You Can’t Hurry Love: Slow Library Education in Culturally Diverse Society.
Bibliographic record
Abstract
IFLA adopted its Multicultural Library Manifesto in 2008. Meanwhile, contemporary scholarship in library and information studies suggests that North American Master of Library and Information Studies (MLIS) graduates are not completing their degrees with a solid foundation in the core library value of diversity. The School of Library and Information Studies at the University of Alberta (Canada) recently approved a new course in the University Calendar. Titled LIS Services in Culturally Diverse Society, the course examines the central concepts of diversity and inclusion and a range of related issues and contributions with respect to specific populations and traditionally underrepresented groups, and their support systems, in library and information settings. Drawing on the experience of an intellectual freedom and social responsibility scholar who developed and delivered the course, this paper lays open the importance of acknowledging tension between a tripartite of sister core library values - diversity, intellectual freedom and social responsibility. This paper asserts that the enduring debate about library neutrality and concomitant dilemma over what constitutes library work and what is or is not a library issue plays into the complexity of teaching and learning about diversity in library and information studies education. Recognition of how acceptance of differences can place individual and collective values in conflict, including in inside library culture and not just for the public served, is a necessary component of MLIS education.
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.
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 | 0.007 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.035 | 0.017 |
| Scholarly communication | 0.014 | 0.013 |
| Open science | 0.001 | 0.017 |
| Research integrity | 0.004 | 0.010 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
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".