Physiological Access as a Social Justice Type in LIS Curricula

摘要

This study reports the results of a survey of library and information science (LIS) deans and directors and a content analysis of LIS schools' curricula as it relates to issues of physiological access. A conceptual framework of social justice is applied to analyze curricular approaches to diversity. Results indicate that LIS curricula include both topics of physical impairment and socially classified populations as diversity issues. Analysis of course titles and brief course descriptions indicate that the type of diversity is not explicitly defined at this macro-analytical level. The researchers propose further development of the social justice framework to provide a lens for continued examination of diversity in LIS education on a micro-analytical level.