4 ifla2010 s123_mehra
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4 ifla2010 s123_mehra



Ifla2010 - session123 - in Gøteborg, Sweden on friday 13.08.2010

Ifla2010 - session123 - in Gøteborg, Sweden on friday 13.08.2010



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    4 ifla2010 s123_mehra 4 ifla2010 s123_mehra Presentation Transcript

    • Integrating Diversity across the LIS Curriculum An Exploratory Study of Instructors’ Perceptions and Practices Online Bharat Mehra University of Tennessee Knoxville Hope A. Olson and Suzana Ahmad University of Wisconsin, Milwaukee
    • Integrating Diversity into LIS Education • Difficult and Delicate • General agreement that diversity is good • Prefer different method ``approaches: – Specalized courses – Some courses – Integrate diversity across the whole curriculum • More Complex Teaching Online
    • Research Questions • Short term – What are instructors’ perspectives? – What practices in current use? Are they best practices? • Long term goal – Ensure that all students welcome a be am integral part of LIS education – Ensure that all students are prepared to work with a variety of people in a variety of contexts
    • Current and Past Literature Diversity` LIS Education i Online pedagogy
    • Current and Past Literature Implementing diversity Diversity` across curricula Unique online Approaches to LIS Diversity Education i Online pedagogy Online pedagogy, some specific tp LIS
    • Methodology • Exploratory • Questionnaire – Invitation by email to online instructors – Questionnaire using Qualtrics software for anonymity and convenience
    • Analysis of data • Quantitative will inform a framework for → • Qualitative analysis of open ended questions in conjunction with quantitative data • Intent is to develop grounded theory as a basis for best practices • 20 questions – 11 are narrative or have narrative options (e.g. “other , please specify”)
    • Well-seasoned sample • Self-selected sample of 36% • 31 women; 17 men declared – Began discussion of problem of only 2 choices
    • Experienced and senior instructors Years of teaching LISr Rank Online teacjjomg 16 or more 29% Professors 5 All of my 24% teachings 12-15 6% Associate 15 Every 43% professors semester 9-11 18% Assistant 15 Most years 29% professors 4-7 20% Lecturers 12 At least one 29% course 0-4 20% Adjuncts 15 Never 2%
    • Perceptions of who is diverse? • 1) anyone who is different in any way • 2) anyone in a legally designated as from a minority • 3) critical and cynical views such as : – a consevative plot “to dilute true advancement of social equity and Affirmative Action.” – Any not belonging to “non-white-male- anglosaxon cultures.”
    • Why is integrating diversity into LIS curricula, so important • 74% said it was “very important” or “essential.” Why? – To fulfill the service nature of t he profession of librarianship – To create enlightened leaders for our future – To provide role models – To understand the different realities of others’ – etc.
    • Challenges online • May not know who is of a minority? • Do not know how to implement it? – Need to educate instructors • Belief that technology is neutral • Lack of will
    • How to’s • 58% said diversity should be in all or nearly all courses using techniques such as: – Readings (81%) – Discussion topics (72%) – Encourage challenging paper topics (67%) – Special units on diversity topics (50%) – Assignments (47%)
    • Framework for Action • Attitudes – encourage, entice, validate • Behaviors – be sensitive • Curriculum – after you recruit minority students you need to the curriculum to follow through • Representations – you need the real thing, not just lip-service • Tangibles – real activities and put time into diversity
    • Thank you! • Bharat Mehra University of Tennessee Knoxville bmehra@utk.edu Hope A. Olson and Suzana Ahmad University of Wisconsin, Milwaukee holson@uwm.edu ahmads@uwm.edu