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

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dc.contributor.author Irvin, Vanessa
dc.date.accessioned 2019-09-09T20:14:35Z
dc.date.available 2019-09-09T20:14:35Z
dc.date.issued 2016-04
dc.identifier.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.
dc.identifier.uri http://hdl.handle.net/10125/63424
dc.description.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.
dc.format.extent 10
dc.language.iso en-US
dc.publisher Association for Library and Information Science Education
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subject Library science, pedagogy, diversity, identity
dc.title Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom
dc.type Article
dc.type.dcmi Text
prism.publicationname Journal of Education for Library and Information Science
prism.volume 57
prism.number 2
prism.startingpage 151
prism.endingpage 160
Appears in Collections: ICS & LIS Faculty & Researcher Works


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