Library and Information Science Education 385

Library and Information Science Education: Preparing Librarians for a Multicultural Society

Claudia J. Gollop

For more than a decade, the demographic prognosticators have been saying that the racial, ethnic, and cultural makeup of the United States is on the verge of a major shift; and that not long after the turn of the new century, segments of the population that had previously been in the mi­ nority will collectively become the majority, with Hispanics being the larg­ est minority group. The implications of such an unprecedented event have prompted private- and public-sector institutions to question whether they will be equipped to work with their “new” constituencies. Schools of library and information science (LIS) are not exempt from such self- examination and must make every effort to prepare all their graduates to work in larger multicultural environments. However, such preparation may mean altering several courses in a school’s curriculum. These kinds of changes are likely to meet with greater success when all parties in­ volved, both inside and outside the classroom, hold a committed and vested interest in the reorganization efforts. This article discusses is­ sues of diversity in LIS education programs and how these efforts can be addressed positively to better serve students and their future users.

he demographic projections of nation’s largest minority group, removing a significant increase in the pro­ African Americans from that long-held portion of nonwhite popula­ position.1 Added to this is the prediction tion segments are well known of the nearly explosive increased number and have been linked with almost every of older adults (persons over the age of aspect of life in the United States. Span­ sixty-five) who will have a significant, in­ ning the range from education to business fluential socioeconomic impact on the and industry to health care, serious con­ coming decades.2 In addition, it can be siderations of the impact on society have expected that more persons who are physi­ been under way for some time. What fu­ cally and learning challenged will enter els this sense of urgency? One response mainstream society as more facilities and might be the fact that such a shift in the institutions improve the level of compli­ racial and ethnic composition of this ance with the edicts of the Americans with nation’s populace is simply unprec­ Disabilities Act of 1990. edented. For example, it is anticipated that Another, or related, response may be Hispanic Americans will emerge as the that there is a sense of the unknown. Will

Claudia J. Gollop is an Assistant Professor in the School of Information and Library Science at the Uni­ versity of North Carolina at Chapel Hill; e-mail: [email protected].

385 386 College & Research Libraries July 1999 a change in, for example, the proportion have met with success. However, a more of older persons and/or a transformation, comprehensive approach, which would to some extent, of the complexion of much combine lessons from the past with en­ of the country really be very consequen­ hanced communication across the profes­ tial to its day-to-day operation? If not, sion, would result in a better-served pub­ things can go on as usual and there is no lic. Although many factors play impor­ need to do anything very differently. If tant roles in the delivery of service, two so, what types of practices and programs elements in particular remain central to can be put in place to respond to those whether and how well the LIS profession growing segments of our population? will respond to a rapidly increasing Leaders in the public and private sectors multicultural society. The administrative of society are wondering whether they divisions, within both LIS education and will be ready to “deal” with this new library and information organizations of America. Where, then, does this leave LIS all types, must renew the commitment to education and librarianship as a whole? improve service outcomes for all user groups with a focus on the growing Generally, for example, African- multicultural population. American librarians were assigned to work only within the black commu­ From Whence We Came nity. The formal education for professional li­ brarians began in 1887 at the School of Fortunately, the LIS profession may Library Economy at Columbia College in have an advantage over some other fields New York City.5 Before that time, most, if and disciplines. In the past, libraries in not all, librarians were trained during many parts of the country, like most of apprenticeships on location. Also, the vast the nation’s institutions, did not escape majority of library personnel were men. segregation and discriminatory practices. Clearly, diversity would have meant However, libraries, particularly those lo­ something very different at the end of the cated in larger cities, have always served nineteenth century than it does today— diverse user groups. For example, in the most notably, the introduction of women early part of this century, public librar­ to the newly established field of library ians in New York City held programs for science. The School of Library Economy the flood of new immigrants, most of was a contrivance of Melvil Dewey, noted whom did not speak English fluently.3 In author of the Dewey Decimal Classifica­ the late 1960s and the 1970s, when the tion system, and the site of the first focus was on those segments of society women enrolled in the new program for deemed to be socially and economically librarians. disadvantaged, libraries responded with Some have speculated on Dewey’s outreach efforts that would attract new motives for recruiting women into the patrons. The availability of federal funds, program at Columbia College. It does particularly those from the Library Ser­ appear that he had both personal and eco­ vices and Construction Act (LSCA), nomic interests in bringing women into helped to support, among other things, the program. Michael H. Harris testifies the education and training of librarians to Dewey’s enigmatic nature when he who would serve these groups and to writes: “assist states in the improvement of li­ brary service for physically handicapped, His almost mystical influence over institutionalized and disadvantaged per­ his followers, the unremitting ha­ sons, and to strengthen major metropoli­ tred evidenced toward him by his tan libraries.”4 Recent history shows that enemies, the charges against him of several initiatives directed toward certain anti-Semitism, his strange and con­ patron groups or specific types of service troversial involvement with (and Library and Information Science Education 387

influence over) women, and his In the years to follow, the nation and ruthless and often questionable en­ the profession would witness slow, but trepreneurial schemes, all contrib­ persistent, change as persons of diverse ute to his reputation as one of the racial and cultural backgrounds entered most complex figures in the history the field, although not always welcome of librarianship.6 and often with restrictions. Generally, for example, African-American librarians It is true that Dewey has been criticized were assigned to work only within the as much as praised on several issues. black community. It would be even However, he did introduce the concept longer, not until the 1960s, before defined of formal education for librarians and re­ methods aimed at increasing the number alized it while recruiting women to the of minorities in the field were enacted, the field, albeit at lower salaries than received result of federal legislation. As activist by their male counterparts. Says Wayne visionaries such as E.J. Josey and Clara A. Wiegand, “although he did not say it, Stanton Jones agitated for greater inclu­ Dewey was, he believed, setting an ex­ sion and improved library services to ample for the rest of librarianship; he was black communities across the country, recruiting a work force with high charac­ change did begin to occur. ter for low cost.”7 However justified In 1970, Robert Wedgeworth, who later Dewey may have felt, to be sure the in­ became executive director of the ALA troduction of women caused quite a stir (1972–1985) and dean of America’s first on Columbia’s campus at the time. Sev­ school of library science education, con­ eral decades later, the introduction of Af­ templated the dearth of black presence rican Americans and other persons of and influence in the profession. He wrote: color on America’s college and university campuses was met with similar reactions. If librarianship is to be a rewarding Change is never easy, and it can be made profession for black American(s), even more difficult when it is unantici­ one must assume that the opportu­ pated and its aspects misunderstood. This nity to practice it also involves the point is further illustrated by Wiegand, opportunity to shape the principles who points out the lack of diversity in the and practices which define it. Cer­ founding of the first professional librar­ tainly the lack of a visible career lad­ ians’ organization in this country. He re­ der is likely to be a formidable bar­ flects on the organizers of the first ALA rier to the recruitment of black convention, which was held in early Oc­ Americans, especially males.9 tober 1876 in Philadelphia. Describing the designers of ALA who were prompted by The purpose of this brief history is Dewey and very enthusiastic about merely to create a context of the times, as launching the new organization, Wiegand unfortunate as they may have been for writes: many, in which persons of color were neither encouraged nor largely accepted While they marched forward with into this profession just as they were not conviction, however, they failed to welcome to join many other fields. Just recognize they were also products of as access to education for librarianship a socioeconomic and cultural value was beyond the reach of men and women system in which they had been of color during the early days of the pro­ raised and educated. All ALA offic­ fession, library science faculty positions ers were white, Anglo-Saxon Protes­ were even more unattainable for non­ tant males born in the Northeast. white segments of the population. Most were educated in northeastern It was, of course, a very noteworthy schools; most were reared in middle- accomplishment for that period in library class or upper-class families.8 science history that the first library sci­ 388 College & Research Libraries July 1999 ence faculty post held by an African various racial and ethnic groups, from just American was in 1904 at the Western Re­ under 13 percent in 1993 to 15.5 percent serve University (later renamed Case in 1996.13–14 However, diversity across the Western Reserve University). That posi­ faculties of LIS schools does not reflect tion was held by Edward Christopher today’s multicultural populations, a situ­ Williams. Nonetheless, even though the ation that may not bode well for the com­ number of blacks to hold faculty positions position of future LIS faculty. It is a well- has increased since 1904, it is far from known fact that many demographers pre­ being representative of the African- dict that by the early decades of the next American population in the United States. century, approximately one-third of the Even more remarkable is the fact that the nation’s population will be composed of segment of the population least repre­ persons of diverse backgrounds. Thus, a sented within LIS education in the nation greater ethnic and racial imbalance could happens to be American Indians. This is be created than exists presently if no sig­ somewhat ironic given the fact that they nificant increase occurs in those percent­ are descendents of the original peoples ages. It is important that the LIS faculty of this land. Presently, fewer than five of the future reflect the multicultural American Indians hold full-time faculty makeup of society and of the students positions at schools of library and infor­ enrolled in LIS programs. mation science.10 Where will this increasingly multicultural LIS faculty come from? A Attracting more persons of diversity powerful effort will have to be under­ to doctoral programs poses the taken across LIS education if future fac­ greater challenge on several levels ulty distribution is to even approach an acceptable ratio of diversity. As it stands, It is encouraging, though, that the re­ the ALISE statistics indicating doctoral lationship of male to female LIS faculty degrees awarded in 1996–1997 show that at all ALA-accredited programs has ap­ six minority students were awarded doc­ proached a nearly 1:1 ratio for well over torates by LIS schools in the United a decade.11 However, the figures for fac­ States.15 Among them, three were African ulty members of underrepresented American, two were American Indian, groups (African Americans, Hispanic and one was Hispanic American. No Americans, Asian and Pacific Island Asian/Pacific Island Americans were re­ Americans, and American Indians) have ported to have been awarded doctorates not seen much change in more than thirty during that period. Possibly, more encour­ years. In 1993, Josey wrote: aging are LIS doctoral student enrollment figures. ALISE reported that in the fall of If you carefully examine the ALISE 1995, 490 students were enrolled in LIS annual statistics, you will find that doctoral programs in the U. S. (This fig­ blacks, Hispanics, Asians, and ure does not include international stu­ American Indians have not in­ dents, nor students enrolled in non–U.S. creased as a percentage of the en­ programs, such as Canadian LIS pro­ tire population in library and infor­ grams). Of the 490, seventy-nine, or ap­ mation science education programs proximately 16 percent, were members of since the passage of the Civil Rights designated minority groups (37 African Act of 1964.12 American, 20 Hispanic American, 19 Asian/Pacific Island American, and 3 Although the number of nonwhite, American Indian).16 full-time faculty in LIS programs is cur­ Although these figures may seem rently still quite small, according to the somewhat promising, as well they ALISE annual statistics, there has been an should, a note of caution also may be in increase in the number of faculty from order. For one thing, by comparison, en­ Library and Information Science Education 389 rollment in a doctoral program requires The Other Side of the Coin a rather long-term commitment involv­ Understandably, most often, issues of recruit­ ing significant expense and possible re­ ment and retention of underrepresented location of family or long periods of sepa­ groups are among the first concerns voiced ration from family (because not all LIS when LIS education and diversity are the programs offer doctoral degrees, reloca­ topics of discussion. In addition, the fo­ tion becomes a genuine concern). Several cus usually centers on LIS education at other challenges influence the decision to the master’s degree level, with less em­ enroll in a doctoral program, and some phasis on the more advanced degrees. of those same challenges factor into how When one observes the current situation and when a student will complete the regarding diversity within LIS educa­ program. Many programs allow students tion, it may be helpful to view the issue approximately eight years to complete the as two sides of the same coin in need of degree; however, it is not uncommon to a two-pronged strategy. That is, recruit­ find that most institutions will grant ex­ ment and retention efforts should be in­ tensions in the hope of assisting students creased for students at both the master’s to complete the process. A second consid­ degree level and doctoral level in hopes eration is that it is not known what, if any, of filling vacated faculty positions. After percentage of those future LIS Ph.D.s of all, approximately 30 percent of all full- diverse backgrounds will seek faculty po­ time LIS faculty were fifty-five years of sitions rather than administrative or other age and older in 1996. This may mean positions. that several schools will witness faculty Thus, not only are the numbers of mi­ retirements in the next ten years. nority Ph.D. graduates consistently lower In terms of the recruitment of racial and than those for white graduates and the ethnic minorities to LIS programs, the dates for completion of doctoral pro­ data indicate that over the past three de­ grams, along with the availability of the cades, there has been a considerable in­ new graduates, uncertain, but there also crease relative to the proportion of MLS is no guarantee how many will choose graduates from underrepresented groups careers as faculty in LIS education. Con­ who hold positions in all types of librar­ sequently, it is be very difficult to predict ies. However, those gains have been the an increase in the level of diversity among most gradual within the area of academic LIS faculty. librarianship. The growth in the number Often during periods of intensified re­ of librarians from minority segments of cruitment the profession as a whole will the population has been the most visible focus on prospective MLS students, re­ within the public libraries of the nation. sulting in some loss of attention on the In 1991, the ALA issued Academic and Pub­ recruitment of doctoral students to those lic Librarians: Data by Race, Ethnicity & schools that maintain such programs. Al­ Sex,17 in which it illustrated that 4.96 per­ though the need for librarians at every cent of all academic librarians were Afri­ level will always outnumber the need for can American (486) and that nearly twice LIS faculty, it also is clear that LIS educa­ that number of public librarians (7.25%, tors will continue to be essential if those or 965) were black. That same document programs are to continue and prosper. furnished statistics for other racial and Attracting more persons of diversity to ethnic groups. It is interesting to compare doctoral programs poses the greater chal­ the figures for the underrepresented lenge on several levels, as stated above. groups with those of white librarians. Nonetheless, it is not one that is insur­ American Indian/Alaskan Native librar­ mountable. This needs to be addressed ians numbered only sixty-two (0.63%) for because the latter cohort is, most likely, academic libraries and twenty-nine the group who will be there to teach and (0.22%) for public libraries, compared to advise a diverse student body. Asian/Pacific Islanders, who numbered 390 College & Research Libraries July 1999

485 (4.95%) in academic libraries and 404 burgh should be emulated if LIS educa­ (3.03%) in public libraries. One hundred tion is to provide our nation’s libraries and fifty (1.53%) Hispanic librarians were and information centers with a in academic libraries, and 269 (2.02%) multicultural workforce. were in public libraries. To contrast those figures, 8,618 (87.93%) white librarians Curriculum Issues: What Are We were at academic libraries, and 11,646 Teaching? (87.48%) held positions with public librar­ It is important for all students enrolled ies. At the time of this writing, ALA had in LIS programs to be exposed to issues yet to update the survey. However, it is of multiculturalism and diversity. Stu­ safe to say that observations and anec­ dents with an interest in this area will dotal evidence reveal that no significant usually self-select and enroll in courses statistical change has occurred relative to that have a broader cultural perspective. any of these groups working in either It can be expected that students who do type of library. not necessarily hold such an interest will usually apply their precious credit It is important to employ some way hours to taking other courses. However, of providing students with a better in many instances, upon graduation the understanding of the library and latter students may find themselves ill information service needs of a prepared for encounters with library pa­ multicultural society. trons who are very different from them­ selves. These graduates may possess In libraries and information centers little knowledge of how best to respond around the country, the roles and respon­ to and to bridge those differences. There sibilities of librarians are changing and, for are certain approaches that may be used the most part, LIS education is trying to to help maximize such outcomes, such keep pace. However, as the population as an entire course devoted to diversity shifts occur through the early decades of issues in LIS education. Other possibili­ the next century, a better-educated, better- ties include organizing units in a given informed populace will expect, if not de­ course (e.g., reference, cataloging, col­ mand, that library personnel, as well as lection development) around personnel of other institutions, better re­ multicultural/diversity issues and in­ flect the diversity of the coming society. viting guest speakers to discuss topics Since the early 1970s, there have been ex­ such as collection development and gay amples of impressive and successful re­ and lesbian literature or concerns of li­ cruitment strategies for increasing the per­ brary service and programming for centage of underrepresented library pro­ older adults. Lorna Peterson suggests fessionals, as James C. Welbourne writes; these and other strategies for infusing the LIS curriculum in an effort to reach During the 70s, library education the largest number of students. Also, tried to take the leadership in re­ Peterson makes the sound point that dressing the imbalance which ex­ multiple efforts must be made concur­ isted relative to the professional rently if multicultural education in the preparation of those who chose to LIS curriculum is to touch every student work in urban-based public or aca­ at some level during his or her program demic libraries. Laudable efforts of study. This widespread approach is were mounted in the library schools suggested, in part, because so few at Columbia, Toledo, Wayne State, schools of library and information sci­ Rutgers, Illinois and Maryland.18 ence offer full courses on diversity is­ sues and so few faculty maintain a Other recruitment efforts such as that teaching or research focus in these ar­ lead by E.J. Josey at the University of Pitts­ eas. Says Peterson: Library and Information Science Education 391

Of the fifty-seven library schools ars to whom the English language as well listed in the Association for Library as American methods of teaching and and Information Science Education learning and conducting research are 1993–94 Directory, sixteen schools list unfamiliar. Each year, hundreds of thou­ faculty with ethnic and cultural his­ sands of these temporary residents find tory as a specialty. Of the approxi­ themselves on the campuses of our mately 700 full and part-time faculty nation’s colleges and universities and as listed, 21 gave ethnic and culture users of those libraries. Regardless of the history as their specialty. These method, every graduate must be prepared small numbers suggest that library to function in work environments that are schools should be attempting a composed of and serve persons of diverse more organized and deliberate ef­ backgrounds. It is important to employ fort in multicultural education.19 some way of providing students with a better understanding of the library and At the University of North Carolina at information service needs of a Chapel Hill School of Information and multicultural society. This will only ben­ Library Science, the author has intro­ efit new LIS graduates in the future. duced a course called Library and Infor­ Also, consideration must be given to mation Services to Diverse User Popula­ those librarians and information special­ tions (formerly called Library Services to ists who have been practicing their craft Special Populations), in which the per­ for years. As the population changes, spectives of various ethnic and cultural many already in the profession may profit groups are examined. In addition, many from continuing education courses de­ of the situational circumstances in which signed to strengthen their awareness of the disabled (physically, visually, and diversity issues relative to the provision learning), institutionalized, and older of services and to other workplace con­ adults access information are studied. In cerns. many instances, legal and public policy Deans and directors of LIS schools issues relative to compliance influence must face constantly the challenges of services to these segments of the popula­ managing resources. For those institu­ tion. The Department of Library and In­ tions without comprehensive goals and formation Science at the University of objectives for improving diversity among Pittsburgh (School of Information Sci­ students and faculty, it may appear par­ ences) offers variations on the special ticularly burdensome to add another di­ populations course, entitled Resources mension to an already-full agenda. How­ and Services for Special Populations, ever, it is critical that LIS education ad­ which usually focuses on a specific group ministrators exploit all available means such as older adults or African Ameri­ in pursuit of such ends. Ultimately, the cans, depending on the instructor. effects of those efforts will be positive and Another approach that LIS schools long term and will radiate out from the could take to ensure that exposure and LIS schools to the various publics served insight relative to diversity issues are by their graduates. imparted to the student body is to pro­ Improving the level of diversity in vide schoolwide, regularly scheduled librarianship also is being approached on guest lectures or programs during which yet another level. Recently, the ALA un­ issues relative to the information and ser­ dertook a bold and far-reaching enter­ vice needs of the various constituencies prise that will have long-term results for are examined and discussed. For ex­ the profession. ALA has created the Spec­ ample, students interested in a career in trum Initiative, a scholarship fund de­ public services in academic libraries may signed to provide financial assistance for be interested in a program focusing on students from underrepresented racial international students and visiting schol­ and ethnic groups who are enrolled in 392 College & Research Libraries July 1999

ALA-accredited LIS programs. The Conclusion awards of $5,000 each will help defray Hope may spring eternal, but more often some of the costs of graduate education. than not, progress occurs in fits and starts. Several LIS programs, as well as library In the case of the advancement of diver­ systems and associations, have shown sity in LIS education, this author prefers their support of the Spectrum Initiative to see the glass as being half full, which scholarship program and the prospective is to say that more people who represent graduates by agreeing to make additional a variety of racial, ethnic, and cultural financial commitments to the effort by backgrounds are enrolled in LIS programs either matching grants or supplementing and employed in the LIS professions to­ them. The first fifty of the 150 scholarships day than in the past. to be given over a three-year period had Issues of multiculturalism and diver­ been awarded, as of this writing.20 sity in LIS education is multidimensional Among the LIS schools to make such a and often holds different meanings for pledge are the School of Information and different people. Increasingly, and unfor­ Library Studies at the University of Buf­ tunately, images and impressions bear falo (SUNY), the School of Library and nearly as much influence as reality. This Information Science at the University of can be particularly damaging if the im­ Wisconsin-Milwaukee in partnership ages are negative or if those individuals with the Milwaukee Public Library, and encountered are perceived to be so dif­ Rutgers University Library and Informa­ ferent as to seem not to warrant attention tion Studies Department, along with sev­ or service. LIS educators must be cogni­ eral others. It is hoped that programs such zant of these unfortunate trends and in­ as the Spectrum Initiative will serve as a corporate information and clarity on such rallying call to others in the profession to issues in their respective curriculums. participate in various recruitment ap­ Clearly, at the very least, the desire for proaches. better understanding and more tolerance Of course, there is the time-tested of the differences among us must be com­ method of meeting the demands for more municated. professional librarians by “growing your However, it will take more than the own,” which is usually done at the local will and isolated nisus of LIS faculty level. For many years, large and medium- alone. If the future workforce of the pro­ sized public library systems have used this fession is to be representative of the ra­ tactic by forging an agreement with an area cial and ethnic makeup of the nation, library and information school. For ex­ upper-tier administration must be dedi­ ample, at the New York Public Library, li­ cated to advancing institution-wide poli­ brary personnel who do not hold the MLS, cies relative to multiculturalism and in­ but express an interest in librarianship, formation access, from premise to prac­ may attend classes in pursuit of the degree tice. Certainly, many administrators are at Pratt Institute (located in Brooklyn, New apt to face several challenges as they York), under NYPL’s tuition reimburse­ move toward accomplishing such a com­ ment policy. Other area public library sys­ plex, though not hopeless, task. Nonethe­ tems (e.g., Brooklyn Public Library) main­ less, the issue of diversity and the gen­ tain similar programs that have proved to eral response to it by LIS education and be successful as well. In geographic areas the profession is not new, nor has it been that are as highly diverse as New York City, wholly welcome. For some time now, sev­ programs such as these perform an impor­ eral professionals who are well ac­ tant function in the mission to provide li­ quainted with LIS education have ex­ brary and information service to all com­ pressed the need to broaden the curricu­ munities by helping to create a library lar view within the library and informa­ workforce that is reflective of all of soci­ tion science programs (Josey 1993, 1991; ety. Peterson 1994; Owens 1994; Abdullahi, Library and Information Science Education 393

1992).21 In response, some LIS educators sonnel with science backgrounds have stated that they cannot teach every­ and, to complicate the challenge, we thing, while librarians and information need personnel in all areas to be practitioners have asked how much more more ethnically diverse than they can they be expected to do? Given their are currently.23 usually crowded working agendas, both the statement and the question are valid Although much of the discussion of and justifiable. Again, there must be a this article has focused on racial and eth­ commitment to multicultural inclusive­ nic determinations of diversity, it must be ness and the tone must be established by mentioned again that other population upper administration. To start the process, segments also must be included in the Veronica E. Nance-Mitchell suggests: description of a dynamic and diverse citi­ zenry. The fact that there are still fewer To promote diversity in the campus students enrolled in LIS programs and climate, administrators need to as­ fewer positions held by either informa­ sess the situation, which should al­ tion practitioners or LIS educators with most always begin with an institu­ physical or visual disabilities, for ex­ tional analysis and move to an en­ ample, illustrates the point that the pro­ vironmental analysis. The assess­ fession as a whole has some work to do. ment should revolve around diver­ sity needs and the responses of each Recruitment endeavors are usually segment of the institution (admin­ restricted to those institutions with istration, faculty, staff, and stu­ the resolve and the resources to dents).22 address issues of diversity at both the student body and the faculty As stated earlier, concerns about levels. multicultural diversity are not new nor are the many suggested solutions offered The work will not be easy. There are in the past and illustrated in this article. only fifty-six programs in North America Presently, the major difference is that li­ with large areas having no schools of li­ brary and information science educators brary and information science anywhere and administrators have long been nearby.24 Understandably, with so few LIS alerted to the grand population shift that programs and the geographic distribution is coming and the potential political, eco­ being what it is currently, somewhat of a nomic, and social impact that may accom­ burden has been placed on those existing pany it. How we respond this time is apt programs to accommodate the students to be highly scrutinized. LIS schools have enrolled and to furnish as many of their had a good deal of practice, and several educational requirements as possible. examples of noble efforts exist. That ex­ However, a part of that education should perience, along with heightened aware­ include exposure to and discussions of ness and a firm commitment to create library and information service to all pos­ more diversity within the profession, says sible constituencies. For its part, LIS edu­ that we should expect to see measurable cation will be asked to add more diver­ and sustained success in the future. sity to its ranks as well. A decade ago, in describing the neces­ Recruitment endeavors are usually sity for an increased multicultural pres­ restricted to those institutions with the ence among library personnel, Kathleen resolve and the resources to address is­ M. Heim wrote: sues of diversity at both the student body and the faculty levels. These ef­ We need more catalogers; we need forts are often supported by one-time more youth services librarians; we grants or otherwise very limited fund­ need more information services per­ ing, not necessarily intended to sustain 394 College & Research Libraries July 1999 a long-term recruitment agenda, so as will enhance LIS curriculums and that to allow a program to build on its own are supportive of professional informa­ success. In the next century, possibly a tion specialists in the field as they work combination of current models of at­ to better understand and serve a grow­ tracting students and faculty to the ing diverse constituency. However, field of library and information science few, if any, such collaborations are ends with innovative methods of support in themselves. As the population will bring greater results. changes and as information and service Synergetic approaches to accepting needs change, LIS education, including and increasing multiculturalism and deans and directors and the requisite diversity in LIS education are necessary accrediting bodies, will need to reex­ and welcome. Clearly, there is a need amine the position and future direction for administrators, educators, and of the field. These are exciting times for practitioners in library and information library and information science educa­ science not only to communicate more, tion and our graduates; we must make but also to form working coalitions that the most of them.

Notes 1. Judith Waldrop, “New Projections Show Faster Growth, More Diversity,” American Demo­ graphics 15 (Feb. 1993): 9. 2. “Resident Population Projections, by Age and Sex: 1997 to 2050,” in Statistical Abstract of the United States, 117th ed., no. 1717 (Washington, D.C.: Government Printing Office, 1997). 3. Marcia J. Nauratil, “Role Conflict in the Public Library,” in Public Libraries and Nontradi­ tional Clientele (Westport, Conn.: Greenwood Pr., 1985), 5. 4. Ibid., 31. 5. In 1889, the school, under the direction of Melvil Dewey, was moved to Albany and became the New York State Library School, where it remained until 1926. It then returned as the School of Library Service to what is now Columbia University. See Winifred B. Linderman, “Columbia University, School of Library Service,” in Encyclopedia of Library and Information Science, vol. 5, ed. Allen Kent, Harold Lancour, and William Nasri (New York: Marcel Dekker, 1971), 370–90. 6. Michael H.Harris, “Foreword,” in Melvil Dewey: His Enduring Presence in Librarianship, ed. Sarah Vann (Littleton, Colo.: Libraries Unlimited, 1977), 10. 7. Wayne A. Wiegand, Irrepressible Reformer: A Biography of Melvil Dewey (Chicago: ALA, 1996), 85. 8. Ibid., 48. 9. Robert Wedgeworth, “ALA and the Black Librarian: Strategies for the 70’s,” in The Black Librarian in America, ed. E.J. Josey (Metuchen, N.J.: Scarecrow Pr., 1970), 69. 10. The author received this information as a result of a conversation with Dr. Lotsee Patterson, Associate Professor SILS, University of Oklahoma, who may be the first American Indian LIS educator. Dr. Patterson earned her doctorate in 1979. [Telephone conversation with Patterson, May 21, 1998]. Also, for more detailed information, see Library and Information Science Education Statistical Report, ed. Timothy W. Sineath (Raleigh, N.C.: Association for Library and Information Science Education), published annually. 11. Timothy W. Sineath, “Faculty,” in Library and Information Science Education Statistical Report 1996, ed. Timothy W. Sineath (Raleigh, N.C.: Association for Library and Information Science Education, 1996), 3. 12. E. J. Josey, “The Challenges of Cultural Diversity in the Recruitment of Faculty and Stu­ dents from Diverse Backgrounds,” Journal of Education for Library and Information Science 34 (fall, 1993): 303. 13. Timothy W. Sineath, “Faculty,” in Library and Information Science Education Statistical Re­ port 1993, ed. Timothy W. Sineath (Raleigh, N.C.: Association for Library and Information Sci­ ence Education, 1993), 25. 14. ———, “Faculty” (1996), 28. 15. Jerry D. Saye, with Wen-Chen Lan, “Students,” in Library and Information Science Education Statistical Report 1998, ed. Evelyn Daniel and Jerry D. Saye (Arlington, Va.: Association for Li­ brary and Information Science Education, 1998). (These data were acquired prior to publication; page number was unavailable.) Library and Information Science Education 395

16. Danny P. Wallace, “Students,” in Library and Information Science Education Statistical Report 1996, ed. Timothy W. Sineath (Arlington, Va.: Association for Library and Information Science Education, 1996),142. 17. Academic and Public Librarians: Data by Race, Ethnicity & Sex, 1991 (Chicago: ALA, 1991), table 3. 18. James C. Welbourne, “Achieving Black Economic Self-Reliance: The Urban Public Library Strengthens the Economic Base of its Community,” in The Black Librarian in America Revisited, ed. E.J. Josey (Metuchen, N.J.: Scarecrow Pr., 1994), 124. 19. Lorna Peterson, “Strategies for Infusing Multicultural Education into the Library Science Curriculum,” in Culture Keepers II: Unity through Diversity, Proceedings of the Second National Con­ ference of African American Librarians, August 5–7, 1994, Milwaukee, Wis., ed. Stanton Biddle (New­ ark, N.J.: Black Caucus of the ALA, 1995), 75. 20. ALA, “News Fronts ALA,” American Libraries 29, no. 6 (June/July 1998): 9. 21. See: E. J. Josey, “The Challenges of Cultural Diversity in the Recruitment of Faculty and Students from Diverse Backgrounds,” Journal of Education for Library and Information Science 34 (fall 1993): 302–11; ———, “Education for Library Services to Cultural Minorities,” Education Libraries 15, no. 3 (winter 1991): 16–22; Major Owens, “The Specter of Racism in an Age of Cul­ tural Diversity: The New Paradigm for African American Librarians,” in Black Librarian in America Revisited, ed. E.J. Josey (Metuchen, N.J.: Scarecrow Pr., 1994), 286–97; Lorna Peterson, “Teaching the Practitioners: One Professor’s Attempt at Library Education and Sensitivity to Multicultural Diversity,” Reference Librarian 45/46 (1994): 23–28; Ismail Abdullahi, “Recruitment and Mentoring of Minority Students,” Journal of Education for Library and Information Science 33, no. 4 (fall 1992): 307–10. 22. Veronica E. Nance-Mitchell, “A Multicultural Library: Strategies for the Twenty-First Cen­ tury,” College & Research Libraries 57, no. 5 (Sept., 1996): 408. 23. Kathleen M. Heim, “Librarians for the New Millennium,” in Librarians for the New Millen­ nium (Chicago: ALA, 1988), 7. 24. Timothy W. Sineath, “Faculty,” in Library and Information Science Education Statistical Re­ port 1998, ed. Timothy W. Sineath (Washington, D.C.: Association for Library and Information Science Education, 1998), 16. The author is referring to, primarily, states located in the Southern Mountain, the Rocky Mountain, and portions of the Middle-West regions: Nevada, Utah, Idaho, Montana, Nebraska, North Dakota, South Dakota, Oregon, Wyoming, and Minnesota.