ALISE Historical Perspectives SIG
Bibliographic record
Abstract
Thirty years later we look back to ALA’s Library History Round Table (LHRT) Statement on History in Education for Library and Information Science and consider how we elevate the perspectives of the historically marginalized in the telling of this history. Toni Samek Celeste West (1942-2008) has a role in the cast of people I teach about. She co-founded the first women-owned American library publishing house, engaged in activism, lived as an out lesbian and polyamorist, and took her own life. For years, students found it harder to find information about West as subject (vs. author). She Was a Booklegger: Remembering Celeste West (2010) was born. The co-edited book (Toni Samek, K.R. Roberto & Moyra Lang) champions a librarian who was 'unbossed and unbought'. Let’s embrace the freedom to speak about Celeste West!Nicole Cooke In 2016 I published an article about 30 Black MLIS students who attended the University of Illinois – the Carnegie Scholars. This research ignited my passion for telling the stories of librarians who have come before us, as their history absolutely has an impact on our profession, education, and advocacy. I have since soft launched the Black Librarians Project, which includes Culture, History, and Society and a forthcoming collection on Black women librarians. Not only do these previously unknown, and suppressed, stories help us correct the historical narrative of the profession, they enable instructors to enrich LIS curricula. LaVerne Gray The Art of “Uncovering”: Teaching Black Memory, Information, and Justice Uncovering a Black past in an information studies classroom presents an ideal opportunity to blend community, artifacts, and scholarship. The course examines relational information collectives, history, memory, and justice activities in the Black experience. Areas of emphasis explore how culture(s), class designation, gender, and community location are fashioned in a Black informational perspective. Brenda White Since fall 2020, the University at Buffalo’s Department of Information Science has offered a course “The History and Role of Libraries as Social Actors” which examines the history and social roles of public libraries in the United States during the 19th Century through the present. Getting students to recognize the historical realities of library history—that they have been guilty of the same kinds of institutional racism and ignorance of marginalized communities as every other component of American society—is crucial to moving libraries forward. Jose' Aguinaga Transitioning from being a BIPOC academic librarian for the past twenty-eight years to now being a tenure-track LIS faculty & scholar allows me to encourage my colleagues (students) to share their experiences with the scholarly content explored in the present and future coursework. Learning about the past and then creating space to understand the contributions of marginalized voices will be structured via the digital counter-storytelling framework using Rendon’s sentipensante (sensing/thinking) pedagogy (2014), which encourages the discovery and dissemination of future contributions to the scholarship and contributes to the ethos of social justice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.010 | 0.006 |
| Scholarly communication | 0.013 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.100 | 0.025 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".