Advancing Cultural Competency in Library and Information Science release_yayouhtf5rgohj4r4actakb2xm

Abstract

Libraries, Schools of Library and Information Science (LIS), and LIS Professional Associations are committed to incorporating multicultural perspectives and promoting cultural competency. These efforts are guided by the creation of mission statements, strategic plans, and diversity standards-and evaluated by metrics such as learning outcomes and retention. This paper explores three aspects of this larger process within LIS education: program-and course-based components and guiding models. Identification of methods employed to infuse cultural competency into LIS programs is based on an examination of approaches used at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, which offers both campus and online programs. This is complemented by discussion of how cultural competency may be emphasized within graduate LIS courses based on a review of syllabi such as Local, Regional and Global Intersections in Library and Information Science. An analysis of varied strategies and circumstances needed to evoke cultural competency in LIS education including consideration of limitations, dealing with unexpected tensions, and challenges that arise as a result of shifting paradigms is also shared. This paper explores current approaches to promoting cultural competency in library and information science (LIS) education. First, a review of methods employed to infuse cultural competency into LIS programs based on an examination of practices at the Graduate School of Library and Information Science (GSLIS) at the University of Illinois at Urbana-Champaign, which offers both campus and online programs, is introduced. Second, a focused discussion of how cultural competency may be emphasized within graduate LIS courses is presented. This is followed by a brief summary of efforts and impending issues.
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