Humanizing LIS Education and Practice: Diversity by Design demonstrates that diversity concerns are relevant to all and need to be approached in a systematic way. Developing the Diversity by Design concept articulated by Dali and Caidi in 2017, the book promotes the notion of the diversity mindset. Grouped into three parts, the chapters within this volume have been written by an international team of seasoned academics and practitioners who make diversity integral to their professional and scholarly activities. Building on the Diversity by Design approach, the book presents case studies with practice models for two primary audiences: LIS educators and LIS practitioners. Chapters cover a range of issues, including, but not limited to, academic promotion and tenure; the decolonization of LIS education; engaging Indigenous and multicultural communities; librarians' professional development in diversity and social justice; and the decolonization of library access practices and policies. As a collection, the book illustrates a systems-thinking approach to fostering diversity and inclusion in LIS, integrating it by design into the LIS curriculum and professional practice. Calling on individuals, organizations, policymakers, and LIS educators to make diversity integral to their daily activities and curriculum, Humanizing LIS Education and Practice: Diversity by Design will be of interest to anyone engaged in research and professional practice in Library and Information Science.

This much-needed guide to translated literature offers readers the opportunity to hear from, learn about, and perhaps better understand our shrinking world from the perspective of insiders from many cultures and traditions. In a globalized world, knowledge about non-North American societies and cultures is a must. Contemporary World Fiction: A Guide to Literature in Translation provides an overview of the tremendous range and scope of translated world fiction available in English. In so doing, it will help readers get a sense of the vast world beyond North America that is conveyed by fiction titles from dozens of countries and language traditions. Within the guide, approximately 1,000 contemporary non-English-language fiction titles are fully annotated and thousands of others are listed. Organization is primarily by language, as language often reflects cultural cohesion better than national borders or geographies, but also by country and culture. In addition to contemporary titles, each chapter features a brief overview of earlier translated fiction from the group. The guide also provides in-depth bibliographic essays for each chapter that will enable librarians and library users to further explore the literature of numerous languages and cultural traditions. Over 1,000 annotated contemporary world fiction titles, featuring author's name; title; translator; publisher and place of publication; genre/literary style/story type; an annotation; related works by the author; subject keywords; and original language 9 introductory overviews about classic world fiction titles Extensive bibliographical essays about fiction traditions in other countries 5 indexes: annotated authors, annotated titles, translators, nations, and subjects/keywords

Humanizing LIS Education and Practice: Diversity by Design demonstrates that diversity concerns are relevant to all and need to be approached in a systematic way. Developing the Diversity by Design concept articulated by Dali and Caidi in 2017, the book promotes the notion of the diversity mindset. Grouped into three parts, the chapters within this volume have been written by an international team of seasoned academics and practitioners who make diversity integral to their professional and scholarly activities. Building on the Diversity by Design approach, the book presents case studies with practice models for two primary audiences: LIS educators and LIS practitioners. Chapters cover a range of issues, including, but not limited to, academic promotion and tenure; the decolonization of LIS education; engaging Indigenous and multicultural communities; librarians' professional development in diversity and social justice; and the decolonization of library access practices and policies. As a collection, the book illustrates a systems-thinking approach to fostering diversity and inclusion in LIS, integrating it by design into the LIS curriculum and professional practice. Calling on individuals, organizations, policymakers, and LIS educators to make diversity integral to their daily activities and curriculum, Humanizing LIS Education and Practice: Diversity by Design will be of interest to anyone engaged in research and professional practice in Library and Information Science.

Topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs. However, in this abundance of education-oriented discussions, there are several noticeable gaps and omissions. Not always do education-oriented publications involve theoretical grounding that could make them stronger in argumentation and more generalizable to other contexts. Addressing these gaps, the book stands to strengthen the less covered areas of LIS pedagogical thought; it enriches a theoretical foundation of pedagogical discourse and broadens its scope. This volume brings together a collection of essays from library and information science (LIS) educators from around the world who delve into difficult, unpopular, and uncommonly discussed topics—the inglorious pedagogy, as we call it—based on their practice and scholarship. Presenting perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States, each chapter is a case study, rooted not only in the author’s experience but also in a solid theoretical or analytical framework that helps the reader make sense of the situations, behaviors, impact, and human emotions involved in each. The collective thought woven in the book chapters leads the reader through the milestones of (in)glorious pedagogy to a better understanding of the potentially transformative nature and wasted opportunities of graduate LIS education and higher education in general.