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.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.012 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".