Envisioning Reciprocal and Sustainable HBCU-LIS Pipeline Partnerships: What HBCU Librarians Have to Say

Autor/inn/en	Ndumu, Ana V.; Rollins, Tina
Titel	Envisioning Reciprocal and Sustainable HBCU-LIS Pipeline Partnerships: What HBCU Librarians Have to Say
Quelle	In: Information and Learning Sciences, 121 (2020) 3-4, S.155-174 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-05-2019-0038
Schlagwörter	Library Science; Information Science; Librarians; Partnerships in Education; Librarian Attitudes; Job Satisfaction; Positive Attitudes; Educational Practices; Inclusion; Culturally Relevant Education; Blacks; School Closing; Diversity; Best Practices; Research; Doctoral Programs; Masters Programs; Black Colleges; African Americans; North Carolina + Suchen Sie Ihr Suchwort? Bibliothekswissenschaft; Informationswissenschaft; Librarian; Bibliothekar; Bibliothekarin; Hochschulpartnerschaft; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungspraxis; Inklusion; Black person; Schwarzer; School closings; Schule; Schließung; Schließung (von Schulen); Forschung; Doktorandenprogramm; Magister course; Magisterstudiengang; Afroamerikaner
Abstract	Purpose: After the closing of four of the five historically Black college and university (HBCU)-based library and information science (LIS) graduate programs (leaving only that of North Carolina Central University), there is a need to revitalize HBCU-LIS degree program pathways to increase racial diversity in LIS education. Design/methodology/approach: This mixed-methods study entails survey and interview research with HBCU librarians. The researchers explored participants' professional experiences and perspectives on creating partnerships between HBCU institutions and LIS graduate programs. Findings: Participants demonstrated substantial experience, expressed high levels of job satisfaction, viewed pipeline programs favorably and believed that LIS can be strengthened through the inclusion of HBCU educational practices and students. Practical implications: This study provides recommendations and a model for forging culturally competent and reciprocal HBCU-LIS degree program partnerships. Social implications: Community-led knowledge of HBCUs can disrupt rescue and deficiency narratives of these institutions. Such prejudices are detrimental to HBCU-LIS degree program partnerships. Originality/value: Past HBCU-LIS degree program pipeline partnerships did not culminate in research or published best practices. This paper presents literature-derived and community-sourced guidelines along with a model for future initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01