Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom

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dc.contributor.authorIrvin, Vanessa
dc.date.accessioned2019-09-09T20:14:35Z
dc.date.available2019-09-09T20:14:35Z
dc.date.issued2016-04
dc.description.abstractThis article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom.
dc.format.extent10
dc.identifier.citationIrvin, Vanessa. (2016). Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom. Journal of Education for Library and Information Science, 57(2), 151-160.
dc.identifier.urihttp://hdl.handle.net/10125/63424
dc.language.isoen-US
dc.publisherAssociation for Library and Information Science Education
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectLibrary science, pedagogy, diversity, identity
dc.titleGazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom
dc.typeArticle
dc.type.dcmiText
prism.endingpage160
prism.number2
prism.publicationnameJournal of Education for Library and Information Science
prism.startingpage151
prism.volume57

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