This special issue of Education for Information (EfI) brings selected papers that were presented at the LIDA 2020 International Conference, held online in 2021 due to the COVID 19 pandemics. The whole process of submitting the papers based on the presentations during the conference was complicated, slowed down and uncertain for several reasons, among them are those which relate to the fact that authors were not sure until the very last moment if the Conference will be held at all. Before introducing the readers to the content of this issue, let us first present briefly the LIDA Conference and its main goal which is to bring together prominent professors and practitioners and students of library and information science (LIS) academic programs from around the world. Basically, the educational dimension has been a driving force over the years.
{"title":"Libraries in the Digital Age (LIDA) Conferences: A retrospective from the 2000s to the present day","authors":"Drahomira Cupar, Tatjana Aparac-Jelusic","doi":"10.3233/efi-211562","DOIUrl":"https://doi.org/10.3233/efi-211562","url":null,"abstract":"This special issue of Education for Information (EfI) brings selected papers that were presented at the LIDA 2020 International Conference, held online in 2021 due to the COVID 19 pandemics. The whole process of submitting the papers based on the presentations during the conference was complicated, slowed down and uncertain for several reasons, among them are those which relate to the fact that authors were not sure until the very last moment if the Conference will be held at all. Before introducing the readers to the content of this issue, let us first present briefly the LIDA Conference and its main goal which is to bring together prominent professors and practitioners and students of library and information science (LIS) academic programs from around the world. Basically, the educational dimension has been a driving force over the years.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"19 1","pages":"403-408"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84594927","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}
The need to map the evolution of trends in any field of activity arises when a large amount of data is available on that activity, thus making impossible a manual exploration of the data in order to understand how the field or the activity is evolving. Topic and trend mapping is a mature field with hundreds of publications on approaches, methods and tools for data collection, analysis, feature extraction and reduction, clustering and visualisation tools and algorithms. Our study aims to map the evolution of topics published by the journal Education for Information. Interdisciplinary Journal on Information Studies (EFI henceforth) which has been in existence since 1983, in order to understand how this journal has evolved and how it is positioned with regard to the field of Library and Information Science to which it belongs. Our study is part of the body of work on topic detection and text mining. Our results showed that the journal displayed a remarkable stability in its editorial policy over more than three decades. With the arrival of its third Editor in Chief in 2018, a shift towards more technologically oriented topics and to specialties from other fields are perceptible such as health information, data science and digital humanities.
{"title":"Mapping the evolution of topics published by Education for Information: Interdisciplinary Journal of Information Studies","authors":"Fidelia Ibekwe, Fernanda Bochi, D. Martínez-Ávila","doi":"10.3233/efi-211559","DOIUrl":"https://doi.org/10.3233/efi-211559","url":null,"abstract":"The need to map the evolution of trends in any field of activity arises when a large amount of data is available on that activity, thus making impossible a manual exploration of the data in order to understand how the field or the activity is evolving. Topic and trend mapping is a mature field with hundreds of publications on approaches, methods and tools for data collection, analysis, feature extraction and reduction, clustering and visualisation tools and algorithms. Our study aims to map the evolution of topics published by the journal Education for Information. Interdisciplinary Journal on Information Studies (EFI henceforth) which has been in existence since 1983, in order to understand how this journal has evolved and how it is positioned with regard to the field of Library and Information Science to which it belongs. Our study is part of the body of work on topic detection and text mining. Our results showed that the journal displayed a remarkable stability in its editorial policy over more than three decades. With the arrival of its third Editor in Chief in 2018, a shift towards more technologically oriented topics and to specialties from other fields are perceptible such as health information, data science and digital humanities.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"37 1","pages":"545-563"},"PeriodicalIF":0.0,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87888609","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}
We examine the notion of “person” in cultural heritage settings (libraries, museums, and archives) and how this notion has implications for their function and purpose. Variations in the way persons are described, represented, and discussed have taken on new significance in emerging online environments predicated on reusing and sharing data from disparate sources. We start with a representative sample of systems and tools used for organizing knowledge in tangible cultural heritage, including metadata standards, conceptual models, and web data models, and for each, analyze their formal definitions of personhood. We asked what characteristics of a person are important in each of these definitions, and what might be the reasons for any variations among them. An analysis of the definitions themselves revealed five dimensions of personhood: life, actuality, biology, agency, and individuality. Using this framework along with the general literature on personhood we then describe the possible reasons, both historical and practical, for the definitions, their dimensions, and the differences among them. Finally, we speculate on the implications of such differences for emerging information environments.
{"title":"Dimensions of personhood in cultural heritage: Who (or what) gets to be called a person?","authors":"Brian Dobreski, B. Kwasnik","doi":"10.3233/efi-211512","DOIUrl":"https://doi.org/10.3233/efi-211512","url":null,"abstract":"We examine the notion of “person” in cultural heritage settings (libraries, museums, and archives) and how this notion has implications for their function and purpose. Variations in the way persons are described, represented, and discussed have taken on new significance in emerging online environments predicated on reusing and sharing data from disparate sources. We start with a representative sample of systems and tools used for organizing knowledge in tangible cultural heritage, including metadata standards, conceptual models, and web data models, and for each, analyze their formal definitions of personhood. We asked what characteristics of a person are important in each of these definitions, and what might be the reasons for any variations among them. An analysis of the definitions themselves revealed five dimensions of personhood: life, actuality, biology, agency, and individuality. Using this framework along with the general literature on personhood we then describe the possible reasons, both historical and practical, for the definitions, their dimensions, and the differences among them. Finally, we speculate on the implications of such differences for emerging information environments.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"8 1","pages":"409-426"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74212809","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}
I first became interested in Joseph Priestley after reading just two and a half pages of ‘Data before the Fact’ by Daniel Rosenberg (an important chapter in a book of important chapters: “Raw Data” is an Oxymoron (2013) edited by Lisa Gitelman). Rosenberg describes his own encounter with Priestley’s 1788 Lectures on History and General Policy in which Priestley uses the word ‘data’ in his text. For me personally, Rosenberg’s descriptions of Priestley’s work to quantify historical figures, their domains, and their achievements was an alluring nod to an early form of statistical bibliography (the predecessor of contemporary bibliometrics). My initial interest in Priestley was to examine this historical work and its influences on Edward Wyndam Hulme and his Tabular Surveys of the divisions in the literature of Architecture and the Textile Industries (published in Hulme, 1923) as sociology of science. Like Rosenberg and so many others before, I was hooked on the earliest forms of data visualization because of their inherent familiarity and the sense that, even without any context for their production, they were ingeniously using data (read: truth) in new and timeless ways. In fact, after my detour I returned to Rosenberg to learn that it was these encounters with Priestley and William Playfair and others who use the word “data” in the eighteenth century that frame Rosenberg’s research journey to explore the history, evolution, semantics, and contexts of the word itself, from the earliest use in 1646 to the twentieth century. Most importantly, the author explores the historical relationship between data, truth, fact, and evidence in the English language, and argues that semantics and historical contexts are of seminal importance to our understanding of “data” as representation of fact. However, “data has no truth . . . This fact is essential to our current usage. It was no less so in the early modern period; but in our age of communication, it is this rhetorical aspect of the term ‘data’ that has made it indispensable” (Rosenberg, 2013, p. 37).
我第一次对约瑟夫·普里斯特利感兴趣是在读了丹尼尔·罗森伯格(Daniel Rosenberg)写的两页半的《事实之前的数据》(《原始数据》是丽莎·吉特尔曼(Lisa Gitelman) 2013年编辑的《矛盾修辞法》一书中的重要一章)。罗森伯格描述了他自己与普利斯特里1788年的《历史与一般政策讲座》的邂逅，其中普利斯特里在他的文本中使用了“数据”这个词。对我个人来说，罗森博格对普里斯特利量化历史人物、他们的领域和成就的描述，是对早期统计目标学(当代文献计量学的前身)的一种诱人的认可。我对普里斯特利的最初兴趣是研究这部历史著作及其对爱德华·温达姆·休姆的影响，以及他的《建筑和纺织工业文献划分的表格调查》(发表于休姆，1923年)作为科学社会学。就像Rosenberg和之前的许多人一样，我被最早期的数据可视化形式所吸引，因为它们固有的熟悉感和一种感觉，即使没有任何生产背景，它们也能以新的和永恒的方式巧妙地使用数据(即事实)。事实上，在我绕道而行之后，我回到罗森博格那里，了解到正是这些与普里斯特利和威廉·普莱费尔以及其他在18世纪使用“数据”一词的人的接触，构成了罗森博格探索这个词本身的历史、演变、语义和语境的研究之旅，从1646年最早的使用到20世纪。最重要的是，作者探讨了英语中数据、真相、事实和证据之间的历史关系，并认为语义和历史背景对我们理解“数据”作为事实的表征具有开创性的重要性。然而，“数据有b无真相……这个事实对我们目前的用法是必不可少的。在近代早期也是如此;但在我们这个沟通时代，正是‘数据’这个词的修辞方面使它不可或缺”(Rosenberg, 2013, p. 37)。
{"title":"Data during the fact: A review of The Infographic by Murray Dick","authors":"Jeremy L. McLaughlin","doi":"10.3233/efi-200534","DOIUrl":"https://doi.org/10.3233/efi-200534","url":null,"abstract":"I first became interested in Joseph Priestley after reading just two and a half pages of ‘Data before the Fact’ by Daniel Rosenberg (an important chapter in a book of important chapters: “Raw Data” is an Oxymoron (2013) edited by Lisa Gitelman). Rosenberg describes his own encounter with Priestley’s 1788 Lectures on History and General Policy in which Priestley uses the word ‘data’ in his text. For me personally, Rosenberg’s descriptions of Priestley’s work to quantify historical figures, their domains, and their achievements was an alluring nod to an early form of statistical bibliography (the predecessor of contemporary bibliometrics). My initial interest in Priestley was to examine this historical work and its influences on Edward Wyndam Hulme and his Tabular Surveys of the divisions in the literature of Architecture and the Textile Industries (published in Hulme, 1923) as sociology of science. Like Rosenberg and so many others before, I was hooked on the earliest forms of data visualization because of their inherent familiarity and the sense that, even without any context for their production, they were ingeniously using data (read: truth) in new and timeless ways. In fact, after my detour I returned to Rosenberg to learn that it was these encounters with Priestley and William Playfair and others who use the word “data” in the eighteenth century that frame Rosenberg’s research journey to explore the history, evolution, semantics, and contexts of the word itself, from the earliest use in 1646 to the twentieth century. Most importantly, the author explores the historical relationship between data, truth, fact, and evidence in the English language, and argues that semantics and historical contexts are of seminal importance to our understanding of “data” as representation of fact. However, “data has no truth . . . This fact is essential to our current usage. It was no less so in the early modern period; but in our age of communication, it is this rhetorical aspect of the term ‘data’ that has made it indispensable” (Rosenberg, 2013, p. 37).","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"15 1","pages":"399-402"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75171232","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}
M. Montesi, Pablo Parra Valero, M. Ovalle-Perandones, María Sacristán Sánchez
The purpose of this work is to assess the societal value of a Service-Learning (SL) project carried out during the Covid-19 pandemic by the Faculty of Information Science of the Complutense University of Madrid (UCM) in collaboration with two Senior Centers of the City of Madrid. The aim of the project was to support elderly’s integration in the online activities carried out during the Covid-19 pandemic and to train them in the use of Information and Communication Technologies (ICT). The analysis of societal value is based on a case study and a varied range of data whose purpose is to provide multiple insights into the experience, emphasizing communicative processes. The results corroborate the educational value of experiential learning for students, although the impact on the community appears limited by the role of consumers of a service that participating elderly ended up playing. The evaluation of the project by the faculty leading the activities was corroborated by the institutional partner and provides evidence of the capacity for societal transformation of higher education institutions.
{"title":"Assessing the societal value of a service-learning project in information studies during the COVID-19 pandemic","authors":"M. Montesi, Pablo Parra Valero, M. Ovalle-Perandones, María Sacristán Sánchez","doi":"10.3233/efi-211540","DOIUrl":"https://doi.org/10.3233/efi-211540","url":null,"abstract":"The purpose of this work is to assess the societal value of a Service-Learning (SL) project carried out during the Covid-19 pandemic by the Faculty of Information Science of the Complutense University of Madrid (UCM) in collaboration with two Senior Centers of the City of Madrid. The aim of the project was to support elderly’s integration in the online activities carried out during the Covid-19 pandemic and to train them in the use of Information and Communication Technologies (ICT). The analysis of societal value is based on a case study and a varied range of data whose purpose is to provide multiple insights into the experience, emphasizing communicative processes. The results corroborate the educational value of experiential learning for students, although the impact on the community appears limited by the role of consumers of a service that participating elderly ended up playing. The evaluation of the project by the faculty leading the activities was corroborated by the institutional partner and provides evidence of the capacity for societal transformation of higher education institutions.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"4 1","pages":"17-36"},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89785746","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}
As part of a doctoral research, eighty-eight local truth commissions created in Brazil between 2012 and 2018 were identified. Among them, it was selected the eleven final reports that described partnerships between truth commissions and universities. The paper analyzes the phenomenon of creation of local truth commissions in Brazil and the partnerships established between them and universities, especially, with Archival Science and History programs. It was found that the partnerships were established to make the work of truth commissions feasible and consisted of archival activities such as preservation, description, and scanning as well as research. It concludes that, although the educational engagement of Brazilian truth commissions has been limited, partnerships with universities have provided students the contact with the theme of human rights, in line with the callings for the profession to address activism and human rights within the context of archival education. Finally, the paper suggests that experiences developed by these partnerships could be incorporated into Archival Science programs in Brazil.
{"title":"Partnerships between truth commissions and universities: Possibilities for developing an archival education in human rights in Brazil","authors":"Mônica Tenaglia, Georgete Medleg Rodrigues","doi":"10.3233/EFI-211527","DOIUrl":"https://doi.org/10.3233/EFI-211527","url":null,"abstract":"As part of a doctoral research, eighty-eight local truth commissions created in Brazil between 2012 and 2018 were identified. Among them, it was selected the eleven final reports that described partnerships between truth commissions and universities. The paper analyzes the phenomenon of creation of local truth commissions in Brazil and the partnerships established between them and universities, especially, with Archival Science and History programs. It was found that the partnerships were established to make the work of truth commissions feasible and consisted of archival activities such as preservation, description, and scanning as well as research. It concludes that, although the educational engagement of Brazilian truth commissions has been limited, partnerships with universities have provided students the contact with the theme of human rights, in line with the callings for the profession to address activism and human rights within the context of archival education. Finally, the paper suggests that experiences developed by these partnerships could be incorporated into Archival Science programs in Brazil.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"429 1","pages":"53-66"},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76490407","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}
The digital humanities (DH) is an emerging field of teaching and research that invites modern technologies to address traditional humanities questions while simultaneously making space for humanistic critiques of those technologies. A natural relationship exists between DH and the field of information studies (the iField), particularly surrounding their common focus on the interface between humans and computers, as well as subfields such as the organization of information, libraries and archives, data preservation, and information in society. Thus, we propose that iField programs in universities should take an active role in DH education. We are particularly interested in programs that are officially Information Schools (iSchools), members of the international iSchools Organization. Our research began as part of a DH curriculum committee convened by the iSchools Organization. To support iSchool engagement in DH education, we have inventoried and analyzed the degrees and supplemental credentials offered by DH education programs throughout the world. Our study deployed multiple data collection methods, which included conducting both ad hoc and comprehensive website surveys, querying an online DH catalog, and inviting members of the iSchools Organization to participate in an online questionnaire. This work has revealed several common patterns for the current structure of DH programs, including the various types of degrees or supplemental credentials offered. We observe that iSchools have a significant opportunity to become more engaged in DH education and we suggest several possible approaches based on our research.
{"title":"Digital humanities degrees and supplemental credentials in Information Schools (iSchools)","authors":"Peter J. Cobb, Koraljka Golub","doi":"10.3233/efi-200452","DOIUrl":"https://doi.org/10.3233/efi-200452","url":null,"abstract":"The digital humanities (DH) is an emerging field of teaching and research that invites modern technologies to address traditional humanities questions while simultaneously making space for humanistic critiques of those technologies. A natural relationship exists between DH and the field of information studies (the iField), particularly surrounding their common focus on the interface between humans and computers, as well as subfields such as the organization of information, libraries and archives, data preservation, and information in society. Thus, we propose that iField programs in universities should take an active role in DH education. We are particularly interested in programs that are officially Information Schools (iSchools), members of the international iSchools Organization. Our research began as part of a DH curriculum committee convened by the iSchools Organization. To support iSchool engagement in DH education, we have inventoried and analyzed the degrees and supplemental credentials offered by DH education programs throughout the world. Our study deployed multiple data collection methods, which included conducting both ad hoc and comprehensive website surveys, querying an online DH catalog, and inviting members of the iSchools Organization to participate in an online questionnaire. This work has revealed several common patterns for the current structure of DH programs, including the various types of degrees or supplemental credentials offered. We observe that iSchools have a significant opportunity to become more engaged in DH education and we suggest several possible approaches based on our research.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"161 1","pages":"67-92"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76178424","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}
Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.
{"title":"Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities","authors":"N. Aljohani","doi":"10.3233/efi-211533","DOIUrl":"https://doi.org/10.3233/efi-211533","url":null,"abstract":"Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"23 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88739594","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}
While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and justice.
{"title":"Reversing the gaze on race, social justice, and inclusion in public librarianship","authors":"A. Matthews","doi":"10.3233/EFI-211514","DOIUrl":"https://doi.org/10.3233/EFI-211514","url":null,"abstract":"While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and justice.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"74 1","pages":"187-202"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80564105","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}
Renate L. Chancellor, Shari Lee and, Anthony W. Dunbar
In the aftermath of George Floyd’s death at the hands of the police, protests against racism and police brutality ignited in the United States and across the world. Nevertheless, the deadly violence against Black, Indigenous, and Other People of Color (BIPOC) has continued. To date, little action has been taken to prevent these and similar acts of cruelty, which also stand as testament to the longstanding history of systemic racism in the United States. These events have forced institutions of higher education to reckon with the realities of racial inequality. This has been the case in Library and Information Science (LIS), which has struggled to adequately address issues of race and racial inequity since the founding of the profession. This special issue of Education for Information addresses this gap with an impressive array of pieces, covering a wide range of topics, from a diverse group of scholars. Renate Chancellor, Shari Lee, Anthony Dunbar, Rajesh Singh and Paige Deloach introduce the topic on race relations in LIS by contributing a thought piece following the Floyd killing and protests. Amber Matthews uses Critical Race Theory to counter contemporary revisionist perspectives in public libraries to illustrate how they further perpetuate monocultural normativity and structural racism. Ana Ndumu and Shaundra Walker introduce an HBCU-inspired framework to counter racist educational practices. Rajesh Singh and Kevin Rioux propose an Advanced Certificate in Social Justice for Information Professionals that offers both current LIS practitioners and LIS students a curriculum grounded in principles of social justice. Phillippe Mongeon, Alison Brown, Ratna Dhaliwal, Jessalyn Hill and Amber Matthews emphasize the lack of research on race by providing a bibliometric analysis of LIS scholarship. Collectively, these papers contribute new knowledge and offer actionable measures that can help move the discipline towards taking a proactive stance on racism and racial equity in LIS.
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