Two chapters written by members of the GSLIS community are featured in the latest volume of the Advances in Librarianship book series titled, Perspectives on Libraries as Institutions of Human Rights and Social Justice (Volume 41).
Assistant Professor Nicole A. Cooke authored the chapter, “Counter-Storytelling in the LIS Curriculum,” in which she explores the need for alternative narratives in LIS curricula.
Abstract: This chapter examines LIS and its curricula through the Storytelling Project (STP) framework. STP theorizes that there are four types of stories: stock, concealed, resistance, and emerging/transforming stories. Each of these story types exists in LIS, but in unequal proportion. LIS curriculum should include more stories of resistance and more emerging/transforming stories. These stories should also facilitate the emergence of the “new storytellers,” faculty members and instructors in LIS graduate programs who are working diligently to incorporate new stories into the classroom by creating learning environments that accommodate and encourage discussions of race, privilege, social justice, and other necessary and difficult issues. The STP story typology forms a counter-storytelling matrix that can allow LIS educators an opportunity to diversify their content and teaching styles, ultimately enriching their students, their programs, and the profession. This chapter expands LIS pedagogy by infusing elements of diversity, social justice, and theory from the related field of education.
GSLIS doctoral students and Spectrum Doctoral Fellows RaShauna Brannon and Myrna E. Morales cowrote the chapter, “The Social Justice Collaboratorium: Illuminating Research Pathways between Social Justice and Library and Information Studies,” along with Spectrum Fellows from other doctoral programs. The chapter introduces the group’s Social Justice Collaboratorium initiative.
Abstract: Using an iterative approach to user-centered design, the Social Justice Collaboratorium (SJC) development process consists of input from a community of engaged users to inform the wireframe, prototype, testing, and development phases. This includes gathering substantial qualitative and quantitative data such as surveys of LIS faculty, practitioners, and students, as well as tracking web analytics once the tool is live. The SJC allows for the confluence of research, resources, networks, best practices, and LIS school models in a centralized medium. Designed for LIS practitioners, faculty, staff, and students, as well as those interested in project management, resource development, and collaborative work, the SJC supports different approaches to social justice in LIS. The SJC will be accessible to a distributed community of social justice LIS scholars, practitioners, students, and activists. Contributions from the community of users throughout every stage of the development process ensures participation, stewardship, and intentionality. In this way, the SJC will be a transformative tool for the LIS community as a vehicle for promoting equity and social change.
Advances in Librarianship provides a forum for discussion of current topics in the field, including issues stemming from libraries’ continued development of community-focused services in response to economic, political, and technological changes.