Files in this item

FilesDescriptionFormat

application/pdf

application/pdf59.1-2.montiel-overall.pdf (125kB)
PDF

Description

Title:Knowledge River: A Case Study of a Library and Information Science Program Focusing on Latino and Native American Perspectives
Author(s):Montiel-Overall, Patricia; Littletree, Sandra
Subject(s):Workforce Issues in Library and Information Science
Minorities in library science -- United States.
Multicultural education -- United States -- Case studies.
Minority graduate students -- Recruiting -- United States.
Library schools -- Curricula -- United States.
University of Arizona. School of Information Resources and Library Science.
Abstract:This article discusses the development of Knowledge River, a program at the University of Arizona School of Information Resources and Library Science established through several Institute of Museum and Library Services grants designed to recruit Latino and Native American students to the library and information science (LIS) profession. Knowledge River (KR) was designed as a national model for increasing diversity in information organizations and LIS programs. The article describes the KR model and elements of the program that have increased its success. Included are participation in a residential cohort, real-world library work experiences, and formal mentoring by KR graduates and other ethnic minorities in the field. Knowledge River has served as a catalyst for increasing awareness of diversity issues and multiple perspectives in addressing issues in the LIS field. Knowledge River has also resulted in a requirement that all LIS students enroll in at least one diversity course. This article also provides a retrospective analysis of the KR model and presents a theoretical framework for developing future LIS diversity programs such as KR.
Issue Date:2010
Publisher:Johns Hopkins University Press and the Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign
Citation Info:In Library Trends 59(1-2) Summer/Fall 2010: 67-87.
Genre:Article
Type:Text
Language:English
URI:http://hdl.handle.net/2142/18722
ISSN:0024-2594
Publication Status:published or submitted for publication
Rights Information:Copyright 2010 Board of Trustees of the University of Illinois
Date Available in IDEALS:2012-10-16


This item appears in the following Collection(s)

Item Statistics