Reference Services Review最新文献_第2页

Dismantling structural and individual cisgenderism in Illinois libraries: a descriptive research study on cisnormativity, transprejudice and biases against transgender and nonbinary populations 消除伊利诺伊州图书馆中的结构性和个人顺性别主义：关于顺性别规范、变性偏见以及对变性和非二元人群的偏见的描述性研究

IF 1 4区管理学

Reference Services Review Pub Date : 2023-11-28 DOI: 10.1108/rsr-03-2023-0031

Cristalan Ness

{"title":"Dismantling structural and individual cisgenderism in Illinois libraries: a descriptive research study on cisnormativity, transprejudice and biases against transgender and nonbinary populations","authors":"Cristalan Ness","doi":"10.1108/rsr-03-2023-0031","DOIUrl":"https://doi.org/10.1108/rsr-03-2023-0031","url":null,"abstract":"PurposeRecent library and information science literature suggests transgender and nonbinary populations are not treated, served and represented on an equal or equitable basis as cisgender populations are in libraries. This article aims to assess the prevalence of bias and inclusion efforts in Illinois libraries.Design/methodology/approachThis quantitative, cross-sectional, descriptive study utilizes a critical queer theory lens and includes a Likert scale survey with a demographic question on gender identity to measure four constructs and determine if there is a relationship between gender identity and bias, inclusion efforts, and knowledge of transgender and nonbinary user needs.FindingsResults suggest respondents' biases reinforce structural cisgenderism in Illinois libraries and may account for the unequal conditions trans and nonbinary populations experience. Additionally, there is a correlation between cisgender-identifying Illinois LIS professionals and biased attitudes and behaviors, use of inclusive practices, and knowledge of transgender and nonbinary user needs.Originality/valueThis study contributes quantitative data, analysis and practical implications to a body of predominantly qualitative library literature on transgender and gender diverse experiences in libraries.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Library instruction and information literacy 2022 图书馆指导和信息扫盲 2022

IF 1 4区管理学

Reference Services Review Pub Date : 2023-11-22 DOI: 10.1108/rsr-08-2023-0061

Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson, Wendolyn Vermeer

{"title":"Library instruction and information literacy 2022","authors":"Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson, Wendolyn Vermeer","doi":"10.1108/rsr-08-2023-0061","DOIUrl":"https://doi.org/10.1108/rsr-08-2023-0061","url":null,"abstract":"PurposeThis paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.Design/methodology/approachThis article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.FindingsThe paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.Originality/valueThe information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Special guest editorial: inclusive pedagogies and services 特邀编辑：全纳教学法与服务

IF 1 4区管理学

Reference Services Review Pub Date : 2023-11-20 DOI: 10.1108/rsr-10-2023-0072

Kawanna Bright, Mónica Colón-Aguirre

引用次数: 0

Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis 以正义为中心/以白人为中心:信息素养教学实践中的废除案例

4区管理学

Reference Services Review Pub Date : 2023-11-13 DOI: 10.1108/rsr-03-2023-0028

Teresa Helena Moreno

{"title":"Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis","authors":"Teresa Helena Moreno","doi":"10.1108/rsr-03-2023-0028","DOIUrl":"https://doi.org/10.1108/rsr-03-2023-0028","url":null,"abstract":"Purpose The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns. Design/methodology/approach This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices. Findings Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice. Originality/value There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134993510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Small axe: chipping away at special collections barriers to inclusivity 小斧头:凿掉阻碍包容性的特殊收藏障碍

4区管理学

Reference Services Review Pub Date : 2023-11-07 DOI: 10.1108/rsr-03-2023-0032

Jasmine C. Sykes-Kunk, Azalea Camacho, Sandy Enriquez

{"title":"Small axe: chipping away at special collections barriers to inclusivity","authors":"Jasmine C. Sykes-Kunk, Azalea Camacho, Sandy Enriquez","doi":"10.1108/rsr-03-2023-0032","DOIUrl":"https://doi.org/10.1108/rsr-03-2023-0032","url":null,"abstract":"Purpose The purpose of this article is to share this study’s efforts to foster belonging in special collections public service spaces, as Black and Latina practitioners of color, while navigating known systemic professional barriers to inclusivity in the library information profession. Design/methodology/approach In this conceptual essay, frameworks from Black and Chicana feminist theories are applied which resonate deeply with this study’s practices but are not often encountered in library spaces, namely intersectional nepantla, which is used to situate the positionality within special collections. Findings Fostering belonging in special collections environments is an ongoing effort, but this study offers reflections in solidarity with all who seek to increase inclusivity and equity in their spaces. It is believed that the cumulative impact of many small actions implemented from the ground up can potentially be as significant as top-down, administrative charges. Originality/value This article's originality stems from both its authors and the methodology. As BIPOC practitioners, to the authors emphasize the authentic, day-to-day interactions that are essential to developing inclusivity and equity in special collections and archival spaces. Special collections reference workers have limited time off desk to collaborate and conduct research.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers 一个明确的方法，以阈限作为一个包容性的方法图书馆员支持研究生研究人员

4区管理学

Reference Services Review Pub Date : 2023-10-31 DOI: 10.1108/rsr-04-2023-0036

Xan Y. Goodman, Samantha Ann Godbey

{"title":"An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers","authors":"Xan Y. Goodman, Samantha Ann Godbey","doi":"10.1108/rsr-04-2023-0036","DOIUrl":"https://doi.org/10.1108/rsr-04-2023-0036","url":null,"abstract":"Purpose The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities. Design/methodology/approach This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy. Findings Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education. Originality/value The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactions 倾听不同的声音:图书馆互动的包容性教学法和文化响应式教学

4区管理学

Reference Services Review Pub Date : 2023-10-17 DOI: 10.1108/rsr-04-2023-0042

Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong, Tad Suzuki

{"title":"Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactions","authors":"Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong, Tad Suzuki","doi":"10.1108/rsr-04-2023-0042","DOIUrl":"https://doi.org/10.1108/rsr-04-2023-0042","url":null,"abstract":"Purpose The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies. Design/methodology/approach Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions. Findings The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies. Originality/value The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Drama Queens: applying dramaturgy as an inclusive pedagogy within the one shot 戏剧女王:在一个镜头中应用戏剧作为一种包容性教学法

4区管理学

Reference Services Review Pub Date : 2023-10-17 DOI: 10.1108/rsr-03-2023-0027

Sarah E. Brown, Kari D. Weaver

引用次数: 0

Library staff's understanding of attitudinal barriers experienced by individuals with disabilities in libraries 图书馆工作人员对图书馆残障人士态度障碍的理解

4区管理学

Reference Services Review Pub Date : 2023-10-09 DOI: 10.1108/rsr-03-2023-0033

Lisa Ferrara

引用次数: 0

Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries 创伤告知图书馆:在学校，学术和公共图书馆创伤告知方法的探索性文献综述

4区管理学

Reference Services Review Pub Date : 2023-10-06 DOI: 10.1108/rsr-03-2023-0030

Stephanie D. Founds

{"title":"Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries","authors":"Stephanie D. Founds","doi":"10.1108/rsr-03-2023-0030","DOIUrl":"https://doi.org/10.1108/rsr-03-2023-0030","url":null,"abstract":"Purpose The goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice. Design/methodology/approach The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor. Findings Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce. Practical implications Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic. Originality/value While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0