Situating LIS pedagogy and curriculum in diversity, equity, inclusion, accessibility, and anti-racism: a reflection on process

Abstract

Purpose

A working group of Masters in Management of Library and Information Science (MMLIS) Librarian Faculty was formed to address diversity, equity, inclusion, accessibility and anti-racism (DEIA + AR) specifically in pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting diversity, equity, inclusive, accessable and anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

Design/methodology/approach

The Working Groups charge was designed to begin the work of dismantling the inequitable power structures which will lead to more equitable opportunities and access for marginalized groups that will become leaders in information sciences in the future.

Findings

The efforts of the DEIA + AR Working Group resulted in several supplemental documents in addition to the formal recommendations including curricular and pedagogical best practices, a terminology document (establishing a shared language), a commitment document, recommendations, and a resource repository.

Practical implications

A working group of MMLIS Librarian Faculty was formed to address DEIA + AR specifically in the program's pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

Social implications

This process study has value and impact for academics from any discipline to learn about one University's MMLIS program prioritizing DEIA + AR in program development, curriculum and pedagogical practices.

Originality/value

The converging events of the international pandemic and the national crisis of inequity in the United States in 2020 prompted a renewed commitment by the MMLIS program at the University of Southern California (USC) to revisit the program's DEIA policies and procedures and add anti-racism constructs into the curriculum.

Citation

Winn, J.G., Miller, M.L., Muglia, C., Stewart, C. and Wallach, R. (2022), "Situating LIS pedagogy and curriculum in diversity, equity, inclusion, accessibility, and anti-racism: a reflection on process", Reference Services Review, Vol. 50 No. 1, pp. 148-160. https://doi.org/10.1108/RSR-07-2021-0040