University of Illinois Urbana-Champaign

A systematic review of diversity and curriculum improvement case studies: Lessons for inclusion and research instruction in Library and Information Science programs

Ryan, Sarah; Rashid, Mohotarema

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https://hdl.handle.net/2142/123168

Description

Title
A systematic review of diversity and curriculum improvement case studies: Lessons for inclusion and research instruction in Library and Information Science programs
Author(s)
  • Ryan, Sarah
  • Rashid, Mohotarema
Issue Date
2023-09
Keyword(s)
  • Diversity
  • Education Of Information Professionals
  • Information Practices
  • Programmatic Self-study
  • Research Methods Pedagogy
  • Sociocultural Perspectives
  • Systematic Reviewing
  • University Curriculum
Abstract
How should Library and Information Science (LIS) programs assess and refine their diversity, equity, and inclusion (DEI) instruction? We should leverage the work of health science departments. In a systematic review of DEI curriculum advancement studies published from 2010-2022, we located 46 studies concentrated in the health sciences (n=20). We found five article characteristic trends in: (1) year of publication, (2) discipline, (3) study location, (4) research methods, and (5) highly-included identity topics. We found five prevalent approaches to curricular improvement: (1) an early all-student intervention, (2) a focus on cultural humility as the outcome, (3) attention to classroom climate and safety, (4) multi-year data analysis, and (5) a working group as leader of curricular change. Throughout our project, we noted three challenges to conducting systematic reviews: (1) the U.S. bias of selected library databases, (2) missed studies due to database indexing and other issues, and (3) student coding issues. Our research suggests that dozens of strategies exist for measuring existing curricular content, that curricular change requires significant investment, and that LIS should transition to cultural humility as the focal outcome of diversity instruction.
Series/Report Name or Number
Proceedings of the ALISE Annual Conference, 2023
Type of Resource
text
Language
eng
Handle URL
https://hdl.handle.net/2142/123168
DOI
https://doi.org/10.21900/j.alise.2023.1389
Copyright and License Information
  • Copyright 2023 Sarah Ryan, Mohotarema Rashid
  • This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/).

Owning Collections

Proceedings of the ALISE Annual Conference: ALISE 2023 PRIMARY
Bridge the Gap: Teaching, Learning, Practice, and Competencies