Conference Agenda (All times are shown in Greenwich Mean Time (GMT) unless otherwise noted)

Libraries offer an array of programs and services–in and out of the library–that are infused with important learning principles and concepts and can provide children and families, particularly from underserved groups, with valuable access to these principles and concepts. And yet libraries often are unsure how to reach these groups, where significant barriers can hinder community engagement and access. A research study, [removed for blind review], employed value-sensitive design to develop co-designed tools and a toolkit to help library staff interact with and learn from community groups and partners using a strengths-based and social justice approach. Two of the co-designed tools were then tested with MLIS students at two universities, whose feedback yielded several valuable findings. Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold. This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families who do not or cannot come into the library.

Beyond the easy and equal access to massive online contents, will digital reading bring more social welfare values for disadvantaged groups? Take left-behind children (LBC) in rural China as example, whose mental health issue has widely aroused public concern. Lacking of sufficient parental supervision and educational resources leads to insufficient development of psychological resilience and makes them vulnerable to mental health problems. As psychological resilience is a critical protective factor for maintaining mental health, in this paper, we wonder whether digital reading could perform as an alternative way with easy accessibility and numerous resources to supplement LBC’s resilience development. We conducted a field questionnaire study on LBC (N=217) and investigated the predictive effect of digital reading on psychological resilience. After controlling sociodemographic variables and common resilience protective factors, hierarchical regression results demonstrated that digital reading predicted an additional 4.3% of the variation in resilience above the control variables, indicating digital reading a positive promoter of LBC's psychological resilience. Moreover, by systematically exploring the fine-grained digital reading variables, we also found intrinsic motivation to read and recreational digital reading (e.g., reading comics and communicating online) to be the two most stronger predictors of psychological resilience.

While accessibility is a core part of diversity, equity, inclusion, accessibility, and social justice (DEIASJ) considerations, disability and accessibility are rarely centered in Library and Information Science (LIS) curricula. The lack of disability and accessibility coverage is problematic since information professionals must have the required knowledge and skills to effectively serve patrons with disabilities. This paper presents preliminary findings from a content analysis of 39 pre-filtered syllabi examining how disability and accessibility topics are covered in LIS courses. While nearly all of the syllabi analyzed contained a high level of detail, only 13 were ultimately determined to contain a “partial” depth of coverage of disability- and accessibility-related content and two a “detailed” level of coverage. Even fewer syllabi included a conceptualization of disability or accessibility beyond simply including the words alone. The paper offers suggestions for LIS instructors to better address disability and accessibility within their syllabi and course content.

The research reported in this paper is part of a larger project focusing on the iSchools’ identity and interactions in a globalized world. This paper presents the research management strategy for conducting a global research project among international research communities, and for investigating the current research focus of iSchools members based on the insights of global iSchools’ leaders. It found that information management was the dominant research area and that digital humanities, data science, and “informatics+ scenarios” are the key growth points. The most significant contribution of iSchools to society lies in social services. The research focuses on and benefits worldwide iSchools by outlining development strategies and strengthening the connection between research and society to increase social awareness, influence and reputation.

This case study describes the development of a management and leadership (M/L) iSchool course. To design a course that balanced traditional topics with current professional needs, we identified M/L topics currently covered in iSchools’ curricula, then assessed the importance of these topics for information professions through a survey of academic and professional communities. Survey participants selected topics in the areas of information economy, organizational management, and project management that they thought were most important for iSchool students to learn. They also suggested additional topics related to communication, diversity, equity and inclusion (DEI), financial literacy and strategic planning skills. Thirteen survey participants were interviewed by the researchers; they suggested further topics related to emotional intelligence and personal skills, such as time-management, risk-taking and confidence. This paper aims to support a culture of transparency in curricula design and, by sharing methods, findings, and lessons learned, ease the faculty tasks of course development.