Teaching Diversity, Becoming Inclusive: Perspectives and Possibilities in ASEAN Library and Information Science Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper investigates how courses and topics about diversity and inclusion are being integrated into the Library and Information Science (LIS) curriculum among selected library schools in the member countries of the Association of Southeast Asian Nations (ASEAN). It also examines the characteristics and roles of culturally responsive LIS faculty in teaching cultural diversity-related issues. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates. This study used a mix of qualitative survey research and content analysis of LIS course offerings. Findings show that ASEAN LIS education is inadequate in terms of integration of diversity and inclusion in core courses. Teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. LIS students may develop their cultural competence through personal experience by engaging in library internship with all library types, community immersion and collaborative group work with diverse members. Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy, yet important and necessary.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.227 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it