Abstract
This paper contends that Community-Based Learning (CBL) promotes diversity, equity, and inclusion (DEI) in Library and Information Science and iSchool education. First, we set forth our methodological approach, which is a qualitative case study. Next, we review the literature on diversity, experiential learning, and Community-Based Learning (CBL). Third, we describe how one iSchool is implementing community-based learning in a novel way by embracing data science and design thinking in its pedagogical approach to a new three-course, twelve-credit post-Baccalaureate certificate. We discuss the institutional context for the certificate, the project partners, the twelve CBL Fellows, and the curriculum, which includes two new courses (Design Thinking for Digital Community Service and Data Analytics for Community-Based Data and Service) and a capstone. We conclude by offering directions for future research.
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Acknowledgments
This project was made possible in part by the Institute of Museum and Library Services (RE-17-19-0006-19). I would like to thank Dr. Xia Lin (PI of this project), as well as my fellow co-PIs: Dr. Jane Greenberg, Dr. Denise Agosto, and Dr. Erjia Yan.
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Poole, A.H. (2021). Promoting Diversity, Equity, and Inclusion in Library and Information Science through Community-Based Learning. In: Toeppe, K., Yan, H., Chu, S.K.W. (eds) Diversity, Divergence, Dialogue. iConference 2021. Lecture Notes in Computer Science(), vol 12645. Springer, Cham. https://doi.org/10.1007/978-3-030-71292-1_41
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