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Embedding Equality, Diversity, and Inclusion into the Academic Library – Have Students' Requests for Diverse Content Been Met?

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Title: Embedding Equality, Diversity, and Inclusion into the Academic Library – Have Students' Requests for Diverse Content Been Met?
Authors: Worsley-Burke, Aaron1 (AUTHOR) aworsley@brookes.ac.uk, Cushman, Ashley2 (AUTHOR), Whittaker, Helen3 (AUTHOR)
Source: Journal of Library Administration. Nov/Dec2024, Vol. 64 Issue 8, p943-956. 14p.
Subject Terms: *Collection development in libraries, *Black students, *Academic librarianship, *Critical literacy, *Reading promotion, Subject headings
Abstract: Following efforts to diversify and decolonize University curricula, Oxford Brookes University student union reported that Black and BIPOC students wanted more diverse content. In response, the Library set up a group to embed Equality, Diversity, and Inclusion practices into collection development, teaching, and administrative and research support practices. Initiatives entailed book purchases of authors from historically marginalized backgrounds, curation of diversity reading lists, updating subject headings to reflect modern terminology, and promotion of Read & Publish agreements. Currently, we have been unsuccessful in determining if the requests of students for diverse content have been met. Further research would seek to explore this area. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Embedding Equality, Diversity, and Inclusion into the Academic Library – Have Students' Requests for Diverse Content Been Met?
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Library+Administration%22">Journal of Library Administration</searchLink>. Nov/Dec2024, Vol. 64 Issue 8, p943-956. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Collection+development+in+libraries%22">Collection development in libraries</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+librarianship%22">Academic librarianship</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+literacy%22">Critical literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+promotion%22">Reading promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Subject+headings%22">Subject headings</searchLink>
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  Label: Abstract
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  Data: Following efforts to diversify and decolonize University curricula, Oxford Brookes University student union reported that Black and BIPOC students wanted more diverse content. In response, the Library set up a group to embed Equality, Diversity, and Inclusion practices into collection development, teaching, and administrative and research support practices. Initiatives entailed book purchases of authors from historically marginalized backgrounds, curation of diversity reading lists, updating subject headings to reflect modern terminology, and promotion of Read & Publish agreements. Currently, we have been unsuccessful in determining if the requests of students for diverse content have been met. Further research would seek to explore this area. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01930826.2024.2403750
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        Text: English
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        Type: general
      – SubjectFull: Black students
        Type: general
      – SubjectFull: Academic librarianship
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      – SubjectFull: Critical literacy
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      – SubjectFull: Reading promotion
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              Text: Nov/Dec2024
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