Bøger udgivet af Library Juice Press

This edited collection brings together contributions that explore ethics in linked data initiatives. Discussions about linked data and its potential are often utopian and technophiliac, rarely examining darker implications or harmful consequences. Since technology cannot exist outside of social, cultural, and economic spheres, it is important for creators and stewards of linked data and its related systems to recognize and address the impact (whether intended or not, positive or negative) on the communities, individuals affected. Engaging in critical and ethical analysis is ultimately an optimistic endeavor aimed at exposing problematic issues, generating best practices and guidelines, and opening up positive and generative possibilities for the implementation and use of linked data in GLAMS (Galleries, Libraries, Archives, Museums, Special Collections).The central premise of this book is that it is imperative: to foreground ethics rather than apply them as an afterthought, to acknowledge and mitigate the damage caused by existing systems, to create a place and space of justice for the minoritized, and to enable more ethical outcomes in linked data projects. This book collects the voices of practitioners, technologists, and developers working on linked data initiatives; scholars working at the intersection of ethics, cultural heritage, and technology; and workers in GLAMS, among others in order to explore emerging and changing technical and ethical landscapes. Contributions investigate the intersection of linked data with such topics as gender, indigenous knowledge, inclusive data creation, authority control, identity management, systems design, codes of ethics, sustainability, critiques of fundamental linked data models, and more.

In the library profession, and in the world as a whole, the experiences of trans and gender diverse people often go unnoticed, hidden, and ignored. But we are here. Trans and Gender Diverse Voices in Libraries is entirely written and edited by trans and gender diverse people involved in the field: its fifty-seven authors include workers from academic and public libraries, special collections and archives, and more; LIS students; and a few people who have left the library profession completely.This book is not intended to be the definitive guide to trans and gender diverse experiences in libraries, but instead to start the conversation. It is our hope that this book will help trans and gender diverse people in libraries realize that they are not alone, and that their experiences are worth sharing.This book also demonstrates some of the reality in a field that loves to think of itself as inclusive. From physical spaces to policies to interpersonal ignorance and bigotry, the experiences recounted in this book demonstrate that the library profession continues to fail its trans and gender diverse members over and over again. You cannot read these chapters and claim that Safe Zone stickers and "libraries are for everyone" signs have done the job. You cannot assume that everything is fine in your workplace because nobody has spoken out. You can no longer pretend that we don't exist.

"Examines issues faced by disabled library workers, through the lens of critical disability theory"--

Library education is changing. At a time when librarianship is increasingly seen as part of the information industry, Library and Information Science is also searching for its place in a new and rapidly developing university landscape.This book analyzes the development of the contemporary university in light of present critical social theory, focusing on such aspects as academic acceleration, organizational accretion and the rise of an "entrepreneurial spirit," all of which have both epistemological and organizational consequences. Library and Information Science has proven well-suited to meet this development. One way has been through the rapid international growth of the iSchool movement, now counting close to a hundred member schools all across the world. iSchools not only meet the requirements of contemporary university development, but also contribute to a recontextualization of librarianship and library education. As the iSchool movement relates to a view of information as a commodity and the "iField" to increased economic growth, it recontextualizes the library sector, traditionally connected to democratic development based on the ideas of the Enlightenment.Educating librarians in the Contemporary University is written from a European perspective, and examples such as the EU research platform, Horizon 2020, Government Research Proposals, and policy documents from European iSchools are used in an attempt to understand the current development in Library and Information Science and its relevance for librarianship. As the European Research and Development Sector increasingly connects universities to the solution of various "social challenges" with emphasis on commercial collaborations, the view on knowledge and use of university resources are affected in a way which seemingly make critical analyses difficult.Questions are asked about the relation between iSchools, late capitalism and the development of Critical Librarianship. Is there a way of fulfilling the ambitions of the critical theory classics and achieve research and an education environment which encourage emancipatory goals within the iSchool movement?Joacim Hansson is professor of Library and Information Science at Linnaeus University in Växjö, Sweden. He has done research in several subfields of LIS. His prime research interests have been on critical classification and studies on the institutional identity development of libraries. He has also done several studies on the epistemology and development of Library and Information Science as a scientific discipline.

Catalogers hold very specific types of power when they describe people, families, and corporate bodies. When creating a personal name authority record, for example, catalogers determine the authorized name by which an individual will be known, then identify a few characteristics of the individual that distinguish them from others, while balancing their judgment with respect for the individual's self-concept and management of their public identity. This is a powerful position, and that power must be exercised ethically.As name authority control moves toward an identity management model, catalogers are taking on new roles, authority data is used in innovative ways, and libraries increasingly interact with non-library datasets and name disambiguation algorithms. During this transition, it is imperative that the library community reflect on the ethical questions that arise from its historical and emerging practices.This collection explores and develops this framework through theoretical and practice-based essays, stories, interviews, taxonomies, content analyses, and other methods. As it explores ethical questions in a variety of settings, this book will deepen readers' understanding of names, identities, and library catalogs. The chapters from this volume are intended to spark conversations among librarians, archivists, library technologists, library administrators, and library and information science students.Jane Sandberg received her MLIS from the University of Illinois at Urbana-Champaign. She is the Electronic Resources Librarian at Linn-Benton Community College in Albany, Oregon, where she coordinates library cataloging and systems. Her research interests include linked data approaches to name authority control, queer and trans local histories, open source software in rural communities, and historical dimensions of online transgender activism.

Though it is still not uncommon to hear the question "Comics? In libraries?!", comics collections have existed in academic institutions for over fifty years. Libraries have taken a variety of approaches to address differing philosophies and needs for their collections, but discourse has typically focused on the practical concerns of management and organization, considering the best ways to collect, catalog, shelve, and share comic books and trades, graphic novels, and more.As a growing body of practice and scholarship, critical librarianship provides essential perspectives on the power structures, systems, and social justice concerns within libraries. This edited work considers comics librarianship through the lens of critical librarianship, focusing on work done in and around the academic library. While questions like "where do we buy comics?" and "how do we house them?" seem sufficiently addressed, such questions of collection management and organization, teaching, and outreach often lack a critical perspective. How and why should comics support and challenge research collections? In what ways can comics unsettle some of our traditional considerations of teaching and outreach? Furthermore, how does our language of organization and classification serve to marginalize or canonize comics works? And what might be revealed by post-colonial, feminist, or critical race readings of our practices?Whether a seasoned comics librarian or a comics fan with a budding interest in the field, readers will find that Reframing the Narrative provides a holistic consideration of comics librarianship practices with a critical edge. Presented through case studies, original research and essays, and personal reflection, the book engages with topics from collection and cataloging to teaching and outreach, with contributors representing academic libraries and academic archival collections of varying sizes and populations across the United States and Canada.Olivia Piepmeier (she/her) is the Arts & Humanities Librarian at the University of Massachusetts Dartmouth. Her BA is in Art History and English from the University of North Carolina Greensboro and she attended the University of North Carolina Chapel Hill for her MSLS. She built a strong graphic novel collection in her last position at Greensboro College and taught a for-credit course for two semesters on how to read and find comics with a feminist pedagogy.Stephanie Grimm (she/her) is the Art and Art History Librarian at George Mason University in Fairfax, VA. She holds a BFA in Illustration and earned her MSI from the University of Michigan, where she developed a dedicated minicomics collection within the university libraries. She has worked with comics and illustration students at both art & design schools and research universities, and is a proponent of critical librarianship and literacy for artists and design students.

Using intersectionality as a framework, this edited collection explores the experiences of women of color in library and information science (LIS). With roots in black feminism and critical race theory, intersectionality studies the ways in which multiple social and cultural identities impact individual experience. Libraries and archives idealistically portray themselves as egalitarian and neutral entities that provide information equally to everyone, yet these institutions often reflect and perpetuate societal racism, sexism, and additional forms of oppression. Women of color who work in LIS are often placed in the position of balancing the ideal of the library and archive providing good customer service and being an unbiased environment with the lived reality of receiving microaggressions and other forms of harassment on a daily basis from both colleagues and patrons. This book examines how lived experiences of social identities affect women of color and their work in LIS.

Using a Critical Theory framework, Toward a Critical-Inclusive Assessment Practice for Library Instruction offers academic librarians practical, and actionable, strategies for critical assessment of teaching and student learning. The authors share their experiences integrating critical assessment techniques into their information literacy curriculum. Each assessment technique discussed is a method that the authors have personally tried in their classrooms. The strategies described in the chapters translate to both credit-bearing and one-shot scenarios. Through tested classroom applications and critical reflections, this book works to bridge the gap between critical information literacy and assessment.

Human Operators: A Critical Oral History of Technology in Libraries is a collective oral history covering many of the issues in technology in librarianship in the early 21st century. Via edited and compiled interview transcripts, readers get to "hear" the voices of librarians and archivists discussing tech topics from perspectives that are critical, social justice-oriented, feminist, anti-racist, and ecologically-minded.This readable, conversational book aims to bring out specific critiques of technology as well as more inspiring aspects of what's going on in the instructional, open source, free culture, and maker worlds in the field. The book is less about the technology per se and more about critical thinking around technology and how it actually works in people's lives.Target audiences Librarians and archivists who want to hear about use cases, organizational impacts, and generally how people (staff and library users alike) are affected by technology in libraries. Technologists who want to better understand how ideas are sparked, decisions are made, and hardware and software are deployed in libraries. Other readers who think about technology and society. About the editor Melissa Morrone is a librarian at Brooklyn Public Library and manages the Shelby White and Leon Levy Information Commons there. She is a non-technologist who has long been involved in technology (writing CMS documentation; developing and conducting training on her organization's ILS, Internet filters, and digital privacy; giving online research workshops for activists; doing everyday public library reference and computer support) at work and elsewhere.

Poet-Librarians in the Library of Babel is a compendium of experimental essays, creative meditations, non-fiction accounts, and lyrical explorations that challenge, redefine, and/or widen perspectives on subjects related to libraries and librarianship. These subjects encompass abstractions such as silence, knowledge, questioning, solitude, information, access, truth, organization, preservation, alphabetical order, digitization, and memory to such concretenesses as bookshelves, archives, mildew, the Patriot Act, scholars, pencils, catalogs, and the list goes on.21st century librarianship employs a wide array of languages, from the language of scholarly communication to the vocabulary and syntax of computer science, from customer service at the circulation desk to the rhetoric one exercises when asking donors for funds, from the language of government in which state-funded institutions must participate to the very modern language of branding. Libraries are well known for providing services that blur and cut across social layers such as class, ethnicity, and religion. The ways in which libraries use, experiment, and translate the various languages of the profession support the aforementioned blurring and strengthen "core library values." This anthology adds another language to the mix--a language of hybridity, exploration, creativity, and experimentation; a language that is missing from today's critical librarianship landscape.The audience for this book includes creative writers, librarians and other information professionals, artists who have chosen careers besides that of the traditional professor, and library scholars.Sommer Browning is Head of Resource Management at Auraria Library in Denver, Colorado. Her most recent books include the poetry collection, Backup Singers (Birds, LLC; 2014), and The Circle Book (Cuneiform, 2015). She holds an MSLIS from Long Island University and an MFA from the University of Arizona.Shannon Tharp is a Collection Development Librarian at the University of Wyoming Libraries. She is also the author of the poetry collections The Cost of Walking (Skysill Press, 2011) and Vertigo in Spring (The Cultural Society, 2013). She holds a MLIS and a MFA in Creative Writing from the University of Washington.

Reference work often receives short shrift in the contemporary discourse and practice of librarianship. Reference Librarianship & Justice: History, Practice & Praxis highlights the unique position of reference librarianship, a liminal and dialectical space, potentially distinct from the power dynamics of classroom instruction and singular in its mission and practice. At heart, reference is a conversation and partnership. The stakes are significant, not only because of the unique potential for social justice work but because of the risk that the profession is now overlooking reference's central importance. This book makes a passionate case for reference work in a manner that is historically, socially and politically compelling.The book's three sections explore the praxis, history and practice of reference librarianship in the context of social justice. Praxis grounds us theoretically while seeking to trouble and broaden traditional academic conventions, drawing on diverse epistemological frameworks and disciplines both inside and outside of LIS literatures. History grounds us in the past and makes the case that reference librarianship has a long tradition of social justice work, providing intellectual access, partnership and guidance from the Jim Crow South to the War on Poverty. Finally, Dispatches from the Field explores the contemporary practice of social-justice oriented reference librarianship, in prisons, in archives and beyond. We see how the rich genealogy of social justice in reference librarianship is at work today.

Over the past fifteen years, librarians have increasingly looked to theory as a means to destabilize normative discourses and practices within LIS, to engage in inclusive and non-authoritarian pedagogies, and to organize for social justice. "Critlib," short for "critical librarianship," is variously used to refer to a growing body of scholarship, an intellectual or activist movement within librarianship, an online community that occasionally organizes in-person meetings, and an informal Twitter discussion space active since 2014, identified by the #critlib hashtag. Critlib "aims to engage in discussion about critical perspectives on library practice" but it also seeks to bring "social justice principles into our work in libraries" (http://critlib.org/about/).The role of theory within librarianship in general, and critical librarianship more specifically, has emerged as a site of tension within the profession. In spite of an avowedly activist and social justice-oriented agenda, critlib--as an online discussion space at least--has come under fire from some for being inaccessible, exclusionary, elitist, and disconnected from the practice of librarianship, empirical scholarship, and on-the-ground organizing for socioeconomic and political change. At the same time, critical librarianship may be becoming institutionalized, as seen in the Framework for Information Literacy for Higher Education, the January 2015 editorial in College and Research Libraries that specifically solicited articles using critical theory or humanistic approaches, and the publication of several critical librarianship monographs by the Association of College and Research Libraries.This book features original research, reflective essays and conversations, and dialogues that consider the relationships between theory, practice, and critical librarianship through the lenses of the histories of librarianship and critical librarianship, intellectual and activist communities, professional practices, information literacy, library technologies, library education, specific theoretical approaches, and underexplored epistemologies and ways of knowing.Karen Nicholson is Manager, Information Literacy, at the University of Guelph, and a PhD candidate (LIS) at Western University, both in Ontario. Her research interests include information literacy and critical university studies.Maura Seale is History Librarian at the University of Michigan and was previously Collections, Research, and Instruction Librarian at Georgetown University. She received an MA in American Studies from the University of Minnesota and an MSI from the University of Michigan. She welcomes comments and can be found on Twitter at @mauraseale.

Since library instruction's very beginnings librarians and writing instructors have been natural partners. Library-writing program connections illustrate that both writing and information seeking and use (information literacy) share powerful links: both are central to posing and exploring problems and questions and to seeking informed and creative approaches to them. Thus, at the heart of writing and information literacy are inquiry and critical thinking, which many college educators across disciplines view to be at the center of learning. But despite these intersections, there is still a strong tendency for English composition and library instruction to be taught in relative separation, with the latter frequently being viewed as a course "add-on." Similarly, conversations about writing and information literacy pedagogy have tended to exist in professional silos. Fortunately, dialogue across our professions has begun to expand at what appears an unprecedented pace, as librarians become increasingly vocal about the need for information literacy to be an integral part of college education and as librarians expand their engagement with learning theories and conceptual frameworks for information literacy.This book is intended to help widen and deepen the conversations between librarians and compositionists. How can we further build and strengthen teaching partnerships that invite students to engage in writing and information seeking and use as processes of inquiry, critical reflection, and meaning making? And what sometimes stands in the way of doing do? Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including through explorations of: empirical research on student writing and information literacy development; intersections between and pedagogical implications of the ACRL Framework for Information Literacy for Higher Education and the WPA Framework for Success in Postsecondary Writing; interviews with librarian-compositionists partners about their collaborative experiences; historical, social, cultural, and structural contexts that influence librarians and writing instructors' work environments and cultures, and ultimately the potential for partnership; and the power of reflective pedagogical praxis. While considering the possibilities for and challenges to library-writing partnerships from these different vantage points, the author invite readers to continue exploring this area of inquiry in conversations and teaching at and beyond their local institutions.Andrea Baer is an Instructional Services Librarian at the University of West Georgia. She holds a Ph.D. in comparative literature from the University of Washington and a Masters in Information Sciences from the University of Tennessee. Andrea's work in libraries and education is deeply informed by her teaching background in writing and literature and by her interests in critical pedagogy and critical inquiry.