Abstract
Abstract Purpose – This chapter argues that more opportunities for diversity-related content should be purposefully included in library and information science (LIS) graduate curricula. Design/Methodology/Approach – Nine semi-structured interviews were conducted with LIS graduates and current LIS graduate students. The data were analyzed for patterns and themes, and a narrative developed that expounds on the experiences and insights of practicing LIS professionals. Findings – The data emphasize that more work needs to be done to incorporate, de-tokenize, and normalize meaningful conversations about diversity and social justice and incorporate them across LIS curricula. Reframing and re-centering the curriculum to foster critical, inclusive, and culturally competent professional engagement is greatly needed in LIS programs and in the profession at large. Originality/Value – This chapter details and analyzes a set of original interviews in which both current and aspiring librarians discuss their experiences with diversity and social justice content in their graduate programs.
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