Humanizing LIS Education and Practice

In a discipline that seems to have lost its focus on the human in favour of systems, it is incredibly encouraging to read a book that prioritises the 'humanising' of our work above all. This is a well-constructed, critical and convincing reminder of the fundamental issues of diversity discourse and action that underpin LIS research and practice, which I will be happy to read with my LIS students in the UK. - Briony Birdi, University of Sheffield, UK Given the increasing awareness of long-standing inequities in our society, especially in light of social injustices in 2020, Humanizing LIS Education and Practice: Diversity by Design could not come at a better time for the LIS field. This book not only contributes a new way to conceptualize diversity in LIS education and practice, but also importantly gives our field tangible ways to integrate diversity and inclusive thinking into LIS curriculum, hiring, and other practices. This book should be required reading for all LIS educators and practitioners. - Sandra Hirsh, San Jose State University, USA As a researcher practitioner, I've never read a book that so clearly spells out how much our system of learning needs to grow in how we 'do' diversity. From the authors of our field being a study in men, to the white domination of a profession which grimaces at an intern of colour, to the alt text we add to our images only when we remember to - we have seen diversity as a 'value add', not diversity by design. This book positions diversity not as a static concept to unpick in a thirty minute lecture but as embedded into every choice: a note woven through every element from choosing our examples, to incorporating experiences, to naming units, to dismounting barriers. Invaluable! - Rebecca Muir, Charles Sturt University, Australia LIS scholars and practitioners have struggled with the field's diversity problem for decades. Dali and Caidi's collection rejects the assumption that diversity is a problem to be solved. They offer LIS researchers, practitioners, educators, and students an approach that recognizes diversity as a valued part of our lived experience. The field of LIS will benefit from the editors' description of DbD, along with the contributions by fellow travellers: an array of researchers and practitioners whose work shares the nuance and sensitivity of DbD. - Lisa P. Nathan, University of British Columbia, Canada In this timely book, we begin to understand why LIS education and practice have not yet seen the improved diversity climate they seek. As we are introduced to the editors' holistic conceptual framework of diversity by design and discover, through the chapter authors, how this framework may be broadly applied, we are provided with a promising pathway to achieving higher levels of diversity in all aspects of the LIS profession. --- Ruth V. Small, Syracuse University, USA