Creating Mirrors and Doors in the Curriculum: Diversifying and Re-Envisioning the MLS

Purpose – This chapter argues that more opportunities for diversity-related content should be purposefully included in library and information science (LIS) graduate curricula.

Design/Methodology/Approach – Nine semi-structured interviews were conducted with LIS graduates and current LIS graduate students. The data were analyzed for patterns and themes, and a narrative developed that expounds on the experiences and insights of practicing LIS professionals.

Findings – The data emphasize that more work needs to be done to incorporate, de-tokenize, and normalize meaningful conversations about diversity and social justice and incorporate them across LIS curricula. Reframing and re-centering the curriculum to foster critical, inclusive, and culturally competent professional engagement is greatly needed in LIS programs and in the profession at large.

Originality/Value – This chapter details and analyzes a set of original interviews in which both current and aspiring librarians discuss their experiences with diversity and social justice content in their graduate programs.