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Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom

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Title:Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom
Authors:Irvin, Vanessa
Keywords:Library science, pedagogy, diversity, identity
Date Issued:Apr 2016
Publisher:Association for Library and Information Science Education
Citation:Irvin, Vanessa. (2016). Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom. Journal of Education for Library and Information Science, 57(2), 151-160.
Abstract:This article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom.
Pages/Duration:10
URI:http://hdl.handle.net/10125/63424
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
Volume:57
Issue/Number:2
Appears in Collections: ICS & LIS Faculty & Researcher Works


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