Diversity In Libraries

MacAdam who served on my dissertation committee and had the best for me in mind when guiding me throughout the dissertation process. Your perspectives were each very enriching to me, and have made this dissertation so much stronger. I would also like to thank Barbara MacAdam for her support, flexibility and encouragement (and taking all my reference hours while I was taking the qualifying exam!) throughout this degree process. You are a role model, mentor, and true friend. I want to acknowledge Olivia Frost at the School of Information for encouraging me to pursue the Ph.D. Thanks to Carla Stoffle for supporting me through this process, and putting me on to the micro aggressions literature. Thanks to the fabulous Interlibrary Loan department at the Hatcher Graduate Library for finding and loaning items quickly (and always graciously). And a special thanks to all my colleagues at the Hatcher Graduate Library Reference Department for filling in for me at crunch/emergency times, encouraging me, and cheering me on! v CHAPTER I environment for learning and socializing is a key factor in facilitating the intellectual and social development of all students" (p. 1). Many scholars have linked the active presence of diverse faculty, students, and staff with creating excellence in learning and providing that comfortable climate , but as Adkins ( ), former Dean of the School of Library and Information Sciences at Rutgers University, writes, "The importance of minority faculty members in predominantly white [sic] institutions cannot be overemphasized, but the lack of faculty diversity is a problem, crossing disciplines" (p. 151). This dissertation research examined the contributions of a range of these diverse faculty members. Specifically, I examined the relationship between social identity (ies) of academic librarian faculty, and the ways in which they enact their various work roles. This first chapter of the dissertation introduces the study, provides brief background information on academic librarianship, outlines the problem statement, describes social identity parameters for the study, and articulates the significance of the problem and the relevance of the study. Coined "the Age of Information," (McLuhan, 1964, p. 64), or "the Post-Industrial Society" ), today's information-rich world favors those who are highly educated and "information literate" (Association of College & Research Libraries [ACRL], 2000) over those whose skills and jobs sufficed during the industrial age. The concept of information literacy, developed by the ACRL in 1989, states that, "information literacy is a set of abilities requiring individuals to 'recognize when

This paper has been prepared by the ASA 1ISIG on behalf of Loris Williams who sadly passed away on 28 August 2005. With input from staff at Community and Personal Histories, where Loris was employed as an Archivist, and with the support of the Williams family, this paper is Identity and Access to Government Records 9 based on concepts originally conceived by Loris for presentation at the ASA's 2005 Archives and Communities Conference. It is hoped that the paper is able to express the deep passion and sentiment Ms Williams felt for her work and the importance of records and history for Indigenous peoples.

When properly structured, library residencies introduce recently graduated Master of Library and/or Information Science (MLIS) professionals to librarianship, allow recent graduates to apply the knowledge and skills learned during their MLIS studies, and infuse host institutions with new, innovative ideas, including the latest technology and theory being taught in library and information science (LIS) programs. Unfortunately, rather than realizing their potential, residencies are often hampered by miscommunication and a lack of organization that cause real harm to the new resident and the current employees by creating a tense, sometimes even hostile, work environment. This can negate the potential benefits of a residency program, leaving the resident unhappy and disillusioned by the library profession. Understanding the current landscape of residency programs is a necessary first step toward evaluating the efficacy of this form of early career employment in retaining an innovative and engaged next generation of library professionals. Using survey research, this study answered the questions: What are the characteristics of residency programs? How is success measured in residency programs? What are some specific best practices that residency programs are currently implementing? The findings from this survey indicate that there is no one-size-fits-all residency program structure, from the mission and goals of the programs to how a program measures its ultimate success, responses were varied. While there are positive trends, like residencies lasting for at least two years, there is still much work to be done. Notably, most programs still only have one resident per cohort and residency cohorts do not overlap leading residents to feel isolated. While we concede there are likely many concerns (including budgetary) that may make two or more residents per cohort or overlapping cohorts unfeasible, it is an issue that should be addressed because many residents themselves have asked for this change. We also detail several suggestions for building and maintaining buy-in among stakeholders in the residency program, a necessary step toward ensuring each resident feels welcome in an institution and is ultimately successful. It is our hope that this research provides residency program coordinators with a roadmap to follow when planning or re-evaluating their residencies.

The authors discuss the North Carolina Library Association's (NCLA) efforts to promote and support diversity. They mention the NCLA's 2014-2016 strategic plan for diversity which includes opportunities for minorities, and encouraging diverse leadership. The authors attribute the success of diversity programs to the collaboration of the University Libraries (UL), and the University of North Carolina at Greensboro's Department of Library and Information Studies.

Προάγοντας το σεβασμό στη διαφορετικότητα μέσα από τη συλλογή της σχολικής βιβλιοθήκης Αγάπη Σταμουλία Πολύζου Βιβλιοθηκονόμος MSc, Πανεπιστήμιο Θεσσαλίας Υποψήφια Διδάκτωρ Π.Θ. [email protected] ΠΕΡΙΛΗΨΗ Οι εκπαιδευτικοί καλούνται καθημερινά να συνδέσουν διαφορετικούς μεταξύ τους μαθητές. Η πρόκληση γι' αυτούς είναι μεγάλη καθώς πρέπει να τους προσφέρουν όχι μόνο την ακαδημαϊκή μόρφωση, αλλά και να προασπίσουν τη διαφορετικότητα, την ισότητα, τη δημοκρατία. Σε αυτή την προσπάθεια, η σχολική βιβλιοθήκη μπορεί να διατελέσει ένα σημαίνοντα ρόλο. Η εξασφάλιση ενός φιλόξενου χώρου και η παροχή των κατάλληλων πηγών αποτελούν τη βάση, στην οποία οι εκπαιδευτικοί θα στηρίξουν πολλές από τις προσπάθειές τους ενάντια στο ρατσισμό, την περιθωριοποίηση, τον αποκλεισμό, τα στερεότυπα. Προκειμένου να προετοιμαστεί κατάλληλα η συλλογή της σχολικής βιβλιοθήκης για να βοηθήσει τους μαθητές, τους γονείς και τους εκπαιδευτικούς στην προσέγγιση του «άλλου», του «διαφορετικού», του «ξένου», σκόπιμο είναι να ακολουθείται και να επαναλαμβάνεται ένα σύνολο εργασιών, οι οποίες θα διασφαλίζουν την ποιότητά της. Οι ερευνητές της βιβλιοθηκονομικής κοινότητας και της πολυπολιτισμικής λογοτεχνίας προτείνουν συγκεκριμένες μεθόδους αξιολόγησης και συγκεκριμένα κριτήρια τόσο για τη βελτίωση όσο και για τον εμπλουτισμό των συλλογών σε θέματα διαφορετικότητας. Λέξεις κλειδιά: διαφορετικότητα, αξιολόγηση συλλογής βιβλιοθήκης, σχολική βιβλιοθήκη

The author documents experiences as the first Post-MLS Diversity Resident Librarian at the University of North Carolina at Greensboro. Opinions are shared on UNCG’s implementation of its new program and reflections are made on this kind of opportunity for new librarians to gain some much-needed practical experience. The author offers this information for the benefit of potential residents who want to know what to look for in a residency experience, and library faculty looking to establish or improve residency programs at their own institutions.

Diversity residency librarian programs are post-MLIS programs aimed at providing recently graduated professionals with real work experience, with the expressed goal of recruiting and retaining a more-diverse workforce in professional librarianship.
This mixed-method study is one of the first empirical studies examining diversity residencies, which – at the time of this writing – have existed for over 30 years. The study identifies concerns raised in the mostly anecdotal literature about diversity residencies, and 102 individuals identified as current or former diversity resident librarians participated in the quantitative portion of the study. In the quantitative portion of this study, there were four factors derived from the literature that correlated positively and significantly with the residents’ overall views of their residency experiences. Those four factors were:
1. Quality of effort as perceived by the resident that administration and/or residency coordinators dedicated to garnering support for the residency from library faculty and staff.
2. Perceived quality of assessment practices of the residency program.
3. Level of professionalism of job duties expected of the diversity resident.
4. Perceived effectiveness of the residency in preparing the diversity resident for his or her next professional appointment.
In the qualitative portion of this study, 11 current or former diversity residents were interviewed and six emergent themes arose wherein diversity residents encountered satisfaction or dissatisfaction when certain elements were present in the residency experience. 
The six emergent themes were:
1. Knowledge of who the residents are, what the residency is, and why it was established combats institutional hostilities and confusion, reducing resident dissatisfaction. 
2. Diversity residents can avoid dissatisfaction with appropriate guidance and support from coordinators, supervisors and administrators. 
3. Opportunities to perform meaningful, challenging, and innovative work can generate satisfaction in diversity residents. 
4. Job dissatisfaction occurs with lack of assessment, unpreparedness, and failure to communicate residency intent to residents. 
5. Satisfaction emerges when a resident achieves growth and “advancement” during the term that appears to improve future job outlook. 
6. Effective Mentorship Practices Can Remove Job Dissatisfaction During the Residency Appointment.