The Role of Multi culturalism and Diversity in Library and Information Science :

Education and the Job Market

By

Charlene L. Al-Qallaf
Associate Professor & Chairman
Department of Library and Information Science
College of Social Sciences
Kuwait University
Kuwait

Joseph J. Mika

Professor

School of Library and Information Science

Wayne State University

Detroit, Michigan

Abstract

LIS education has positively responded to calls for educating professionals to serve the increasing diverse and multicultural population in the US and Canada. Analyzing LIS school websites’ missions, goals, and objectives as well as program curricula this study reports on the expressions of multiculturalism and diversity in the programs and in courses. The study also explores the positions, types of institution, and geographic locations that advertise for diversity in information professionals, plus the qualifications, skills, and languages sought by employers. The paper agues for continued emphasis on the part of LIS programs to recruit students with multicultural backgrounds and for recognizing that a second language (other than English) is essential for new professionals.

1) What are the trends in LIS multicultural and diversity job advertisements, in terms of the type of position, type of institution, and geographic location of the position?

2) What type of multicultural / diversity qualifications and skills are required by employers?

3) Does the LIS job market promote multiculturalism and diversity in their work environment?

4) Are library and information science employers seeking applicants with foreign language skills? Which foreign languages are being sought?

Introduction

Demographics in America are changing. The United States Census Bureau forecasts significant increases in the proportion of nonwhite population segments. This translates into a more diverse population. According to the Census Bureau the United States by mid-century will be more racially and ethnically diverse and that minorities who are currently about one-third of the population will become the majority in 2042. The non-Hispanic, single-race white population is expected to increase slightly from 199.8 million to 203.3 million, an increase of 3.5 million or 1.8%. Around 86 million people of Hispanic origin (who may be of any race), however, is estimated to be added to the nation’s population between 2008 and 2050. Hispanic numbers are projected to triple from 46.7 million to 132.8 million, an increase of 184%. Their share of the nation’s population would nearly double, from 15% to 30%. Similarly, the Asian population is projected to grow 162%, from 15.5 million to 40.6 million. Asian share of the nation’s population would almost double, from 5.1 % to 9.2%. The African American population should increase from 41.1 million to 65.7 million. The remaining race groups such as American Indians, Alaskan Natives, and those of mixed race are projected to grow from 11.2 million to 27.4 million ( U.S. Census Bureau, 2008 ). America has always been a melting pot of diverse multiethnic communities but the implications of such unprecedented change in the population could affect the way businesses operate, service professions perform, and preempt a call for curricula reform in American colleges and universities.

The ideological construct of multiculturalism and diversity in higher education is not new. These concepts, however, are complex and can be defined in terms of cultural and linguistic characteristics as well as behavioral and physical traits ( Gosart, 2007 ). Of the many definitions, there is one commonality, multiculturalism and diversity recognize the 'multitude of differences' among societies (within society) and that all individuals have a fundamental right to respect and equality. Such differences include but are not limited to race, color, ethnicity, language, and geographic background. Although this theoretical framework has matured, multiculturalism and diversity are ever-present issues within the educational scene. One will find that most disciplines are searching for ways to improve, develop, and incorporate diversity and multiculturalism into curricula planning and teaching practices. Wheeler writes that "diversity initiatives on college and university campuses are about reexamining and refocusing educational practices through a multicultural lens" ( Wheeler, 2005 , p. 192). The task to ensure that this process is theoretical, pedagogical, and socially sound, however, is a considerable challenge to educators ( Wheeler, 2005 ).

Given the increasing awareness, concerns, and challenges of diversity and multiculturalism in American society, higher education, and in particular the field of library and information science (LIS) has the ubiquitous task of preparing individuals for careers in this environment. The societal mission of the library and information science profession is well established, that is, to serve all members of the community including underserved cultural and linguistic groups through the provision of better information resources and services. In library and information science education, a set of American Library Association (ALA) standards for the accreditation of master’s programs refers to "the nature of a demonstrably diverse society" and that diversity should be "defined in the broadest terms, when framing goals and objectives, designing curricula, and selecting and retaining faculty and students" ( ALA Standards, 2008, p. 14). In particular, the section on curriculum states, “The curriculum … responds to the needs of a diverse society including the needs of underserved groups …” ( ALA Standards, 2008, p.7).

According to the latest Association for Library and Information Science Education (ALISE ) 2009 statistics (56 schools reporting), of those student reporting ethnic origin there were 25,586 students enrolled in American and Canadian library schools offering Bachelors, Masters, and Ph.D. degrees. Within this group, 66.9% (17,130) students were white, 5.4% (1,384) Black, 4.8% (1,232) Asian Pacific, 5.5% (1,402) Hispanic, and 0.7% (177) American Indian ( Wallace, 2009, p. 135). Comparing the 2009 statistics with the ALISE 2004 statistics (Saye, 2008 ) reveals that there was a slight increase in attracting a diverse student body to the field. There was a 12.78% (2,899 more) increase in total students (22,687 in 2004 as compared to 25,586 in 2009) enrolled in American and Canadian library schools (also 56 schools reporting) offering Bachelors, Masters, and Ph.D. degrees. Within the 2004 student body, 68.2% (15,467) students were white, 5.0% (1,132) Black, 4.0% (922) Asian Pacific, 3.8% (855) Hispanic, and 0.5% (108) American Indian. (Saye, 2008 , p.143) All groups showed a slight gain in enrollment in 2009. Library and information science education is taught at schools, programs, departments, etc. For the purpose of this study we have used the nomenclature schools and programs interchangeably. (Note: the ALISE reports also provide total numbers of international students and students for which no ethnic origin was identified.)

This extremely low level of underrepresented student groups is similar to the representation of the professional librarian populations. According to the ALA Committee on Diversity and the Committee on Research and Statistics the race or ethnicity of credentialed librarians coming from minority groups account for only 11% of the field ( Davis, 2007 ). This percentage is actually a step backward as an article by Keith Curry Lance that looked at U.S. Census Bureau data released in 2003 (on data from the 2000 census) indicated minority librarians equaled 12.5% within the field ( Lance, 2005 ). The divide or should we say chasm between the projected U.S. population and the current number of students coming from various ethnic groups who are enrolled in LIS degree programs is deepening.

In view of this scenario, Balderrama (2000 ) writes that “The numbers, studies, and data – depending on how we interpret them nationally, regionally, and locally – will indicate and demonstrate the existence of diverse users and the “need” for, and/or potential of, a diverse workforce, diverse collections, and diverse services” (p. 196). Clearly, with the majority of the future workforce in library and information science coming from white backgrounds and projected demographics showing a continuous increase in a non-white population, there is a stronger need for a workforce that will meet the needs and challenges of the changing cultural composition of society. How is library and information science education preparing students to serve in such diverse settings? What does the job market require of potential employees?

Literature Review

The issue of cultural and linguistic diversity in the LIS curriculum is one that is periodically debated. Over the years several articles and studies have appeared in the literature investigating the state of education for multicultural librarianship in North American institutions. One of the first studies conducted by Josey (1991) surveyed the deans/directors of the 61 ALA accredited library programs in the U.S. and Canada. The study sought to gather information in a number of areas including the representation of student and faculty minorities in LIS programs, faculty attitudes on the teaching of library services to cultural minorities, current research practices in the area of services to cultural minorities, and how the LIS curricula incorporated diversity into their courses. In particular, the findings showed that even though 52.2% (n=32) of the LIS schools’ mission statements reflected a concern for library services to multicultural populations, the vast majority (n=42) of LIS programs did not offer core courses (69.5%, n=42) or elective courses (67.4%, n=41) or independent study courses (78.3%, n=48) related to teaching library services to cultural minorities and that 80.5% (n=49)of the curricula did not include a single lecture related to cultural minorities.

Although not as detailed as Josey's survey, a study by East and Lam (1995) involved questionnaires to 59 accredited graduate programs in the U.S. and Canada with a return rate of 39 questionnaires (66%). Their study was more an exploratory study to see if programs were making any curriculum modifications or revisions with respect to multiculturalism and what were the general attitudes of such programs toward including multiculturalism in the curriculum. The results showed that 24 programs (62%) had undertaken some form of curriculum revision, 33 (85%) offered courses that incorporated multicultural topics into the syllabi, and 17 programs (44%) showed a positive commitment to adding a single course on multicultural issues.

Similarly, Foderingham-Brown (1993) wrote an article about minority student recruitment and multiculturalism in library curricula by examining the catalogs of library schools and reviewing the professional literature to see how diversity issues were being addressed. She identified and described the curricula of 22 library schools that were offering between one and six courses on multiculturalism. The study also described what initiatives library schools were taking to recruit and retain minority students. Such initiatives included student mentoring programs, financial assistance, and written statements regarding a commitment to diversity.

A smaller base of literature focused on LIS education in Canadian institutions. Nilsen (2005; 2004) investigated how best to educate librarians who would work in highly multicultural societies in Canada where 19% of the population spoke some nine languages other than French and English. Her findings revealed that Canadian MLIS programs (2 out of 7) had few dedicated courses on diversity but preferred to "infuse across the curriculum;" the schools chose to integrate issues and topics of multiculturalism into existing core as well as specialized courses. Olson (2000) described a course offered in the School of Library and Information Studies at the University of Alberta titled "Globalisation, Diversity, and Information." The major thrust of the course was to provide "an awareness of major issues related to globalisation and diversity and the critical thinking tools to address them" (p. 20).

A few American institutions also provide insight into how their LIS programs were strengthening and "developing multiethnic understanding." Lenox (1994) supplies an overview of activities the School of Library and Information Science at the University of Missouri-Columbia were practicing through university-wide planning, faculty involvement, student engagement, and curriculum review. The Graduate School of Library and Information Science at The University of Texas-Austin describes how their graduate students are involved in diversity efforts through service-based learning experiences. Examples of service-learning curricula include developing reading programs for different groups based on culturally identified community needs, developing specialized guides to locating and using reference sources, and creating virtual museums. The School argues that such projects provide students with opportunities to meet and become involved with communities of different cultures (Roy, 2001 ).

Much has been written about the internationalization of LIS education. To name a few studies, Kajberg ( 2003 ) described major collaborative initiatives in international library and information science education, while Abdullahi and Kajberg (2004) surveyed 60 LIS programs in the U.S., Canada, and Europe to determine if international issues were taught in their programs. Abdullahi and Kajberg found that although most of the programs were equally interested in international issues in library and information science education, there was a lack of coordinated and effective courses of international studies and that there were no standards to include international issues in curricula. A later publication (Abdullahi, Kajberg, & Virkus, 2007) suggested that in an effort for LIS schools to respond to the challenges of an increasing global world, such schools should provide international course content within the curricula, create learning situations that are conducive to a global society, and include foreign language requirements.

To add to this dilemma, Jorna (2002) argues that because international communication is dominated by the English language and that as a community we are a multicultural information society, therefore, LIS education needs to turn toward the multicultural organization and educate accordingly. She proposed six LIS modules which integrated foreign languages and cross-cultural understanding into traditional LIS subjects. Similarly, Zhang (2008) studied academic and research librarian job announcements placed in College & Research Library News from 1966-2006 and American Libraries from 1971-2006. The study analyzed 5,116 job announcements and found that 1,052 announcements (20.6%) listed requirements or preferences for foreign language skills. Job positions that most frequently required a foreign language were cataloging, reference/library instruction followed by bibliographer/area studies and collection development. Zhang also found that employers did not necessarily specify a particular language but valued the proficiency of any foreign language. When a language was specified, European languages were the most required with German and French being the more popular languages. One of the trends that the study revealed was that job announcements that required foreign language skills peaked in 1986, steadily declined until around 2000, and leveled-off around 2001.