact tests were further performed to examine how the respondents differed in their experiences of each microaggression. The test results revealed that the librarians with different personal attributes (ethnicity, disability status, gender identity, language used) and employment attributes (librarian experience, management position, library type) had significantly different encounters with eight forms of microaggression. Professional library associations and libraries must strengthen education about racial microaggressions and offer support to visible minority librarians when they are confronted with microaggressive behaviours.
{"title":"Reiterating Visibility: Canadian Librarians’ Experiences of Racial Microaggressions via Findings from a Minority Librarians Network Redux Survey","authors":"Yanli Li, Maha Kumaran, Allan Cho, Valentina Ly, Suzanne Fernando, Michael David Miller","doi":"10.33137/ijidi.v7i3/4.40376","DOIUrl":"https://doi.org/10.33137/ijidi.v7i3/4.40376","url":null,"abstract":"Based on the data from the Visible Minority Librarians of Canada 2021 Redux Survey, this study examines experiences of racial microaggressions among visible minority librarians in Canada. This research fills the gap in the library and information science (LIS) literature regarding racial microaggressions in librarianship in the Canadian context. Of the 148 respondents, 69% (n=102) experienced at least one stated racial microaggression. The result of a Kruskal-Wallis H test revealed a significant association between years of experience as a librarian and a librarian’s overall experiences with microaggressions. A post hoc test based on Bonferroni correction was run, which indicated that librarians with less than five years of work experience encountered microaggressions less frequently compared to those with 11–15 years of experience. For the ten stated types of racial microaggressions, the most frequently reported type was “I was told that people of all racial groups face the same barriers in employment or promotion,” and the least frequently reported type was “A colleague claimed that he/she felt threatened because of my race.” Fisher's exact tests were further performed to examine how the respondents differed in their experiences of each microaggression. The test results revealed that the librarians with different personal attributes (ethnicity, disability status, gender identity, language used) and employment attributes (librarian experience, management position, library type) had significantly different encounters with eight forms of microaggression. Professional library associations and libraries must strengthen education about racial microaggressions and offer support to visible minority librarians when they are confronted with microaggressive behaviours.","PeriodicalId":355223,"journal":{"name":"The International Journal of Information, Diversity, & Inclusion (IJIDI)","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591685","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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