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ERIC Number: EJ1096685
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0748-5786
Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom
Irvin, Vanessa
Journal of Education for Library and Information Science, v57 n2 p151-160 Spr 2016
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.
Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland; North America
Grant or Contract Numbers: N/A