Diversifying, Decentering and Decolonising Academic Libraries: A Literature Review
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| Title: | Diversifying, Decentering and Decolonising Academic Libraries: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Jess Crilly (ORCID |
| Source: | New Review of Academic Librarianship. 2024 30(2-3):112-152. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, COVID-19, Diversity, Equal Education, Inclusion, Decolonization, Library Role, Political Issues, Library Science, Critical Race Theory, Social Problems, Racism, Journal Articles, Library Services, Library Policy, Library Personnel, Information Literacy, Documentation |
| DOI: | 10.1080/13614533.2023.2287450 |
| ISSN: | 1361-4533 1740-7834 |
| Abstract: | The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID-19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical frameworks and methodological approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439308 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFIgayv9Q8Co6wvzCuz1Qu1AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDJyWzzUaW7zDiuI-QIBEICBm7JSVvuIFnn1CZl_6sEY3NYO3n-V6UfLe3ZYNawyjEFCJQLYueUxhHMwRVapf27whQ_TsPVk5ZnXXnQ8P3itBPPIcRVFEovQTQSZzfs3mbIFvfiyKYqk-HqQVP6z2EVgHqTCXs9y90ZfXWEiZxLl9P6dlgjL-iP5osD8LA_a6EuIza_fUCZ6OFLtdN0J45s-9QRu66VOy_s2cdzk Text: Availability: 1 Value: <anid>AN0179638431;rfw01apr.24;2024Sep17.05:35;v2.2.500</anid> <title id="AN0179638431-1">Diversifying, decentering and decolonising academic libraries: a literature review </title> <p>The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical frameworks and methodological approaches.</p> <p>Keywords: Decolonization; Critical Race Theory; Diversity</p> <hd id="AN0179638431-2">Introduction</hd> <p>This literature review is based on the themes of 'diversifying, decentering and decolonizing academic libraries' the ways that libraries work to redress the social inequalities that manifest in Library &amp; Information Studies (LIS). The literature reveals the application of multiple critical frameworks and theories, some long-standing and others that have more recently and powerfully entered the LIS literature. These frameworks have long roots and histories, and are not fixed and bounded, but intersect and variously include and exclude each other. The literature also describes numerous case studies, examples of praxis, or critically informed action.</p> <p>The period of the literature review (2010-22) has seen the embedding of critical librarianship, the decentering of the concept of 'neutrality' and the rapid uptake of decolonization discourse and practice in academic libraries. It also reveals acknowledgement of the limitations of 'diversity' and the increased uptake of Critical Race Theory (CRT) as a framework that fully acknowledges racism, Whiteness and its impacts on LIS profession and practices.</p> <p>The literature includes LIS responses to the interrelated pandemics of racism and ill-health (COVID19) exemplified by the title of Gibson et al. ([<reflink idref="bib113" id="ref1">113</reflink>]) 'Struggling to breathe: COVID-19, protest and the LIS response'. In 2016 Donald Trump was elected as 45<sups>th</sups> president of the United States in a climate of disinformation, and populism with its threats to marginalized communities. The murder of George Floyd in Minnesota by police in 2020, ongoing police brutality and racism and the prominence of Black Lives Matter (BLM) along with demands for change from students led to soul searching and a wave of responses from university libraries in the form of anti-racism statements, strategies and libguides (Khatri &amp; McGary, [<reflink idref="bib140" id="ref2">140</reflink>]; Yeager, [<reflink idref="bib229" id="ref3">229</reflink>]). The longer term impact of these statements and strategies is yet to play out; there has been some evaluation in the United States (US), including a review of anti-racist libguides (in Association of Research Libraries (ARL) libraries) by Piper et al. ([<reflink idref="bib176" id="ref4">176</reflink>]). Bocko et al.([<reflink idref="bib34" id="ref5">34</reflink>]) analyze how far academic libraries have addressed the demands for change collated by the Black Liberation Collective[<reflink idref="bib1" id="ref6">1</reflink>]. Mehra ([<reflink idref="bib156" id="ref7">156</reflink>]) calls for a more than performative response from academic libraries, for enough 'crocodile tears'.</p> <p>The academy plays a particular role in relation to social justice, both reflecting societal inequalities and re-producing them (Arday &amp; Mirza, [<reflink idref="bib23" id="ref8">23</reflink>]). In the UK Higher Education (HE) sector these inequalities are expressed statistically as 'gaps' for example the BAME (Black &amp; Minority Ethnic) assessment gap[<reflink idref="bib2" id="ref9">2</reflink>], or the gender pay gap.[<reflink idref="bib3" id="ref10">3</reflink>]</p> <p>The BAME assessment gap between White and Black graduates receiving a first class or 2:1 degree, has slowly narrowed from 26.2% in 2014/2015, to 18.6% in 2020/2021 (Universities UK, [<reflink idref="bib214" id="ref11">214</reflink>]) but remains significant. Inequalities related to class, gender, ethnicity and disability also impact on staff and students in an intersectional way, for example though there are very few Black male professors in the UK, the number is even lower for Black female professors who make up less than 2% of the UK HE professoriate[<reflink idref="bib4" id="ref12">4</reflink>]. The negative lived experiences that lie behind the statistics produce feelings of exclusion, and not belonging. Arday et al. ([<reflink idref="bib22" id="ref13">22</reflink>]) identify factors creating a lack of belonging and isolation, through interviews with students and staff, identifying one of these as the dominance of a Eurocentric curriculum.</p> <p>The same issues of underrepresentation and marginalization are also reflected and reproduced within academic libraries, and the voice and experiences of staff marginalized within academic libraries is a powerful presence in the literature review.</p> <hd id="AN0179638431-3">Literature review scope and method</hd> <p>The timescale of the literature review is 2010−22. It's a thematic not a bibliometric review but it's evident that decolonization has been embraced by UK LIS, and many of the case studies are in UK universities, alongside settler nations including Canada and Australia, with less of a focus on decolonization in the US. Most of the writing relating to anti-racism and CRT is from the US, but also from the UK and internationally. This review adds to bibliometric and thematic analyses by Jones et al. ([<reflink idref="bib137" id="ref14">137</reflink>]) Mongeon et al. ([<reflink idref="bib159" id="ref15">159</reflink>]) and Winberry and Bishop ([<reflink idref="bib226" id="ref16">226</reflink>]).</p> <p>Library and Information Science Abstracts (LISA) was the primary search tool as it has a thesaurus and is LIS specific, supplemented by Google Scholar and CORE[<reflink idref="bib5" id="ref17">5</reflink>] in the hope of increasing an international perspective, though its apparent that the vast majority of resources discovered were published in the US and the UK. The review includes books, book chapters, journal articles and blog posts. Given the subject of the review its important to state that knowledge exists beyond these traditional scholarly communications, in conference presentations, webinars, podcasts, non-textual formats (Chong &amp; Edwards, [<reflink idref="bib51" id="ref18">51</reflink>]) and in individual and collective knowledge and experience (Plockey &amp; Ahamed, [<reflink idref="bib178" id="ref19">178</reflink>]).</p> <p>High level search terms were used, ie the broad themes of this special issue rather than specific functional areas; the focus was on academic libraries.</p> <p>Terms used: Academic libraries AND decolonization, critical, social justice, diversity, EDI</p> <p>The rationale for inclusion around the notion of decentering is challenging, as what starts as radical and decentering becomes incorporated into accepted practice, and the recent rapid growth in publishing on social justice issues in LIS results in a high number of resources. Some references were added after checking bibliographies and other summaries of significant resources in the topic.</p> <p>In general the terminology used by authors has been preferred, such as People of Color, (PoC) or Black, Indigenous, and People of Color (BIPOC). The use of BAME (Black &amp; Minority Ethnic)[<reflink idref="bib6" id="ref20">6</reflink>] has been minimized.</p> <p>The review is structured into the following broad themes:</p> <p></p> <ulist> <item> Decentering neutrality</item> <p></p> <item> Diversity and decentering diversity</item> <p></p> <item> Critical librarianship</item> <p></p> <item> Decolonization</item> <p></p> <item> Anti-racism: Decentering Whiteness, centering CRT</item> <p></p> <item> Decentering scholarly communications</item> <p></p> <item> LIS education</item> <p></p> <item> LIS leadership</item> </ulist> <hd id="AN0179638431-4">Decentering neutrality</hd> <p>The review starts with a discussion of neutrality, a totemic value encoded in the LIS profession, that has been decentered by multiple critical perspectives. Literally meaning 'the state of not supporting or helping either side in a conflict, disagreement etc' (Oxford English Dictionary), neutrality is associated with 'even-handedness', a defence of free speech, and challenging censorship. In the UK the CILIP[<reflink idref="bib7" id="ref21">7</reflink>] Ethical Framework promotes 'impartiality and the avoidance of inappropriate bias', (CILIP, [<reflink idref="bib53" id="ref22">53</reflink>]) and in the US the American Library Association (ALA) Code of Ethics states 'We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources' (ALA, [<reflink idref="bib12" id="ref23">12</reflink>]). The belief that libraries are neutral has been widely challenged by the view that bias is inherent in the organization of libraries and knowledge production, and that neutrality in practice means upholding an inequitable status quo at the expense of marginalized communities, and maintaining Whiteness in the profession.</p> <p>Neutrality is a live issue given the rise of book banning especially in the US which has led to the production of guidelines and statements to support librarians (ALA, [<reflink idref="bib16" id="ref24">16</reflink>]; CILIP, [<reflink idref="bib55" id="ref25">55</reflink>]). Jaeger et al. ([<reflink idref="bib134" id="ref26">134</reflink>]) document the current wave of book banning in the US, drawing a comparison with McCarthyism. '...anything that generally deals with injustice is called "woke," a term appropriated from Black Americans and employed as a conservative bludgeon against anyone or anything that might happen to promote racial equality (Jaeger et al., [<reflink idref="bib134" id="ref27">134</reflink>], p. 322). Also in the US context, Kritikos ([<reflink idref="bib141" id="ref28">141</reflink>]) describes the tensions between supporting free speech and condoning hate speech. Librarians support the first amendment through challenging book banning and censorship, and advocating privacy, but how do they stand as allies with the marginalized communities who are inevitably the victims of hate speech? Wiles ([<reflink idref="bib223" id="ref29">223</reflink>]) discusses the important role of academic archives in supporting historic accountability.</p> <p>The challenge to neutrality is sometimes presented as a 'for or against' binary issue as in an ALA debate (ALA, [<reflink idref="bib14" id="ref30">14</reflink>]) where proponents argued that neutrality is essential to democracy, and that public scrutiny is the best defence against unacceptable ideology. The 'case against' neutrality, in the words of Emily Drabinski is that neutrality is not possible 'Those steeped in and rewarded by dominant ways of seeing the world don't have to know how intensely political the ostensibly neutral position is. (Drabinski in ALA, [<reflink idref="bib14" id="ref31">14</reflink>]). Macdonald and Birdi ([<reflink idref="bib147" id="ref32">147</reflink>]) argue for a nuanced understanding of neutrality, rather than a for/against discourse. Their methodology centers cross sector interviews with librarians that revealed a category of 'ambivalence' with neutrality described as a slippery and elusive concept. The authors propose that 'a largely one-dimensional literary debate—construing neutrality as an "all or nothing" concept—overlooks its complexity within the profession.'</p> <p>Several authors use CRT to dismantle neutrality (Chiu et al., [<reflink idref="bib49" id="ref33">49</reflink>]; Ferretti, [<reflink idref="bib102" id="ref34">102</reflink>]; Gibson et al., [<reflink idref="bib112" id="ref35">112</reflink>]). Chiu et al. ([<reflink idref="bib49" id="ref36">49</reflink>]) describe how neutrality and 'vocational awe' (a sense that libraries and librarians are beyond critique)intersect to uphold White Supremacy. The authors cite key tenets of CRT, that racism is ordinary and inherent in the LIS culture, and a rejection of the idea that equal treatment of all persons results in an equitable social structure. The authors call for a paradigm shift, not incremental change, and the final debunking of 'neutrality' as a value within LIS.</p> <p>Many academic libraries in the United States were located on the front line of communities directly impacted by the 2016 elections, (Fiedler et al., [<reflink idref="bib104" id="ref37">104</reflink>]) police brutality and the civic response to it, and are conscious of their role in engaging with communities beyond the university, testing conventions of neutrality. Ferretti ([<reflink idref="bib102" id="ref38">102</reflink>]) describes the university library's engagement and the production of a research guide <emph>Understanding Civic Unrest in Baltimore</emph>[<reflink idref="bib8" id="ref39">8</reflink>] and the criticism of 'politicisation' that can follow such engagement. Gibson et al. ([<reflink idref="bib112" id="ref40">112</reflink>]) state that academic libraries have a responsibility to engage with and support communities of color as they challenge systemic racism, engage in political activism, and exercise their right to free speech, advocating the need to publicly support Black Lives Matter. The authors note that many libraries ignored BLM, citing the need for neutrality, and describe this as a colourblind philosophy for disengagement, concluding that 'cowardice is a luxury we cannot afford'.</p> <hd id="AN0179638431-5">Diversity and decentering diversity</hd> <p>Diversity is a familiar term in academic libraries, usually presented as part of Equality, Diversity and Inclusion (EDI) or more usually in the US 'Diversity Equity and Inclusion' (DEI) and these values are encoded in professional codes of ethics. Diversity is defined as 'taking account of the differences between people and groups of people, and placing a positive value on those differences. This is strongly linked with promoting human rights and freedoms, based on principles such as dignity and respect' (CILIP, [<reflink idref="bib56" id="ref41">56</reflink>]).</p> <p>DEI is similarly encoded by the ALAas a Core Value 'We value our nation's diversity and strive to reflect that diversity by providing a full spectrum of resources and services to the communities we serve' (ALA, [<reflink idref="bib15" id="ref42">15</reflink>]).</p> <p>EDI and DEI are embedded within the institutions that academic libraries are integral to through various legislative commitments. In the UK, for example, universities have an EDI infrastructure in order to respond to the legal requirements of the Public Sector Equality Duty[<reflink idref="bib9" id="ref43">9</reflink>], and the 2010 Equalities Act[<reflink idref="bib10" id="ref44">10</reflink>]. Universities are required to publish goals in these areas, gather statistics and present annual reports on activities and progress. In addition they must also provide an Access and Participation Plan[<reflink idref="bib11" id="ref45">11</reflink>] to outline how they will improve equality of opportunity for underrepresented groups to access, succeed in and progress from higher education. Libraries aim to be aligned with institutional values and strategies, as well as enact their own professional values so EDI is deeply embedded in university library cultures.</p> <p>Diversity is interpreted in many ways in academic libraries, as meeting the needs of diverse users through developing equitable services, diversifying collections, and diversifying library staffing. (Cruz, [<reflink idref="bib78" id="ref46">78</reflink>]; Morales et al., [<reflink idref="bib160" id="ref47">160</reflink>]; Semenza et al., [<reflink idref="bib201" id="ref48">201</reflink>]). In a literature review on the integration of diversity in academic libraries, Cruz ([<reflink idref="bib78" id="ref49">78</reflink>]) discusses diversity in relation to staffing, culture, collections, services and programming. Case studies and guidance for developing and implementing Diversity or EDI strategies include Duffus et al. ([<reflink idref="bib90" id="ref50">90</reflink>]), Edwards ([<reflink idref="bib93" id="ref51">93</reflink>]) and Redd et al. ([<reflink idref="bib185" id="ref52">185</reflink>]).</p> <hd id="AN0179638431-6">Meeting the needs of diverse users</hd> <p>Increased participation in higher education has resulted in a more diverse student body: academic libraries increasingly aim to recognize the complexities of student lives, through their own resources as well as through collaboration and referral. This trend has been escalated by recent crises such as COVID-19 and the resulting negative impact on student mental health and wellbeing (Cox &amp; Brewster, [<reflink idref="bib73" id="ref53">73</reflink>]).</p> <p>An example of institutional collaboration is provided by Conley et al. ([<reflink idref="bib63" id="ref54">63</reflink>]) who describe a learning commons approach at a liberal arts college in the US, where library services, accessibility services and others work collaboratively to support students with marginalized identities who are particularly susceptible to discrimination, and may have had past negative institutional experiences, or histories of trauma.(LGBTQ+, disabled, students of color, and/or international students.) The authors propose a strategy for creating a trauma-aware library that includes increased awareness of marginalized identities to inform practices, (for example around the use of gender pronouns and not requiring government-issued identification where avoidable), disrupting negative self-talk and providing self-service resources.</p> <p>Stewart and Kendrick ([<reflink idref="bib205" id="ref55">205</reflink>]) have examined collegiate information barriers and perceptions of the academic library among LGBT college students in the US, through a crowdsourced survey—academic libraries were perceived as having inadequate sexual-minority related resources, especially in relation to bisexuality. Wagner and Crowley ([<reflink idref="bib219" id="ref56">219</reflink>]) deploy critical discourse analysis to consider exclusionary practices to trans and gender non-conforming (TGNC) students in the academic library, specifically in relation to library guides, TGNC naming practices in abstracts and the shelving of transgender studies texts. The authors conclude that there is much scope to improve the relationship between academic libraries and their LGBTQ + population, who are underrepresented and undervalued.</p> <p>Wexelbaum ([<reflink idref="bib222" id="ref57">222</reflink>]) challenges the grand narrative that 'libraries save LGBT lives', and explores the extent to which they actually meet the needs of LGBT students and support their retention. Recommendations include providing safe space training for library staff, ensuring effective LGBT library liaison, and incorporating feminist pedagogy in library instruction and digital scholarship initiatives. The need for trauma informed pedagogies is also strongly articulated by Gohr and Nova ([<reflink idref="bib115" id="ref58">115</reflink>]).</p> <p>There is an increasing appreciation of the needs of students who are parents and carers (Clover, [<reflink idref="bib61" id="ref59">61</reflink>]; Bladek, [<reflink idref="bib32" id="ref60">32</reflink>]). Clover noted that at the University of East London, 'more than a third of our students have dependents, and more than a quarter are parents'. Clearly libraries need to consider how students with these responsibilities can be supported in library spaces</p> <p>Bowdoin et al. ([<reflink idref="bib36" id="ref61">36</reflink>]) bring together international case studies of initiatives where academic libraries are supporting refugees and asylum seekers. As well as identifying information needs, libraries can play a significant role in documenting memory and experience. This is an area where academic libraries can collaborate with public libraries, NGOs and other agencies.</p> <p>In a study of first generation students' use of academic libraries Couture et al. ([<reflink idref="bib70" id="ref62">70</reflink>]) highlight the importance of user friendly websites, working with vendors on more intuitive search tools, avoiding jargon, and providing self-service materials to support self-advocacy, which of course benefit all students.</p> <hd id="AN0179638431-7">Diversifying collections</hd> <p>The aim of diversifying collections in academic libraries is to broaden authorship and content to include narratives and histories that represent a diverse student body, and may include diversifying formats, and language (Meyers, [<reflink idref="bib157" id="ref63">157</reflink>]) Diversification is often subsumed into a decolonization discourse as a strategy to address Eurocentricity in collections and reading lists, and it is important to distinguish between these objectives (Appleton [<reflink idref="bib21" id="ref64">21</reflink>]; Darby &amp; Dowling [<reflink idref="bib81" id="ref65">81</reflink>]). Darby and Dowling ([<reflink idref="bib81" id="ref66">81</reflink>]) describe the aims of the <emph>Building Multistories</emph> collaborative project with students to diversify library collections as a step toward curriculum diversification. Karavadra ([<reflink idref="bib138" id="ref67">138</reflink>]) describes the <emph>Represent</emph> campaign and the development of the '<emph>Read at Leicester'</emph> leisure reading collection that is more representative of a diverse student population, in collaboration with library users. Huddersfield University Library initiated the <emph>Broaden My Bookshelf Reading List Toolkit</emph> to 'increase the range of books in the Library written by people from a BAME background and also books by and about LGBT + people to support and encourage lecturers by providing a collection of diverse titles' (McGuinn, [<reflink idref="bib150" id="ref68">150</reflink>]).</p> <p>Peach and McCluskey Dean ([<reflink idref="bib172" id="ref69">172</reflink>]) describe the real consequences of omissions in information provision for marginalized students '...for a student looking for a queer perspective in their knowledge discipline,...for the lecturer wanting to include queer voices in their teaching. The consequences can be erasure, invisibility, mischaracterization, not feeling welcome...' The authors share reflections and good practice highlighting the role of allies and community members in inclusive collection development.</p> <p>Collection assessment and analysis is an initial step toward diversification. Ciszek and Young ([<reflink idref="bib57" id="ref70">57</reflink>]) describe multiple methods (circulation and use statistics, WorldCat Collection Analysis, comparison to standard bibliographies, focus groups, patron interviews and surveys, stewardship letters, and a diversity collection development statement). Fuller-Gregory ([<reflink idref="bib108" id="ref71">108</reflink>]) describes how supplier developed collection development auditing tools can support decision making by libraries. The importance of a dynamic and meaningful collection development policy is emphasized by Wilson ([<reflink idref="bib225" id="ref72">225</reflink>]). Diversifying collections can be achieved through seeking out smaller and more diverse publishers, and through the development of special collections (Cruz, [<reflink idref="bib78" id="ref73">78</reflink>]). In a 2022 study Makula &amp; Turner document the increase in community engaged scholarship, whereby academic libraries and archivists are collecting, curating and/or preserving knowledge produced by their local public communities, leading to a greater inclusion of traditionally excluded voices in the scholarly record.</p> <hd id="AN0179638431-8">Diversifying library staffing</hd> <p>Diversity is used in the context of academic library staffing, particularly denoting an under-representation of staff of color. Pho and Masland ([<reflink idref="bib174" id="ref74">174</reflink>]) comment on the persitence of the stereotypical (white) librarian In 2015 CILIP and the Archives and Records Association (ARA) carried out a workforce survey across the UK information sector, considered to be the first such national survey (CILIP, ARA [<reflink idref="bib94" id="ref75">94</reflink>], Edwards [<reflink idref="bib54" id="ref76">54</reflink>]) It revealed very low ethnic diversity (96.7% of the workforce identified as 'white' compared to 87.5% identifying as 'white' in UK Labor Force Survey statistics), as well as a significant gender pay gap, and underrepresentation of women in senior management, amongst other findings. Another CILIP and ARA UK information workforce survey has been undertaken with findings to be published in 2023.</p> <p>In the UK academic library sector, SCONUL (Standing Conference on National and University Libraries) carried out research on the experiences of BAME staff in member libraries (Ishaq &amp; Hussain, [<reflink idref="bib131" id="ref77">131</reflink>]) that highlighted their negative experiences through a series of interviews. SCONUL have recently recommended that data on the ethnicity of library staff should be included in the SCONUL annual statistical returns in order to provide benchmark data so that individual institutions, and the sector, can measure progress, in recognition of the need to change 'thinking, attitudes and behaviour' (SCONUL, [<reflink idref="bib199" id="ref78">199</reflink>]).</p> <p>The picture in the US is similar. The 2017 ALA Demographic Study (ALA, [<reflink idref="bib13" id="ref79">13</reflink>]) provides statistics on ALA members by gender, race or family origin, degrees awarded and disability. The % of Black or African American members has increased from 4.3% in 2014 to 4.4% in 2017, and American Indian or Alaskan Native from 1.1% in 2014 to 1.2% in 2017. Studies confirm that this remans a low representation compared to the composition of the US population (Bourg [<reflink idref="bib35" id="ref80">35</reflink>], Espinal et al. [<reflink idref="bib98" id="ref81">98</reflink>]; Morales et al., [<reflink idref="bib160" id="ref82">160</reflink>]).</p> <p>Numerous articles reveal the negative experiences of library staff of color (Brown et al., [<reflink idref="bib41" id="ref83">41</reflink>]; Cooke, [<reflink idref="bib66" id="ref84">66</reflink>]; Hankins &amp; Juárez [<reflink idref="bib120" id="ref85">120</reflink>]; Kendrick et al., [<reflink idref="bib139" id="ref86">139</reflink>]) and the barriers to access and career progression within the profession, often using the CRT technique of counter-story telling. The authors report experiences of micro-aggressions (Alabi, [<reflink idref="bib17" id="ref87">17</reflink>]; Arroyo-Ramirez et al., [<reflink idref="bib24" id="ref88">24</reflink>]; Ishaq &amp; Hussain, [<reflink idref="bib131" id="ref89">131</reflink>]). Cooke ([<reflink idref="bib66" id="ref90">66</reflink>]) uses autoethnography to recount experience of 'incivility, bullying, stress and abuse', and explains how naming these experiences (as gaslighting, silent treatment, minimising) is a coping strategy. Brown et al. ([<reflink idref="bib42" id="ref91">42</reflink>]) outline the barriers to recruitment, retention, and education for people of color (POC), citing neutrality and Whiteness in LIS as the root of the problem, and 'having to present different versions of ourselves to fit in.' The authors explain the value of peer support and mentorship, through groups and networks, such as <emph>We Here</emph>, a safe and supportive community for Black and indigenous folks and people of color in LIS, founded by Jennifer Ferretti.[<reflink idref="bib12" id="ref92">12</reflink>]</p> <p>Gohr ([<reflink idref="bib116" id="ref93">116</reflink>]) describes how white librarians can act as allies, by challenging harmful institutional practices, listening to the experience of marginalized colleagues, understanding critical perspectives on identity, and recognizing our own 'fear, anxiety and defensiveness as part of our privileged positionality (Gohr, [<reflink idref="bib116" id="ref94">116</reflink>] p53).</p> <p>LIS can also be exclusionary to librarians with disabilities, (Kumbier &amp; Starkey, [<reflink idref="bib143" id="ref95">143</reflink>]; Rosen, [<reflink idref="bib192" id="ref96">192</reflink>]; Schomberg, [<reflink idref="bib197" id="ref97">197</reflink>]; Vaden, [<reflink idref="bib216" id="ref98">216</reflink>]). Rosen advocates for a full interpretation of 'accessibility' that requires a dismantling of ableism, and embracing the social model of disability. Class in LIS is possibly an under-researched topic. Certainly lack of economic capital is reported as a persistent factor in exclusion from the profession, often acting in an intersectional way with other forms of exclusion (Espinal et al., [<reflink idref="bib98" id="ref99">98</reflink>]; Inskip, [<reflink idref="bib130" id="ref100">130</reflink>]).</p> <hd id="AN0179638431-9">Decentering diversity</hd> <p> <bold>'</bold>Diversity' as a concept and practice in UK HE has been criticized notably by Sara Ahmed who has described diversity as performative, and referring to EDI strategies, 'as if the act of having these documents is of itself creating diversity' (Ahmed, [<reflink idref="bib10" id="ref101">10</reflink>]). Diversity has been criticized within LIS, for similar reasons, for performativity, and evading questions of race and the experience of librarians of color (Brown et al., [<reflink idref="bib42" id="ref102">42</reflink>], Brown et al., [<reflink idref="bib41" id="ref103">41</reflink>]; Leung &amp; Lopez-McKnight, [<reflink idref="bib146" id="ref104">146</reflink>]). In an influential paper Hudson ([<reflink idref="bib128" id="ref105">128</reflink>]) names diversity as the dominant mode of anti-racism in LIS, an approach that focuses on representation, inclusion, and individual responsibility, thereby denying acknowledgement of structural racism. Hudson also describes diversity as 'maddeningly vague'.</p> <p>Several authors have sought to evaluate the impact and effectiveness of EDI or DEI strategies and publicly available statements, many emerging after the murder of George Floyd in 2020 and subsequent outcry. (Bresnahan [<reflink idref="bib38" id="ref106">38</reflink>]; Ely, [<reflink idref="bib96" id="ref107">96</reflink>], Gilbert, [<reflink idref="bib114" id="ref108">114</reflink>]). Bresnahan interviewed library staff to understand how these statements were being enacted (in seven academic libraries in the US) and concluded that although progress is being made, barriers included a sense that statements were performative, and concerned with reputation management.</p> <p>Brown et al. ([<reflink idref="bib42" id="ref109">42</reflink>]) also describe diversity work in academic libraries as performative, and commodified, with gains for the institution and the library reputationally, an example of interest convergence. Ely ([<reflink idref="bib96" id="ref110">96</reflink>]) used content analysis to examine the diversity related documents from academic libraries websites within the UBorrow consortia[<reflink idref="bib13" id="ref111">13</reflink>], from value statements to strategies, and noted the absence of any mention of race or racism in any of the documents, a color-blind approach, that demonstrates the CRT tenet that racism in completely normalized. Brown et al. ([<reflink idref="bib41" id="ref112">41</reflink>]) used CRT to critique diversity work in academic libraries, particularly from the perspective of inequitable labor relations with BIPOC library staff, who are disproportionately expected to contribute to the emotional and physical labor of diversity work, chairing and membership of committees, engaging in formal and informal training, without appropriate recognition.</p> <p>Figueroa and Shawgo ([<reflink idref="bib106" id="ref113">106</reflink>]) document the process of the University of North Carolina library moving from a diversity approach to a more clearly articulated position based on 'action, anti-racism and social justice' and Morales et al. ([<reflink idref="bib160" id="ref114">160</reflink>]) advocate for both diversity and social justice as critical values for LIS, as 'social justice addresses power and privilege on a structural level, as well as at the level of mere representation' (Morales et al., [<reflink idref="bib160" id="ref115">160</reflink>], p. 440).</p> <p>Initiatives to improve ethnic diversity within the profession include diversity schemes and internships. (Brown et al. [<reflink idref="bib42" id="ref116">42</reflink>], Brown et al. [<reflink idref="bib41" id="ref117">41</reflink>]; Hathcock [<reflink idref="bib122" id="ref118">122</reflink>]; Morales et al., [<reflink idref="bib160" id="ref119">160</reflink>]; Walker [<reflink idref="bib220" id="ref120">220</reflink>]). Hathcock ([<reflink idref="bib122" id="ref121">122</reflink>]) discusses diversity internships initiated by professional bodies and institutions designed to encourage marginalized people into the profession, describing barriers such as excessive entry requirements that actually prevent them from doing so, citing the ACRL Career Enhancement Program as an example. 'Our diversity programs do not work because they are themselves coded to promote whiteness as the norm in the profession and unduly burden those individuals they are most intended to help.' In the UK context, Nguyen ([<reflink idref="bib162" id="ref122">162</reflink>]) employs a CRT informed counter-narrative approach to describe the introduction of a positive action graduate traineeship at the Kings Fund Library Service.</p> <hd id="AN0179638431-10">Critical librarianship</hd> <p>Criticality has been a part of LIS for decades in various forms[<reflink idref="bib14" id="ref123">14</reflink>] (Durrani, [<reflink idref="bib89" id="ref124">89</reflink>]; Quinn &amp; Bates, [<reflink idref="bib182" id="ref125">182</reflink>]). More recently 'critical librarianship' has become mainstreamed into practice with ideas and initiatives shared in the UK through a series of conferences.[<reflink idref="bib15" id="ref126">15</reflink>]</p> <p>Nicholson and Seale ([<reflink idref="bib163" id="ref127">163</reflink>]), Garcia ([<reflink idref="bib109" id="ref128">109</reflink>]) and Drabinski ([<reflink idref="bib87" id="ref129">87</reflink>]) outline some of the key principles and ideas, though as Drabinski ([<reflink idref="bib87" id="ref130">87</reflink>]) notes 'There isn't a central organizing committee making decisions about what must be changed and how we will organize to make that change'</p> <p>Nicholson &amp; Seale describe critical librarianship as seeking to bridge the gap between theory and practice in LIS and as 'a reflexive lens to expose and challenge the ways that libraries and the profession 'consciously and unconsciously' support systems of oppression.' Drabinski ([<reflink idref="bib87" id="ref131">87</reflink>]) states that 'One of the insights of critical librarianship since the 1970s has been this acknowledgement that invisible, intellectual structures actually have a relationship to the material world of knowledge construction'</p> <p>Nicholson &amp; Seale outline how librarianship as a profession developed in alignment with the rise of corporate capitalism, and so developed a business like ethic of practicality meaning that LIS scholarship has been primarily concerned with case studies of projects and practices and how to implement them, and in evidencing value. The authors quote Hudson's insight that the dominant ideology of librarianship is practicality, (Hudson, [<reflink idref="bib129" id="ref132">129</reflink>]) and Vong ([<reflink idref="bib217" id="ref133">217</reflink>]) describes a LIS culture of managerialism at the expense of criticality in the neoliberal Canadian university.</p> <p>Critical librarianship aims to destabilize and change these normative practices and discourses, in response to larger political economic and social issues, and draws on a wide range of critical theory with the aim of enacting social justice. This criticality has informed discourses and practices across LIS, particularly through Critical Information Literacy, and Critical Cataloguing, but also for example critical systems librarianship (Barron &amp; Preater, [<reflink idref="bib26" id="ref134">26</reflink>]; Sadler &amp; Bourg, [<reflink idref="bib193" id="ref135">193</reflink>]).</p> <hd id="AN0179638431-11">Critical information literacy (CIL)</hd> <p>CIL has decentered a previous model of information literacy that was based on the acquisition of information management skills by students, effectively a deficit model (Tewell, [<reflink idref="bib207" id="ref136">207</reflink>]). CIL is informed by critical pedagogy, and particularly influenced by the work of Paulo Freire, who was critical of the 'banking' model of education, and advocated a liberatory practice in which students become active agents in their own education,[<reflink idref="bib16" id="ref137">16</reflink>] and also by the concept of culturally responsive teaching (Cowden et al., [<reflink idref="bib71" id="ref138">71</reflink>]). In a 2015 Literature Review Tewell defines CIL as an approach '... that acknowledges and emboldens the learner's agency in the educational process,' and 'considers in what ways librarians may encourage students to engage with and act upon the power structures underpinning information's production and dissemination' (Tewell, [<reflink idref="bib206" id="ref139">206</reflink>], p25).</p> <p>Several edited collections were published in the timeframe of the literature review that progress the discourse and practical applications of CIL and critical pedagogy (Accardi et al., [<reflink idref="bib3" id="ref140">3</reflink>]; Brookbank &amp; Haigh, [<reflink idref="bib40" id="ref141">40</reflink>]; Higgins &amp; Gregory, [<reflink idref="bib123" id="ref142">123</reflink>]; Pagowsky &amp; McElroy, [<reflink idref="bib168" id="ref143">168</reflink>]). Accardi et al. ([<reflink idref="bib3" id="ref144">3</reflink>]) is a key text, that modeled a praxis approach, providing both a conceptual approach and a classroom toolkit. More recently the collected volume by Brookbank and Haigh ([<reflink idref="bib40" id="ref145">40</reflink>]) continues the focus on practical classroom applications, reflective practice, and the wide range of settings where critical literacy and pedagogy can be applied including collection development, cataloging, reference work, also focussing on decolonization.</p> <p>Pashia ([<reflink idref="bib169" id="ref146">169</reflink>]) outlines the content of a credit bearing course that explicitly includes connections between structural racism and information production, and urges librarians to take notice of the ideologies of white supremacy and anti-black racism addressed by the BLM movement and their presence in academia and the library, as important components of information literacy. The challenges of supporting students in a context of extreme disinformation, misinformation, polarization of viewpoints, and anti-expert rhetoric is described by Cooke ([<reflink idref="bib64" id="ref147">64</reflink>]), Krutkowski et al. ([<reflink idref="bib142" id="ref148">142</reflink>]) and Pashia ([<reflink idref="bib170" id="ref149">170</reflink>]).</p> <p>CIL has however been criticized as lacking a sufficiently powerful critique of White supremacy (Ferretti, [<reflink idref="bib103" id="ref150">103</reflink>]; Leung &amp; Lopez-McKnight, [<reflink idref="bib146" id="ref151">146</reflink>]; Rapchak, [<reflink idref="bib183" id="ref152">183</reflink>]). Leung and Lopez-McKnight ([<reflink idref="bib146" id="ref153">146</reflink>]) argue that critical librarianship defaults to 'a progress approach through liberal or multicultural frameworks that do not clearly name the roots of racialized oppression'. Ferretti ([<reflink idref="bib103" id="ref154">103</reflink>]) questions whether the care and critical perspectives that are brought into the classroom through CIL are also being employed in the workforce, and power relations between library colleagues.</p> <p>In the United States the adoption of the Association of College &amp; Research Libraries (ACRL) <emph>Framework for Information Literacy for Higher Education</emph> (ACRL, [<reflink idref="bib2" id="ref155">2</reflink>]), replacing the earlier <emph>Standards</emph> has been the source of much discussion. (Battista et al., [<reflink idref="bib27" id="ref156">27</reflink>]; Drabinski, [<reflink idref="bib88" id="ref157">88</reflink>]; Rapchak, [<reflink idref="bib183" id="ref158">183</reflink>]). The criticism of the <emph>Standards</emph> for not taking into account the political context of information production and circulation has been addressed by the <emph>Framework</emph> through frames such as 'Authority is Constructed and Contextual 'and 'Information has Value.' Rapchak ([<reflink idref="bib183" id="ref159">183</reflink>]) uses a CRT lens to situate the Framewor<emph>k</emph> in the history of white hegemony in higher education, librarianship, and information literacy instruction, and says it fails to name race or provide tools to explain how structural racism informs the information environment. Drabinski ([<reflink idref="bib88" id="ref160">88</reflink>]) argues for a local and contextually embedded understanding of information literacy, removed from the abstract nature of universal standards, introducing the concept of Kairos, or qualitative time.</p> <hd id="AN0179638431-12">Critical cataloguing</hd> <p>Critical cataloguing is the application of critical theory to cataloguing and classification policy and practice, in the understanding that these are not neutral and objective, but a reflection of a particular time, place and worldview. Given that well adopted classification schemes originated at the end of the nineteenth century[<reflink idref="bib17" id="ref161">17</reflink>], this world view is typically White, male, Western centric, heterosexual and Christian. Critical cataloguing decenters the notion of neutral and universal tools of knowledge organization (classification, cataloging, controlled vocabularies). As Howarth ([<reflink idref="bib127" id="ref162">127</reflink>]) remarks....'...creating surrogates is consequential.' Morales and Williams ([<reflink idref="bib161" id="ref163">161</reflink>]) use the concept of epistemic supremacy in case studies that demonstrate the harmful impact of bias in knowledge systems. The Library of Congress Subject Headings (LCSH) have been a particular site of critique (Adler, [<reflink idref="bib7" id="ref164">7</reflink>]; Drabinski, [<reflink idref="bib86" id="ref165">86</reflink>]; Holloway, [<reflink idref="bib125" id="ref166">125</reflink>]; Howard &amp; Knowlton, [<reflink idref="bib126" id="ref167">126</reflink>]; Lacey, [<reflink idref="bib144" id="ref168">144</reflink>]; Vaughan, [<reflink idref="bib215" id="ref169">215</reflink>]).</p> <p>The LCSH were published in 1898 and challenges to the Subject Headings have a long history[<reflink idref="bib18" id="ref170">18</reflink>]. Despite a gradual process of updating, (Peet, [<reflink idref="bib173" id="ref171">173</reflink>]) LCSH inevitably continue to produce a series of 'others', especially in relation to gender and sexuality, (Adler, [<reflink idref="bib7" id="ref172">7</reflink>]; Adler &amp; Harper, [<reflink idref="bib8" id="ref173">8</reflink>]; Hardesty &amp; Nolan, [<reflink idref="bib121" id="ref174">121</reflink>]; Howard &amp; Knowlton, [<reflink idref="bib126" id="ref175">126</reflink>]) religion, race and ethnicity, (Adler &amp; Harper, [<reflink idref="bib8" id="ref176">8</reflink>]; Howard &amp; Knowlton, [<reflink idref="bib126" id="ref177">126</reflink>]) marginalized geopolitical histories (Holloway, [<reflink idref="bib125" id="ref178">125</reflink>]) citizenship status (Lacey, [<reflink idref="bib144" id="ref179">144</reflink>]) and indigenous peoples (Adler, [<reflink idref="bib9" id="ref180">9</reflink>])</p> <p>The particular position of the Library of Congress as the library of the US government and the political nature of description came to the fore in the case of subject heading 'illegal aliens'. In 2016, a petition to change this subject heading to 'undocumented immigrants' was made by students and library staff at Dartmouth College (Dartmouth College, [<reflink idref="bib82" id="ref181">82</reflink>]). Though the Library of Congress agreed, this decision was challenged by the House of Representatives and eventually the terms 'Noncitizens' and 'Illegal immigration' agreed. Lacey ([<reflink idref="bib144" id="ref182">144</reflink>]) describes the case in detail, and discusses the political implications of vocabulary through a comparison of the treatment of 'migration' in different classification schemes.</p> <p>Much attention is given to identifying and replacing terminology in LCSH and reviewing classification. Drabinski ([<reflink idref="bib86" id="ref183">86</reflink>]) uses queer theory to decenter the idea that classification and cataloguing can never be finally corrected. 'Critical cataloguing has addressed the problem of bias in these structures as primarily a functional problem: materials are catalogued incorrectly and they can be catalogued correctly with the correct pressure from activist cataloguers' (Drabinski, [<reflink idref="bib86" id="ref184">86</reflink>], p 95). Drabinski proposes a shift from correction to recognition of the contingency of library knowledge organization structures, and to dialogic engagement with students, seeing the catalogue as a complex and biased text. Cridford ([<reflink idref="bib75" id="ref185">75</reflink>]) reminds us that most information searches start with the internet, the library and its catalogues are just one source of information for students, and that corporate digital companies are now the producers of large scale catalogues that are based on two-way data exchange.</p> <p>Adler ([<reflink idref="bib9" id="ref186">9</reflink>]) introduces the idea of taxonomic reparation, linking knowledge organization to the broader discourse of reparation. Repair 'does not refer to a correction of legacies of wrong-doings, but rather it is a matter of truth telling, accountability, negotiation, redistribution and redress' (Adler, [<reflink idref="bib9" id="ref187">9</reflink>], p.631). Adler discusses the contexts for taxonomic reparation for African Americans and indigenous communities, and proposes queer theory to address the misrepresentation of queer subjects in knowledge organization systems, citing examples of reparative systems. The development of alternative vocabularies such as Homosaurus is another strategy to decenter the hegemony of existing knowledge organization tools (Dobreski et al. [<reflink idref="bib85" id="ref188">85</reflink>]; Hardesty &amp; Nolan, [<reflink idref="bib121" id="ref189">121</reflink>]).</p> <p>Decolonization and critical cataloguing are inter-related, an example of this is the work of the Cambridge University Decolonising Through Critical Cataloguing Group ([<reflink idref="bib44" id="ref190">44</reflink>]). The Group have addressed issues of cataloguing, classification and outdated terminology in the libraries of the Scott Polar Research Institute and The Africa Library, as well as discussing the curation and description of <emph>cartonera</emph> materials.</p> <p>Snow and Dunbar ([<reflink idref="bib204" id="ref191">204</reflink>]) demonstrate how CRT can frame issues within cataloguing and classification standards and practice, describing CRT as an important tool in the critical cataloguing toolbox that can frame issues within larger systems of power, rather than as individual cataloguing decisions.</p> <hd id="AN0179638431-13">Decentering scholarly communications</hd> <p>Scholarly communication is defined in various ways, but typically as 'the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use'. ACRL ([<reflink idref="bib1" id="ref192">1</reflink>]) Academic libraries are a part of these networks of scholarly communication; librarians have also been at the forefront of developments in open access, through advocacy and negotiations with publishers and other stakeholders, and frequently manage institutional repositories and associated workflows in collaboration with their research communities.</p> <p>Several authors have highlighted imbalances in scholarly communications that favor scholars from the Global North, at the expense of scholars from the Global South[<reflink idref="bib19" id="ref193">19</reflink>]. Collyer ([<reflink idref="bib62" id="ref194">62</reflink>]) outlines these inequalities in global knowledge production, and how postcolonial theory, and Southern theory are developing a different sociology of knowledge to counter this. Collyer examines patterns of global academic publishing and names skewed citation practices, market concentration, commodification, monopolization, extraversion, introversion, internationalization and standardization as mechanisms that maintain inequalities, and the marginalization of Global South scholars. Albornoz et al. ([<reflink idref="bib18" id="ref195">18</reflink>]) explain how these inequalities produce epistemic injustice, with higher epistemic value attributed to some authors over others in terms of authority and credibility. The authors make recommendations to those involved in scholarly communications in the Global North, to reflect on their privileged position, and on who is missing from the conversation in any context; to challenge technical standards, norms and infrastructure that perpetuate epistemic justice, to learn from and support infrastructures that actively seek to redress these injustices and finally to imagine open access as 'a radical practice that aspires to liberation and freedom from structural oppression (Albornoz et al., [<reflink idref="bib18" id="ref196">18</reflink>], p.47). Cox et al. ([<reflink idref="bib72" id="ref197">72</reflink>]) discuss the LIS response to traditional forms of knowledge and the complex issues around describing, accessing and owenership of Traditional Cultural Expressions, through a case study centred in Xochimilco, Mexico city.</p> <p>There is a strong social justice rationale to open access, based on the principle that information should be freely available, without paywalls or other barriers, and that publicly funded research should be publicly available. However there is a question as to whether, despite these clear benefits, open access is replicating the inequalities in scholarly communications systems described by Collyer and others (Demeter &amp; Istratii [<reflink idref="bib84" id="ref198">84</reflink>]; Eve &amp; Gray, [<reflink idref="bib100" id="ref199">100</reflink>]; Istratii &amp; Porter [<reflink idref="bib132" id="ref200">132</reflink>]; Roh et al. [<reflink idref="bib191" id="ref201">191</reflink>]). Roh et al. state that 'academic publishing, or scholarly communications as it is now called, finds its home and values in academic institutions that reflect and reinforce colonialist structures of power. These systems must themselves be transformed if open access is to make good its promise as a project of justice and equity' (Roh et al. [<reflink idref="bib191" id="ref202">191</reflink>], p.41). The authors point to the colonial history of university presses, the concentration of commercial and university publishing houses in Europe and North America, unequal access to digital technologies, the perceived value of global and local knowledge and languages, negative perceptions of research produced in the Global South, and the replication of underrepresentation in ethnicity and gender. They conclude that 'while open-access publishing advances equitable access to reading scholarly work, it does not automatically reverse the biases and norms of scholarship itself (Roh et al. [<reflink idref="bib191" id="ref203">191</reflink>], p. 48).</p> <p>Bradley ([<reflink idref="bib37" id="ref204">37</reflink>]) proposes that an ethics of care should inform scholarly communications, arguing for a more humane and just system, that considers all stakeholders, including the public outside of the university. Roh and Gabler ([<reflink idref="bib190" id="ref205">190</reflink>]) share examples of bias encountered by a library open access publishing programme at the University of Pittsburgh as well as a discussion on the role of librarians as allies to promote diverse scholarly communications.</p> <p>Ivory and Pashia ([<reflink idref="bib133" id="ref206">133</reflink>]) and Seiferle-Valencia ([<reflink idref="bib200" id="ref207">200</reflink>]) advocate for Open Educational Resources (OER) defined as 'any instructional material (usually in digital format) that is adaptable, reusable, and most importantly free to share without restrictions' (Ivory &amp; Pashia, [<reflink idref="bib133" id="ref208">133</reflink>]). Seiferle-Valencia describes the creation of OERs through the University of Idaho's Think Open Fellows, and how this created content, and the means of producing it, can recentre voices that have been marginalized in traditional publishing models, and makes the call to librarians 'Black feminist scholars, critical educators and decolonisers of all disciplines have shown us the way; now it is up to us to forge a new path of intentionally engaged open scholarship' p. 483.</p> <hd id="AN0179638431-14">Anti-racism, decentering Whiteness and centering CRT</hd> <p>Numerous authors address anti-racism in LIS in varying contexts. Chancellor et al. ([<reflink idref="bib47" id="ref209">47</reflink>]) examine the response to the murder of George Floyd, and the history of systemic racism in the US, questioning how far racism has been addressed in LIS and provide actionable measures, calling also for a seismic shift in attitudes to effect change. Mehra ([<reflink idref="bib156" id="ref210">156</reflink>]) calls for authenticity integrity and accountability to move beyond performative anti-racism in LIS. Racial capitalism is a term that refers to the commodification of race. Vong ([<reflink idref="bib217" id="ref211">217</reflink>]) outlines this phenomenon in the context of the neoliberal, Canadian university library, and the practices and structures that commodify racialized identities such as tokenism, racialized tasks, consuming racial trauma, cultural performance demands, workload demands and pay inequity and suggests ways to dismantle this. Hamer ([<reflink idref="bib119" id="ref212">119</reflink>]) has investigated the ways that racial bias is evident in virtual reference services in English academic libraries.</p> <p>Scholarship on Whiteness in LIS includes Brook et al., [<reflink idref="bib39" id="ref213">39</reflink>]; Espinal et al. [<reflink idref="bib97" id="ref214">97</reflink>], Espinal et al. [<reflink idref="bib98" id="ref215">98</reflink>]; Hudson, [<reflink idref="bib129" id="ref216">129</reflink>], Jennings &amp; Kinzer, [<reflink idref="bib135" id="ref217">135</reflink>]; Santamaria, [<reflink idref="bib194" id="ref218">194</reflink>]; Schlesselman-Tarango, [<reflink idref="bib195" id="ref219">195</reflink>], [<reflink idref="bib196" id="ref220">196</reflink>]. In the influential <emph>The Legacy of Lady Bountiful: White Women in the Library</emph> Schlesselman-Tarango ([<reflink idref="bib195" id="ref221">195</reflink>]) draws on Whiteness, critical race theory, and feminist theories to explore the formation and persistence of the 'Lady Bountiful' archetype, a particular mode of Whiteness in LIS.</p> <p>Whiteness can be described as<emph> 'a political, economic and cultural system in which whites overwhelmingly control power and material resources, conscious and unconscious ideas of white superiority and entitlement are widespread, and relations of white dominance and nonwhite subordination are daily reenacted across a broad array of institutions and social settings</emph>. (Frances Lee Ansley[<reflink idref="bib20" id="ref222">20</reflink>] 1989, 1024), quoted by Leung and Lopez-McKnight ([<reflink idref="bib146" id="ref223">146</reflink>])</p> <p>CRT is employed by several authors as a powerful tool to identify and dismantle Whiteness. CRT developed in the 1970s and 80s, from critical legal studies, and has since been taken up in several fields, particularly anti-racism in education, and more recently in LIS.[<reflink idref="bib21" id="ref224">21</reflink>] (Birdi et al., [<reflink idref="bib31" id="ref225">31</reflink>]; Brook et al., [<reflink idref="bib39" id="ref226">39</reflink>]; Clarke, [<reflink idref="bib60" id="ref227">60</reflink>]; Dunbar et al., [<reflink idref="bib91" id="ref228">91</reflink>]; Jennings &amp; Kinzer, [<reflink idref="bib135" id="ref229">135</reflink>]; Leung &amp; Lopez-McKnight, [<reflink idref="bib145" id="ref230">145</reflink>], [<reflink idref="bib146" id="ref231">146</reflink>]; Snow &amp; Dunbar, [<reflink idref="bib204" id="ref232">204</reflink>]; Walker, [<reflink idref="bib220" id="ref233">220</reflink>]). Leung &amp; Lopez- McKnight's collective volume <emph>Knowledge Justice: Disrupting Library and Information Studies through Critical Race Theory</emph> (2021) is an important intervention, as the editors comment. 'The choice to use CRT as the main theoretical framework is a deliberate and significant one. While we recognize that there are many critical theories and social justice frameworks, CRT as a conceptual framework, and methodology is about critically examining the structures and systems that maintain White Supremacy's chokehold on our society' (Leung &amp; Lopez-McKnight, [<reflink idref="bib146" id="ref234">146</reflink>], p. 7).</p> <p>CRT is underpinned by a commitment to social justice and the elimination of racial and other oppression of all kinds. Its tenets and methodologies are particularly relevant in LIS scholarship and practice including for example, an understanding that race is an everyday reality, that gradual liberal incremental change has been ineffective, that the experiences and knowledge of BIPOC need to be centered for effective change, intersectionality, and a critique of dominant ideologies such as color blindness, objectivity, neutrality and meritocracy.</p> <p>Leung and Lopez-McKnight ([<reflink idref="bib146" id="ref235">146</reflink>]) demand that LIS acknowledge and address that Whiteness is the 'root of the issue' 'White Supremacy was built into our structures and systems from the very beginning and continues to be an active destructive force'. Espinal et al. ([<reflink idref="bib97" id="ref236">97</reflink>]) argue that to decenter Whiteness it is necessary to prioritize the experience of librarians of color, and that bold and decisive strategic change is necessary. Espinal et al. ([<reflink idref="bib98" id="ref237">98</reflink>]) proposes such a strategic change for 'dewhitening' librarianship, rejecting diversity and noting that EDI work in university libraries almost always stops short of real transformational change. The authors proposal (based on a case study at the University of Massachusetts) is to redirect library budgets to recruitment and training of librarians of color, and the creation of postbaccalaureate library positions that include full funding for MLIS degrees targeted toward People of Color.</p> <p>Intersectionality is recognized as a key tenet of CRT;[<reflink idref="bib22" id="ref238">22</reflink>] the term refers to the ways in which multiple social and cultural identities impact individual experience. Ettarh ([<reflink idref="bib99" id="ref239">99</reflink>]) calls for a recognition of intersectional librarianship 'By treating these matrices of identity and marginalization as separate entities, librarians fail to fully understand how oppressions work in varying contexts. We need to go beyond the traditional diversity rhetoric and speak instead of intersectional librarianship.' In an edited collection Chou and Pho ([<reflink idref="bib52" id="ref240">52</reflink>]) feature accounts by women of color in LIS, using intersectionality as a framework. Vaden ([<reflink idref="bib216" id="ref241">216</reflink>]) writes from their experience as a deaf, Black and trans librarian, and argues for the greater application of intersectionality in LIS. Vaden presents intersectional counter-stories of three Black historical 'hidden figures' highlighting the erased dimension of disability in their histories.</p> <p>There is currently a backlash against CRT, and associated ideas of white privilege and institutional racism on both sides of the Atlantic. For example at a Black History Month debate in UK Parliament in October 2020 equalities minister Kemi Badenoch said "I want to be absolutely clear that the government stand unequivocally against critical race theory" (Robbins, [<reflink idref="bib187" id="ref242">187</reflink>]). In the US, teaching CRT is banned in several states.</p> <hd id="AN0179638431-15">Decolonization</hd> <p>Decolonization is an influential discourse, call to action and area of developing practice in higher education institutions in many countries, both in the metropole, the historic centers of colonialism, and in settler colonial and neo-colonial contexts. The rapid uptake in the UK follows the <emph>Rhodes Must Fall</emph> campaign at the University of Cape Town, South Africa in 2015 where students demanded wide spread change to university education, and specifically the removal of the statue of the British colonialist Cecil Rhodes from the university campus. The student led call for decolonization has been taken up in many UK HE institutions, with high profile media coverage of the <emph>Rhodes Must Fall Oxford</emph> campaign[<reflink idref="bib23" id="ref243">23</reflink>] and University College London's campaign Why is my Curriculum White?[<reflink idref="bib24" id="ref244">24</reflink>]</p> <p>Systematic uptake in UK universities is hard to evaluate (Batty, [<reflink idref="bib28" id="ref245">28</reflink>]) as decolonization may originate as a grass roots campaign with a working group formed to progress decolonization manifestos and objectives.[<reflink idref="bib25" id="ref246">25</reflink>] An institution wide approach, with librarians, academic staff and students working together has made decolonization an important area of influence and collaboration for libraries, a UK example of this institution-wide approach is Hall et al. ([<reflink idref="bib118" id="ref247">118</reflink>]) describing De Montfort University's collaborative initiatives on curriculum decolonization.</p> <p>'Decolonization' is a contested term, encompassing numerous definitions, aims and strategies, and originating from numerous historical and political contexts. Described by Bhambra et al. ([<reflink idref="bib29" id="ref248">29</reflink>]) as both a discourse and a praxis, with distinctive features</p> <p>First, it is a way of thinking about the world which takes colonialism, empire and racism as its empirical and discursive objects of study; it re-situates these phenomena as key shaping forces for the contemporary world, in a context where their role has been systematically effaced from view. Second, it purports to offer alternative ways of thinking about the world and alternative forms of political praxis. (Bhambra et al., [<reflink idref="bib29" id="ref249">29</reflink>], p. 2)</p> <p>The Western university is a key site of colonialism, maintaining the dominance of Eurocentric epistemologies and patterns of scholarly communication, so the academic library and archive have become key sites of theorization and praxis in decolonizing knowledge production, and decolonizing the curriculum (Clarke, [<reflink idref="bib59" id="ref250">59</reflink>], [<reflink idref="bib60" id="ref251">60</reflink>]; Charles, [<reflink idref="bib48" id="ref252">48</reflink>], Crilly, [<reflink idref="bib76" id="ref253">76</reflink>]; Wisker [<reflink idref="bib228" id="ref254">228</reflink>])</p> <p>Decolonizing practices in academic libraries have developed over several areas, in collection development and analysis (Blume &amp; Roylance, [<reflink idref="bib33" id="ref255">33</reflink>]; Wilson, [<reflink idref="bib225" id="ref256">225</reflink>]) addressing outdated and offensive terminology in description and cataloguing, and classification, (Cambridge University Decolonising Through Critical Librarianship Group, [<reflink idref="bib44" id="ref257">44</reflink>]) decolonizing library spaces (Everitt, [<reflink idref="bib101" id="ref258">101</reflink>]; Tewell [<reflink idref="bib208" id="ref259">208</reflink>]) and in decolonizing reading lists, discussed below. Marsh ([<reflink idref="bib153" id="ref260">153</reflink>]) has argued that there has been a lack of discourse relating to information literacy and decolonization in comparison to the focus on decolonizing collections and knowledge organization, and explores the potential for critical information literacy (CIL) in decolonial work in interviews with academic researchers.</p> <p>The interpretation of decolonization in academic libraries is explored by Crilly and Everitt ([<reflink idref="bib44" id="ref261">44</reflink>]), and ideas and practice shared through case studies (Macmillen [<reflink idref="bib148" id="ref262">148</reflink>]) and through several conferences in the UK[<reflink idref="bib26" id="ref263">26</reflink>] (Williard &amp; Monaghan, [<reflink idref="bib224" id="ref264">224</reflink>]). There are numerous case studies from libraries and archives in institutions with evident historical relationships to colonialism. Price ([<reflink idref="bib179" id="ref265">179</reflink>]) describes initiatives in SOAS, University of London Library, Cranna and Hirsch ([<reflink idref="bib74" id="ref266">74</reflink>]) and Paganopoulos ([<reflink idref="bib167" id="ref267">167</reflink>]) in the London School of Hygiene &amp; Tropical Medicine archives. Pizarro ([<reflink idref="bib177" id="ref268">177</reflink>]) describes work to address outdated descriptions in the Malinowski archive collection at London School of Economics. In contrast Corble ([<reflink idref="bib69" id="ref269">69</reflink>]) is exploring colonial histories in the library and archives of the University of Sussex, a 'new university' founded in 1961 'to trace and expose the legacies of colonialism, racialization and liberatory learning struggles hidden within the past and present structures and cultures of the University and its library.' Chamsaz ([<reflink idref="bib46" id="ref270">46</reflink>]) describes staff led work at the British Library that seeks to address the impacts of the Library's colonial history in public spaces, custodianship, cataloguing and metadata, and exhibitions.</p> <p>Disciplines have specific colonial histories and case studies include area studies (Browndorf et al., [<reflink idref="bib43" id="ref271">43</reflink>]; Cambridge University Decolonising Through Critical Librarianship Group, [<reflink idref="bib44" id="ref272">44</reflink>]), medicine (Martin, [<reflink idref="bib154" id="ref273">154</reflink>]), terrorism studies (Mohammed, [<reflink idref="bib158" id="ref274">158</reflink>]), information for development (Jimenez et al., [<reflink idref="bib136" id="ref275">136</reflink>]) fashion design (Ahmed, [<reflink idref="bib11" id="ref276">11</reflink>]), law (Watson, [<reflink idref="bib221" id="ref277">221</reflink>]) and political theory (Choat, [<reflink idref="bib50" id="ref278">50</reflink>]). Colonial legacies in art libraries are discussed in a special issue of Art Libraries Journal (Payne &amp; Foden-Lenahan, [<reflink idref="bib171" id="ref279">171</reflink>]).</p> <p>There is now a considerable body of indigenous librarianship and archival practice, developed over many years, that would be better treated in its own literature review, focussing on the incorporation of indigenous ways of being and knowledge into research methodologies, information literacy, and respectful descriptions in knowledge organization systems. (Ghaddar &amp; Caswell, [<reflink idref="bib110" id="ref280">110</reflink>]). Canadian universities and libraries have responded to the 2015 Truth &amp; Reconciliation Commission and Calls to Action (Ball &amp; Lar-Son [<reflink idref="bib25" id="ref281">25</reflink>]; Chong &amp; Edwards [<reflink idref="bib51" id="ref282">51</reflink>]; Edwards, [<reflink idref="bib92" id="ref283">92</reflink>]; Robichaud, [<reflink idref="bib189" id="ref284">189</reflink>]). Thorpe ([<reflink idref="bib211" id="ref285">211</reflink>]) is concerned with the development and support of indigenous priorities and self-determination in Australian libraries and archives, and the adoption of indigenous research methodologies. There is currently less focus on decolonization in US academic libraries than in the UK, recent case studies include Anderson and Christen ([<reflink idref="bib19" id="ref286">19</reflink>]) on decolonizing attribution, Campbell et al. ([<reflink idref="bib45" id="ref287">45</reflink>]) improving subject headings for Iowa indigenous people, and Nyitray and Reijerkerk ([<reflink idref="bib164" id="ref288">164</reflink>]).</p> <p>Case studies relating to post-colonial, or neo-colonial Africa include, in Ghana (Plockey &amp; Ahamed, [<reflink idref="bib178" id="ref289">178</reflink>]), in South Africa (Makhubela, [<reflink idref="bib152" id="ref290">152</reflink>]) and in Kenya (Okune &amp; Mutonga, [<reflink idref="bib166" id="ref291">166</reflink>]). Ocholla ([<reflink idref="bib165" id="ref292">165</reflink>]) describes strategies for African university libraries to support decolonization, including promoting access to indigenous knowledge and languages, the growth of institutional repositories, and the role of the library as publisher, citing the development of open access platforms at the University of Cape Town as an example.</p> <hd id="AN0179638431-16">Decolonizing reading lists</hd> <p>Reading lists play a particular role in the curriculum, they reflect and define academic disciplines by denoting key concepts and texts; concern about the Eurocentrism of reading lists is part of a wider recognition of academic bias and exclusion, and the power imbalances in international scholarly communications (El Kadi, [<reflink idref="bib95" id="ref293">95</reflink>]; McCluskey Dean, [<reflink idref="bib149" id="ref294">149</reflink>]; Phull et al., [<reflink idref="bib175" id="ref295">175</reflink>]).</p> <p>Decolonizing the reading list has become a key area of developing practice for HE libraries, particularly in the UK as well as a space for collaboration between librarians and academic staff, students and teaching and learning specialists. Adewumi et al. ([<reflink idref="bib6" id="ref296">6</reflink>]) present an example of collaborative and cross-disciplinary reading lists initiatives at the University of Kent, involving academic staff, librarians and students and the central Student Success Team.</p> <p>Various methodologies have been used to audit reading lists typically involving desk research into author identity, (ethnicity, gender, institutional affiliation, geographic location) alongside qualitative approaches such as workshops and interviews to understand perceptions and barriers. Schucan Bird and Pitman ([<reflink idref="bib198" id="ref297">198</reflink>]) discuss how collecting personal data from online sources generates a number of ethical and legal concerns pertaining to consent, privacy and anonymity. The authors, refer to Pitkin's concept of descriptive representation, with the aim that reading lists should reflect an increasingly diverse home and international student body, whereas they currently reflect the demographic of a mainly White male staff body.</p> <p>As an alternative to desk research, limited data can be extracted from library management and reading list systems, an important emerging area to support change at scale (Price et al., [<reflink idref="bib180" id="ref298">180</reflink>]; Wilson, [<reflink idref="bib225" id="ref299">225</reflink>]) Price et al describe work at Imperial College London to support the theoretical work and labor of coding reading lists by hand, and propose a computational method that permits quasi-automated analysis of the geographical distribution of reading list authors.</p> <p>There are specific challenges relating to different disciplinary areas. Skopec et al. ([<reflink idref="bib203" id="ref300">203</reflink>]) point out that there has a been less work in STEMM subjects and describe a project anaylsing public health reading lists at Imperial College London to examine bias toward or against research from Low Medium Income Countries (LMICs). The authors use the concept of 'epistemic fragility' drawing on Di Angelo's concept of White fragility[<reflink idref="bib27" id="ref301">27</reflink>], and reflect on the ways that the project produced resistance to the disruption of Eurocentric epistemic equilibrium. A positive outcome has been collaboration with Central Library staff to scale the bibliometric analysis of reading lists to other programmes and faculties. Ahmed ([<reflink idref="bib11" id="ref302">11</reflink>]) points to the need for an intersectional approach that considers both racialized and gendered dimensions of knowledge in the construction of a decolonial feminist fashion design reading list, working against an epistemic tradition that presents Western fashion as modern and non-Western fashion as traditional, a 'West and the rest' epistemology.</p> <p>Several libraries aim to provide ongoing practical support to academic staff in identifying more diverse resources through ongoing workshops supporting collaboration and co-creation (Towlson, [<reflink idref="bib212" id="ref303">212</reflink>]) acknowledging the complexity of the task and the need for an incremental and enabling approach.</p> <p>Marsh ([<reflink idref="bib153" id="ref304">153</reflink>]) provides insights on academic views on reading lists in a wider discussion of information literacy and decolonization. Marsh emphasizes the importance of recognizing nontraditional and non-textual information sources, and urges review of 'how we evaluate sources, authority and legitimacy' as well as recognize the time and labor involved in attempts to decolonize the curriculum and diversify reading lists.</p> <hd id="AN0179638431-17">Contestations</hd> <p>Decolonization should be a disruptive act, (Adebisi, [<reflink idref="bib5" id="ref305">5</reflink>]) which raises the question of how disruptive libraries can be when situated within the neoliberal university, and in wider systems of inequality. Tuck and Yang's ([<reflink idref="bib213" id="ref306">213</reflink>]) assertion that decolonization is not a metaphor aimed to unsettle the discourse of decolonization. The authors wrote from a settler-colonial context, where decolonization is about the repatriation of Indigenous land and life not other moves to social justice. Librarians are concerned with coloniality of knowledge, but these are powerful warnings of misuse of the term decolonization irrespective of historical and political context.</p> <p>The frequent use of the term has led to criticism of weakening the radical aim of decolonization, and co-option into institutional EDI agendas (Adebisi, [<reflink idref="bib5" id="ref307">5</reflink>]; Appleton, [<reflink idref="bib21" id="ref308">21</reflink>]). Adebisi states that decolonization is wrongly used to describe any social justice endeavor, and confused with representation, inclusion, diversity and equality. Appleton proposes that social justice initiatives should be described as what they actually are, not as decolonization, for example, 'Diversify your syllabus and curriculum Digress from the cannon Decenter knowledge and knowledge production Devalue hierarchies Disinvest from citational power structures Diminish some voices and opinions in meetings, while magnifying others' (author's underlining).</p> <p>In 2020 Senate House Library (University of London) embarked on a large-scale reparative archival project, a Collections Inclusion Review, to examine the character, provenance and accessibility of their collections, and establish principles for collecting going forwards. The term inclusion was preferred, despite its limitations, in preference to the 'too easy adoption' of decolonization as a framework, and critiquing collections preferred to claims of decolonizing collections. 'I don't think that the physical library, in all its complexity, can be decolonized, unless a huge number of other cultural structures that are lying behind it are decolonized' (Richard Espley in Pyke, [<reflink idref="bib181" id="ref309">181</reflink>], p. 267).</p> <p>There is also concern of over-claiming, or over estimating what can be achieved. Clark ([<reflink idref="bib58" id="ref310">58</reflink>]) suggests that librarians should be realistic about the limitations of their role in decolonization, and in contributing to a performance of institutional decolonization through limited and tokenistic actions. Librarians however can play a key role as connectors of likeminded people across the campus. Jimenez et al. ([<reflink idref="bib136" id="ref311">136</reflink>]) describe LIS's current response to decolonization as fragmented and one-dimensional, and call for a paradigm shift to a more holistic approach, and draw on Ndlovu-Gatsheni's holistic framework[<reflink idref="bib28" id="ref312">28</reflink>] which presents three separate but interconnected forms of coloniality, Coloniality of Power, Coloniality of Being, and Coloniality of Knowledge as a way of looking at the complex and multidimensional impacts of coloniality.</p> <p>Adebisi succinctly summarizes the tensions inherent in decolonizing work, 'decolonization is impossible but we must make her possible...' (Adebisi, [<reflink idref="bib4" id="ref313">4</reflink>]); librarians inhabit this contested space and therefore Bhambra et al's definition of decolonization as purporting to offer 'alternative ways of thinking about the world' is important for hopeful practice and future imagining.</p> <hd id="AN0179638431-18">Decentering LIS education</hd> <p>The LIS curricula is a key site in relation to social justice, and is responding to the adoption of critical perspectives in the profession and the expectations of students (Matsuno &amp; Hicks, [<reflink idref="bib155" id="ref314">155</reflink>]; Rapchak, [<reflink idref="bib184" id="ref315">184</reflink>]; Winn et al., [<reflink idref="bib227" id="ref316">227</reflink>]).</p> <p>The literature contains numerous calls to add critical perspectives to the curricula - social justice (Cooke et al., [<reflink idref="bib65" id="ref317">65</reflink>]; Roberts &amp; Noble, [<reflink idref="bib188" id="ref318">188</reflink>]); the politics of knowledge organization (Adler &amp; Harper, [<reflink idref="bib8" id="ref319">8</reflink>]); decolonization (Birdi, [<reflink idref="bib30" id="ref320">30</reflink>]) and CRT (Birdi et al., [<reflink idref="bib31" id="ref321">31</reflink>], Cooke &amp; Sweeney, [<reflink idref="bib68" id="ref322">68</reflink>]; Gibson et al., [<reflink idref="bib111" id="ref323">111</reflink>]). Gibson et al. undertook a review of readings lists at the top 20 ALA accredited LIS programmes in North America, and found little or no exposure of students to critical theory or CRT, and propose that CRT and its related concepts can provide a framework for students to understand how power and privilege shape LIS institutions and professional practice. Dali and Caidi ([<reflink idref="bib80" id="ref324">80</reflink>], [<reflink idref="bib79" id="ref325">79</reflink>]) propose 'diversity by design' a systems thinking approach to embedding diversity from the initiation of a course, rather than treating it as an add-on or option. Thompson and Copeland ([<reflink idref="bib210" id="ref326">210</reflink>]) demonstrate how this embedding is achieved through diversity informed andragony (the teaching methods and practices appropriate for adult learning), content, communication and forms of assessment.</p> <p>Inskip ([<reflink idref="bib130" id="ref327">130</reflink>]) reviews international research on the LIS curriculum and draws on the literature to suggest options for educational reform in addressing inequality in UK LIS. Inskip urges commitment to change from multiple partners, including professional associations and employers as well as academic institutions. Birdi et al. ([<reflink idref="bib31" id="ref328">31</reflink>]) take an international approach, and compare the current state of anti-racism activities in LIS and knowledge organization in the UK, France and the US, in their respective HE and national contexts, and conclude that we are still some way off from anti-racism being core to the LIS curriculum. Like Gibson et al. ([<reflink idref="bib111" id="ref329">111</reflink>]) they concluded that CRT offers a way forward for shared understanding and knowledge creation, 'a dual application of the empirical and theoretical.'</p> <p>Ball and Lar-Son ([<reflink idref="bib25" id="ref330">25</reflink>]) describe the creation of the first graduate course on indigenous librarianship (at the University of Alberta) taught from indigenous perspectives, by indigenous instructors. The course acknowledges the specific characteristics of Indigenous Knowledges, quoting Castellano 'personal, orally transmitted, experiential, holistic, and narrative,' alongside the principle of data sovereignty. The authors, who identify as Metis librarians, and Chong and Edwards ([<reflink idref="bib51" id="ref331">51</reflink>]) highlight the very low number of indigenous librarians in Canada, and the economic and cultural barriers for indigenous students in engaging with LIS education.</p> <hd id="AN0179638431-19">LIS leadership</hd> <p>Leadership of social justice in LIS presents numerous challenges. Depending on the institutional and political context, there may be anxiety when releasing EDI strategies or publicly available statements on anti-racism as noted by Bresnahan ([<reflink idref="bib38" id="ref332">38</reflink>]) leaders may 'fear missteps or drawing too much attention to the library, such as upsetting leaders at the campus level or encountering negative press, leaders of the library EDI initiative often experienced enormous stress and felt their work was heavily scrutinized.' (Bresnahan, [<reflink idref="bib38" id="ref333">38</reflink>], p. 28). In the UK 'culture wars' may add to this anxiety. Hines ([<reflink idref="bib124" id="ref334">124</reflink>]) uses a CRT perspective to examine the content of LIS leadership development programmes (in Canada) and concludes that they tend to replicate the status quo, rather than addressing structural biases relating to gender and racial diversity.</p> <p>There have been surveys of leadership in the US (Fife et al., [<reflink idref="bib105" id="ref335">105</reflink>]; Frederick &amp; Wolff-Eisenberg, [<reflink idref="bib107" id="ref336">107</reflink>]). Fife et al. explored how ambiguity is present in academic library leadership around the terms diversity, equity, inclusion, and justice. The survey indicated that library leaders felt most responsible for creating diversity and inclusion, and less for equity and justice, and in summary that library leaders need to be clear in their use of language. Again in the US, Frederick and Wolff-Eisenberg ([<reflink idref="bib107" id="ref337">107</reflink>]) surveyed over 600 library directors in 2020 to examine how perspectives and strategies relevant to issues of diversity, equity, inclusion, and anti-racism had evolved over the previous year. Results included an increased appreciation of the importance of leadership skills in social justice; less confidence in personnel strategies to address EDI issues; the majority of directors had not developed plans to increase the diversity of their collections. In addition most library directors did not expect that employees of color would be disproportionately affected by cuts due to COVID-19. However, job types with relatively greater percentages of employees of color were more impacted by recent furloughs and role eliminations.</p> <p>In the UK, Appleton ([<reflink idref="bib20" id="ref338">20</reflink>]) reflected on the emerging paradigm of leading liberation in the library, advocating a 'critical leadership approach.' This means that library leaders should encourage critical librarianship as standard practice; listen to staff and students, encourage discussion and be prepared for this to be uncomfortable; and advise, champion and advocate for liberation. Appleton concludes that the academic library has a significant sphere of influence in the academy, and the critical work and social justice initiatives taking place in libraries can be a space of institutional leadership.</p> <hd id="AN0179638431-20">Conclusion</hd> <p>Academic libraries have a long history of engagement with social justice, with 'decentering, diversifying and decolonizing' established beliefs and practices, most recently through perspectives such as critical librarianship, decolonization, anti-racism and CRT. The uptake of critical librarianship and decolonization movements in libraries and archives has resulted in a substantial body of theoretical analysis, shared understandings and resulting praxis.</p> <p>This has led to the notion of neutrality being effectively decentered and no longer a realistic claim for the profession, and the familiar framework of diversity understood as insufficient on its own to address racism and Whiteness in LIS.</p> <p>The review follows a particular period of what can be characterized as Trumpism, the COVID-19 pandemic and ongoing systemic racism so there is an element of reaction in the literature, and an upsurge of writing on anti-racism. There has been some limited evaluation of the impact of this LIS response, and it remains to be seen whether the 'social justice summer' of 2020 will lead to transformative change.</p> <p>The literature review demonstrates the importance of not only what is said, but who says it, and how. The uptake of CRT as both a flexible and powerful framework and methodology in a variety of contexts in LIS is an important development, decentering Whiteness in LIS and critically centering previously marginalized voices and experiences. CRT has also centered significant methodological approaches to knowledge production in LIS such as an emphasis on counter-narrative, and on collective approaches. An increased insistence on open forms of publishing within LIS as well as scholarly communications more broadly is also evident.</p> <p>Critical perspectives and critically informed action, or praxis, are understood as equally vital and mutually constitutive. The numerous case studies in the review, and listings of practical ways forward reflect the ambition to make a difference in our communities, to do things differently:</p> <p>'For the critical librarian, nothing about the ways things are is a given, and all is subject to change. We librarians are the agents of that change. We work every day to make and remake the structures that produce the terrain of the present and, therefore, the future. We could make things differently'</p> <p>(Emily Drabinski, [<reflink idref="bib87" id="ref339">87</reflink>]).</p> <hd id="AN0179638431-21">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0179638431-22"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref6" type="bt">1</bibl> <bibtext> Black Liberation Collective is an international collective of students formed in 2015, challenging anti-Black racism in post-secondary institutions.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext> Originally referred to as an attainment gap, use of assessment indicates that grade disparities are the result of institutional action or inaction, rather than being caused by Black, Asian and Minority Ethnic students as individuals.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref10" type="bt">3</bibl> <bibtext> Figures from Advance HE show that the mean gender pay gap in higher education in 2020-21 was 14.8 per cent.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref12" type="bt">4</bibl> <bibtext> https://blackfemaleprofessorsforum.org/about/about/</bibtext> </blist> <blist> <bibl id="bib5" idref="ref17" type="bt">5</bibl> <bibtext> CORE.ac.uk 'CORE is the world's largest aggregator of open access research papers from repositories and journals'</bibtext> </blist> <blist> <bibl id="bib6" idref="ref20" type="bt">6</bibl> <bibtext> BAME (Black, Asian and minority ethnic) no longer used in government reporting Why we no longer use the term 'BAME' in government − Equality Hub (blog.gov.uk)</bibtext> </blist> <blist> <bibl id="bib7" idref="ref21" type="bt">7</bibl> <bibtext> CILIP Chartered Institute of Library and Information Professionals</bibtext> </blist> <blist> <bibl id="bib8" idref="ref39" type="bt">8</bibl> <bibtext> https://libguides.mica.edu/civicunrest</bibtext> </blist> <blist> <bibl id="bib9" idref="ref43" type="bt">9</bibl> <bibtext> Public Sector Equality Duty https://<ulink href="http://www.gov.uk/government/publications/public-sector-equality-duty">www.gov.uk/government/publications/public-sector-equality-duty</ulink></bibtext> </blist> <blist> <bibtext> 2010 Equalities Act https://<ulink href="http://www.gov.uk/guidance/equality-act-2010-guidance">www.gov.uk/guidance/equality-act-2010-guidance</ulink></bibtext> </blist> <blist> <bibtext> https://<ulink href="http://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/access-and-participation-plans/">www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/access-and-participation-plans/</ulink></bibtext> </blist> <blist> <bibtext> We Here https://www.wehere.space</bibtext> </blist> <blist> <bibtext> UBorrow is an interlibrary loan service comprised of Big Ten Academic Alliance members, plus the University of Chicago and the Center for Research Libraries.</bibtext> </blist> <blist> <bibtext> For example Sanford Berman's work from the 1970s onwards to replace offensive terms in LCSH, the formation of ALA Social Responsibilities Round Table in 1969.</bibtext> </blist> <blist> <bibtext> Critical approaches to libraries (CALC) conferences (available on YouTube), Towards a Critical Art Librarianship, 2018.https://<ulink href="http://www.arts.ac.uk/students/library-services/stories/towards-a-critical-art-librarianship-theories-and-practices-25-may-2018">www.arts.ac.uk/students/library-services/stories/towards-a-critical-art-librarianship-theories-and-practices-25-may-2018</ulink></bibtext> </blist> <blist> <bibtext> Paulo Freire. Pedagogy of the oppressed. First published in English Bloomsbury Academy, 1970.</bibtext> </blist> <blist> <bibtext> Dewey Decimal Classification was first published in the US in 1876, Library of Congress Classification in 1897</bibtext> </blist> <blist> <bibtext> Berman, Sanford ed. Prejudices and antipathies: a tract on the LC Subject Headings concerning people. Scarecrow Press, 1971.</bibtext> </blist> <blist> <bibtext> Global North and Global South https://en.wikipedia.org/wiki/Global_North_and_Global_South</bibtext> </blist> <blist> <bibtext> Ansley, Frances (1989) Stirring the ashes: race class and the future of civil rights scholarship. Cornell Law Review 74 (6) 994-1077</bibtext> </blist> <blist> <bibtext> Space does not allow a full description of CRT. 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| Header | DbId: eric DbLabel: ERIC An: EJ1439308 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Diversifying, Decentering and Decolonising Academic Libraries: A Literature Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jess+Crilly%22">Jess Crilly</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7679-4327">0009-0000-7679-4327</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22New+Review+of+Academic+Librarianship%22"><i>New Review of Academic Librarianship</i></searchLink>. 2024 30(2-3):112-152. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 41 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Role%22">Library Role</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Issues%22">Political Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Science%22">Library Science</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Policy%22">Library Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Personnel%22">Library Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13614533.2023.2287450 – Name: ISSN Label: ISSN Group: ISSN Data: 1361-4533<br />1740-7834 – Name: Abstract Label: Abstract Group: Ab Data: The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID-19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical frameworks and methodological approaches. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1439308 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1439308 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13614533.2023.2287450 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 41 StartPage: 112 Subjects: – SubjectFull: Academic Libraries Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Diversity Type: general – SubjectFull: Equal Education Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Decolonization Type: general – SubjectFull: Library Role Type: general – SubjectFull: Political Issues Type: general – SubjectFull: Library Science Type: general – SubjectFull: Critical Race Theory Type: general – SubjectFull: Social Problems Type: general – SubjectFull: Racism Type: general – SubjectFull: Journal Articles Type: general – SubjectFull: Library Services Type: general – SubjectFull: Library Policy Type: general – SubjectFull: Library Personnel Type: general – SubjectFull: Information Literacy Type: general – SubjectFull: Documentation Type: general Titles: – TitleFull: Diversifying, Decentering and Decolonising Academic Libraries: A Literature Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jess Crilly IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1361-4533 – Type: issn-electronic Value: 1740-7834 Numbering: – Type: volume Value: 30 – Type: issue Value: 2-3 Titles: – TitleFull: New Review of Academic Librarianship Type: main |
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