Diversity, Indigenous Knowledge, and LIS Pedagogy

Author(s):  
Reysa Alenzuela ◽  
Margaret Austrai Terry

While the rest of the world discusses how Library and Information Studies (LIS) can best cope with the emerging trends in technology and global information platforms, there are parts of the world that do not offer LIS programs. This chapter provides insights on the development of LIS qualification that recognizes the needs of librarians in Vanuatu. The Ni-Vanuatu competency index serves as a reference for the skills required to deliver services and resources to their clients. The importance of having a functional program that integrates the uniqueness of Vanuatu's cultural diversity and indigenous knowledge is the primary discussion for this chapter. It is too early to discuss the steps for meeting the criteria for the qualifications framework as the program is not in place. Still, the focus of what kind of LIS Education suits Ni-Vanuatu librarians is the beginning of the conversation.

2019 ◽  
Vol 9 (2) ◽  
pp. 72-75
Author(s):  
Subhash Khode

The concept of open access has been increased in recent years around the world and India is also contributing in open access movement actively. e-LIS is an international open repository in the field of library and information science established in 2003 and as of today e-LIS contains 21,123 various types of documents. The basic aim of this study is to provide an analysis of Indian contribution towards open access movement, particularly the documents submitted in the e-LIS. This study provides analysis of 1090 various types of documents submitted to e-LIS (Eprint for Library and Information Science) from India as on 30 January, 2019. It found that the position of India in terms of number of documents submitted in the e-LIS is first among Asian countries. The maximum documents (432) are submitted as” Journal Article (Print and Online)” and maximum documents (72) are published in 2006.The maximum numbers of submitted articles (35) were published in “Annals of Library and Information Studies”.


Author(s):  
Claudia A. Perry ◽  
Walter E. Valero

The concept of experiential learning is particularly useful when students are required to create database entries as part of an ongoing, real-life, online experience. A METRO grant in 2005 resulted in an opportunity to use students to create a CONTENTdm database, which, with the continued software support from METRO, has continued and evolved until the present. This case study chapter describes the experience of both faculty and students in the Queens College Graduate School of Library and Information Studies course entitled “Introduction to Digital Imaging.” Sections include a review of related literature, the background, technical issues, and implications for teaching, project procedures and workflow, successes and lessons learned, challenges, next steps, and emerging trends. Of particular interest is the use of out of copyright postcards and the metadata that has resulted from intensive student study and evaluation of the data contained on these cards. Those contemplating a digitization project of their own will be able to learn much about best practices, project planning, management, and the advantages/disadvantages of the CONTENTdm software.


2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Allison Sivak

Goto, Hiromi. Darkest Light. Toronto: Razorbill Canada, 2011. Print. Darkest Light is a sequel, of sorts, to Goto’s 2009 fantastic allegorical work Half World. However, Darkest Light takes on a more nuanced approach to its characters’ struggles, asking the question, ‘Can a person who has done wrong rehabilitate himself?’ Half World drew its lines of good and evil in a more traditional way, with an outcast heroine battling an evil force living in the world between the dead and the living. In contrast, Darkest Light slowly unravels the mystery of the life of its protagonist, Gee. We see the recurrence of some of the same characters from Goto’s first book in the series, including the knowledgeable wise-woman, Ms. Wei, and the outcast heroine, Melanie Tamaki. But Darkest Light turns its focus on Gee, the baby brought out from Half World by Melanie, and who is now sixteen, having lived with Ms. Wei since. Illustrator Jillian Tamaki has collaborated on this book as with the Half World, and the style of her shadowy sketches captures Goto’s descriptions of Gee. Gee has grown up lonely, his Popo (Ms. Wei) his only friend; there is something about his ghostly physical presence and his deep-black eyes that put off almost all others, humans and animals alike. After a confrontation with two classmate bullies, he meets neo-Goth, Cracker, a young lesbian who feels some kinship with Gee’s physical and emotional difference. When Ms. Wei’s life is endangered by some of the demons of Half World, Gee and Cracker enter the world to save her. Goto has taken an interesting path to investigate the question of how to atone for one’s wrong actions by going into the world of fantasy, where the most evil of all the Half World demons tries to change, tempted by his old lovers and friends, as well as by the power he used to wield. Goto’s writing can, at times, read as flat, and the demons in Half World are exaggerated enough to be more cartoonish than frightening. But the emotion she evokes between Gee and his grandmother and Cracker is quite moving, and her book is likely to appeal to young readers who recognize the struggle to find their own paths in the world that doesn’t welcome difference. Recommended: 3 out of 4 starsReviewer: Allison SivakAllison Sivak is the Assessment Librarian at the University of Alberta Libraries. She is currently pursuing her PhD in Library and Information Studies and Elementary Education, focusing on how the aesthetics of information design influence young people’s trust in the credibility of information content.


Author(s):  
Deborah McGregor

This article aims to introduce a distinct conception of Indigenous environmental justice (IEJ) based on Indigenous legal orders, knowledge systems, and conceptions of justice. This is not to suggest in any way that the existing environmental justice (EJ) scholarship is flawed; in fact, the scholarship and activism around EJ have been central in diagnosing and drawing attention to injustices that occur on a systematic basis everywhere in the world. This article argues instead that such discussions can be expanded by acknowledging that concepts of environmental justice, including distinct legal orders informed by Indigenous knowledge systems, already existed on Turtle Island for thousands of years prior to the arrival of Europeans. It also suggests that environmental justice framed within Indigenous worldviews, ontologies, and epistemologies may make significant contributions to broader EJ scholarship, particularly in relation to extending justice to other beings and entities in Creation. This approach acknowledges ongoing colonialism and emphasizes the need to decolonize in order to advance innovative approaches to IEJ. 


Author(s):  
David James Hudson

Drawing on a range of critical race and anti-colonial writing, and focusing chiefly on Anglo-Western contexts of librarianship, this paper offers a broad critique of diversity as the dominant mode of anti-racism in LIS. After outlining diversity's core tenets, I examine the ways in which the paradigm's centering of inclusion as a core anti-racist strategy has tended to inhibit meaningful treatment of racism as a structural phenomenon. Situating LIS diversity as a liberal anti-racism, I then turn to diversity's tendency to privilege individualist narratives of (anti-)racism, particularly narratives of cultural competence, and the intersection of such individualism with broader structures of political-economic domination. Diversity's preoccupation with demographic inclusion and individual behavioural competence has, I contend, left little room in the field for substantive engagement with race as a historically contingent phenomenon: race is ultimately reified through LIS diversity discourse, effectively precluding exploration of the ways in which racial formations are differentially produced in the contextually-specific exercise of power itself. I argue that an LIS foregrounding of race as a historical construct - the assumption of its contingency - would enable deeper inquiry into the complex ways in which our field - and indeed the diversity paradigm specifically - aligns with the operations of contemporary regimes of racial subordination in the first place. I conclude with a reflection on the importance of the Journal of Critical Information and Library Studies as a potential site of critical exchange from which to articulate a sustained critique of race in and through our field.


Author(s):  
Marika Cifor ◽  
Jamie A. Lee

Neoliberalism, as economic doctrine, as political practice, and even as a "governing rationality" of contemporary life and work, has been encroaching on the library and information studies (LIS) field for decades. The shift towards a conscious grappling with social justice and human rights debates and concerns in archival studies scholarship and practice since the 1990s opens the possibility for addressing neoliberalism and its elusive presence. Despite its far-reaching influence, neoliberalism has yet to be substantively addressed in archival discourse. In this article, we propose a set of questions for archival practitioners and scholars to reflect on and consider through their own hands-on practices, research, and productions with records, records creators, and distinct archival communities in order to develop an ongoing archival critique. The goal of this critique is to move towards "an ethical practice of community, as an important mode of participation." This article marks a starting point for critically engaging the archival studies discipline along with the LIS field more broadly by interrogating the discursive and material evidences and implications of neoliberalism.


Author(s):  
Tim Gorichanaz

A synthesis of the work of Michael Buckland reveals the critique that, for too long, LIS has been a one-sided coin. Growing out of professional education, LIS has traditionally nurtured only its applied, practical and empirical side. Challenging this imbalance, emerging research in LIS points to the development of the basic, liberal arts and conceptual side of the discipline. Indeed, the advent of JCLIS reflects this trend. An interest in basic LIS is welcome for a number of reasons: By clarifying key concepts, it will lead to improved practice; by contributing more widely to human knowledge it will fulfill the obligations of being an academic research department; and by exploring information issues which are becoming relevant to all members of society, it will realize a greater purpose. This paper surveys the extent to which the basic side of LIS has emerged, examining the content of the top LIS journals and the curricula of the top LIS institutions. The findings point to an inchoate reverse, but one with numerous challenges that remain beyond the horizon. This paper serves as an invitation to researchers and educators to consider how they can further contribute to minting the basic side of the coin of LIS.


Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.


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