Information Studies Research Works
Permanent URI for this collectionhttp://hdl.handle.net/1903/1632
Browse
Search Results
Item Shifts: How Changes in the US Black Population Impact Racial Inclusion and Representation in LIS Education(University of Toronto Press, 2021-04) Ndumu, AnaThis demographic study contributes to scholarship on the recruitment of Blacks into the US LIS workforce by situating Black librarianship within broader population trends. The research combines historical LIS reports, Africana studies scholarship, and federal data to describe how long-term transitions in the overall US Black population influence LIS. Issues pertaining to middle-class job prospects, higher education attainment, and immigration are investigated. A review of varied evidence suggests that librarianship as a career option remains largely out of sight or out of reach for many Blacks. The article provides recommendations for LIS leaders to achieve synergized recruitment and inclusion efforts.Item DuMont, 35 Years Later: HBCUs, LIS Education, and Institutional Discrimination(University of Toronto Press, 2021-04) Ndumu, Ana; Chancellor, RenateThis article revisits Rosemary DuMont’s 1986 articles on Black librarianship and racial attitudes in LIS. The first part addresses missing or limited coverage on the library schools at five historically Black colleges and universities: Alabama A&M University, Clark Atlanta University, University of the District of Columbia, Hampton University, and North Carolina Central University. The second part provides examples of biases in accreditation as it relates to HBCU-based LIS programs. The article closes with a discussion on the erasure of HBCUs in LIS education, despite their important contributions to racial and ethnic representation and inclusion in the library professions.Item Adapting an HBCU-inspired framework for Black student success in U.S. LIS education(IOS Press, 2021-07-02) Ndumu, Ana; Walker, ShaundraThis perspective essay explores Gasman & Arroyo’s (2014) HBCU-inspired framework for Black student success as a prism for re-envisioning LIS education. In response to calls for anti hegemonic LIS education, the authors discuss a potential tool for Black student success and suggest its benefits to LIS education. The framework can introduce non-white, anti-racist educational practices to the work of educating the U.S. library workforce; it is relevant in light of ongoing racial and political strife in U.S. society.