a social justice framework for application of critical research methodologies bharat mehra school of...

A Social Justice Framework for A Social Justice Framework for Application of Critical Application of Critical

Research Methodologies Research Methodologies

Bharat Mehra Bharat Mehra School of Information Sciences, University of TennesseeSchool of Information Sciences, University of Tennessee

E-mail: E-mail: [email protected]@utk.eduURL: URL: http://www.sis.utk.edu/people/faculty/mehrahttp://www.sis.utk.edu/people/faculty/mehra

Date: 2 April, 2007Date: 2 April, 2007

AgendaAgenda

Select Critical Research Considerations Select Critical Research Considerations

Past Research Past Research

A Social Justice Framework A Social Justice Framework

One Current Research Project: Community Action on One Current Research Project: Community Action on Behalf of LBGTQ PopulationsBehalf of LBGTQ Populations

Team activity: Your application of the social justice Team activity: Your application of the social justice framework to a topic/project of your choice framework to a topic/project of your choice

Critical Research Critical Research

Assumes that social reality is historically constituted Assumes that social reality is historically constituted and that it is produced and reproduced by peopleand that it is produced and reproduced by people

Recognizes that people’s ability to consciously act to Recognizes that people’s ability to consciously act to change their social and economic circumstances is change their social and economic circumstances is constrained by various forms of social, cultural and constrained by various forms of social, cultural and political dominationpolitical domination

Acknowledges that the main task of research is one Acknowledges that the main task of research is one of social critique, whereby the restrictive and of social critique, whereby the restrictive and alienating conditions of the status quo are brought to alienating conditions of the status quo are brought to light, questioned, and changed light, questioned, and changed

Jurgen Habermas of the Frankfurt Jurgen Habermas of the Frankfurt SchoolSchool

Critical Research ConsiderationsCritical Research Considerations

Working with underserved populations: Working with underserved populations: Critical theory recognizes perspectives of all Critical theory recognizes perspectives of all stakeholders in different situations and this stakeholders in different situations and this includes points of view of the under-includes points of view of the under-represented in order to “do justice to a represented in order to “do justice to a diversity of socially defined perspectives diversity of socially defined perspectives while providing a grounding for the while providing a grounding for the evaluation of controversial problems” evaluation of controversial problems” (Endres, 1996, ¶24).(Endres, 1996, ¶24).

Reflective process to question traditional Reflective process to question traditional understandings and scrutinize existing understandings and scrutinize existing values, practices, ideological frameworks, values, practices, ideological frameworks, and processes (Kellner, 1989; Habermas, and processes (Kellner, 1989; Habermas, 1993; Froomkin, 2003). 1993; Froomkin, 2003).

Past ResearchPast ResearchUnder-represented Under-represented Population Population

Research Research ContextContext

Information Context Information Context Method of Research Method of Research

Minority residentsMinority residents East St. LouisEast St. Louis Building geographic information systemsBuilding geographic information systems

Mapping city’s cultural and physical fabricMapping city’s cultural and physical fabric

Use of IT in community technology centersUse of IT in community technology centers

Participatory designParticipatory design

Service learningService learning

Action researchAction research

Community networkingCommunity networking

Low-income individualsLow-income individuals

Small Business OwnersSmall Business Owners

Prairienet Prairienet Community Community Network in East-Network in East-Central IllinoisCentral Illinois

Technology training Technology training

Building culturally relevant online contentBuilding culturally relevant online content



Local African-American Local African-American womenwomen

SisterNet, a group SisterNet, a group of activist Black of activist Black womenwomen

Health information and servicesHealth information and services Participatory action Participatory action researchresearch


Sexual minoritiesSexual minorities Urbana-Urbana-Champaign, Champaign, IllinoisIllinois

Computer-mediated communication and Computer-mediated communication and use of online resources for action-oriented use of online resources for action-oriented change in their everyday liveschange in their everyday lives

Content analysisContent analysis

Socially grounded Socially grounded methodsmethods

Puerto Rican communityPuerto Rican community Chicago’s Paseo Chicago’s Paseo Boricua Boricua neighborhood neighborhood

Development of a community library as a Development of a community library as a symbol of cultural identitysymbol of cultural identity

Service learningService learning



International teaching International teaching assistantsassistants

UIUCUIUC “ “Glocal” use of the Internet to fulfill their Glocal” use of the Internet to fulfill their ‘diasporic’ needs;‘diasporic’ needs;

Mixed quantitative and Mixed quantitative and qualitative methodsqualitative methods

International doctoral International doctoral studentsstudents

GSLIS, UIUCGSLIS, UIUC Building a model of their experiences for Building a model of their experiences for internationalizing implications in LIS internationalizing implications in LIS education;education;

Qualitative methodsQualitative methods

Participant observation Participant observation

Content analysis Content analysis


Change agency and empowerment: Elicit Change agency and empowerment: Elicit suggestions for improvements to make suggestions for improvements to make people’s experiences better; Bring a people’s experiences better; Bring a change in socio-economic and change in socio-economic and sociopolitical realties by “helping people sociopolitical realties by “helping people help themselves” (Mehra, 2006a)help themselves” (Mehra, 2006a)

Methods: Participatory Action ResearchMethods: Participatory Action Research

Challenge traditional definitions of Challenge traditional definitions of knowledge Democratization of the knowledge Democratization of the knowledge process in which the people who knowledge process in which the people who are usually considered “research subjects” are usually considered “research subjects” become part of the research process as become part of the research process as researchers analyzing their own experiences researchers analyzing their own experiences (Mehra, 2006b)(Mehra, 2006b)

Emphasis on social justice and social equity Emphasis on social justice and social equity via action to change imbalances in via action to change imbalances in distribution of resources, information, and distribution of resources, information, and power (Stoecker & Bonacich, 1992)power (Stoecker & Bonacich, 1992)

Qualitative Research Methods: Action ResearchQualitative Research Methods: Action Research AR aims to contribute both to the practical concerns of AR aims to contribute both to the practical concerns of

people in an immediate problematic situation and to the goals people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually of social science by joint collaboration within a mutually acceptable ethical framework (Rapoport, 1970, p. 499)acceptable ethical framework (Rapoport, 1970, p. 499)

AR is a valid research method in applied fields, provides AR is a valid research method in applied fields, provides outcome-based results, and suggests direction for change outcome-based results, and suggests direction for change (Kemmis & McTaggart, 1988)(Kemmis & McTaggart, 1988)

AR is closely ties to interpretive inquiry; hence traditional AR is closely ties to interpretive inquiry; hence traditional criteria to evaluate rigor in experimental research—criteria to evaluate rigor in experimental research—objectivity, reliability, validity, and generalizability—are objectivity, reliability, validity, and generalizability—are inappropriate, and AR researchers may establish inappropriate, and AR researchers may establish trustworthiness of their study by reporting on credibility, trustworthiness of their study by reporting on credibility, transferability, dependability, and confirmability (Stringer, transferability, dependability, and confirmability (Stringer, 1999). 1999).


- Democratic and participative ideologiesDemocratic and participative ideologies

- Equal participation of disenfranchised usersEqual participation of disenfranchised users

- Learning in collaboration Learning in collaboration

- Community inquiry into participant’s everyday Community inquiry into participant’s everyday experiencesexperiences

- Online-offline convergencesOnline-offline convergences

- Use of mixed methodsUse of mixed methods

- Situated nature of applications and concrete outcomes Situated nature of applications and concrete outcomes

- Promoting inclusiveness: Outreach in planning and Promoting inclusiveness: Outreach in planning and policy implementationpolicy implementation

Social Justice Considerations

Mehra, B., Albright, K. S., & Rioux, K. (2006). Mehra, B., Albright, K. S., & Rioux, K. (2006). A Practical A Practical Framework for Social Justice Research in the Information Framework for Social Justice Research in the Information ProfessionsProfessions. . Proceedings of the 69th Annual Meeting of the Proceedings of the 69th Annual Meeting of the American Society for Information Science & Technology 2006: American Society for Information Science & Technology 2006: Information Realities: Shaping the Digital Future For AllInformation Realities: Shaping the Digital Future For All. Volume 43. . Volume 43. [poster/short paper][poster/short paper]

Recognize traditionally identified “marginalized” as equals Recognize traditionally identified “marginalized” as equals who are experts in knowing their own situations/realitieswho are experts in knowing their own situations/realities

Develop equitable partnerships in LIS to empower people to Develop equitable partnerships in LIS to empower people to

make changes in their everyday circumstancesmake changes in their everyday circumstances Discard labels that minimize people’s experiences and Discard labels that minimize people’s experiences and

identify all project participants as community researchers identify all project participants as community researchers

Social Justice Goal in LIS Research Contextualize LIS work in the everyday experiences of Contextualize LIS work in the everyday experiences of

society's "marginalized" in ways that make a difference in society's "marginalized" in ways that make a difference in their socio-economic and socio-political experiences of their socio-economic and socio-political experiences of marginalizationmarginalization

Recognize the diverse potential of LIS work for bringing Recognize the diverse potential of LIS work for bringing real change in people's livesreal change in people's lives

Begin to re-examine LIS scholarship, practice, and Begin to re-examine LIS scholarship, practice, and relevance to emerging social contexts of the 21st century;relevance to emerging social contexts of the 21st century;

Identify and explore a range of "how to" methods and Identify and explore a range of "how to" methods and approaches in LIS that may build upon the existing and approaches in LIS that may build upon the existing and perhaps limited measures of social justice outcomes and perhaps limited measures of social justice outcomes and impacts.impacts.

Key Social Justice Elements An underserved population:An underserved population: Identifies which group (or individuals) we Identifies which group (or individuals) we

are working with.are working with.

The information (communication) need:The information (communication) need: Presents an asset-based Presents an asset-based approach that recognizes the strengths of various stakeholders approach that recognizes the strengths of various stakeholders (including the identified “marginalized”); it goes beyond a deficit (including the identified “marginalized”); it goes beyond a deficit approach traditionally adopted in LIS research and helps to develop a approach traditionally adopted in LIS research and helps to develop a service plan that taps into existing strengths embedded in the project. service plan that taps into existing strengths embedded in the project.

Methodologies:Methodologies: Examines research approaches used in the process of Examines research approaches used in the process of engaging with the study population.engaging with the study population.

Outcomes:Outcomes: What are the tangible and intangible changes that have What are the tangible and intangible changes that have occurred in the lives of the targeted individuals before and after getting occurred in the lives of the targeted individuals before and after getting involved in the project?involved in the project?

Assessment and evaluation:Assessment and evaluation: Did the original need that motivated the Did the original need that motivated the interaction get addressed? How effective were the strategies that were interaction get addressed? How effective were the strategies that were adopted to address the original issue?adopted to address the original issue?

Others:Others: Identify others that may be specific to particular projects. Identify others that may be specific to particular projects.

RESEARCH QUESTION

How can information and communication professionals bring about social change that transforms marginalized people’s lives and makes a difference in their experiences?

Key Social Justice Elements in LIS

Element Illustrative Study 1 Illustrative Study 2 Illustrative Study 3

Population Uganda organizations

Population in rural Pennsylvania with low library access & use levels

Sexual minorities (LGBTQ individuals) in East Tennessee

Information need HIV/AIDS info Basic health information about diseases (cancer, diabetes) and local health services

Information support services for individual, social, & legal/political representation

Research methodology

Interviews Survey research; Grounded theory methods (i.e., interviews)

Participatory action research; Qualitative interviews; Community mobilization

Achievement of outcomes (in progress)

Catalog of information types

Changes in levels of knowledge, attitudes, & behaviors regarding health & local health resources & services

Changes in policies, information seeking opportunities, safety, provision of culturally relevant materials, health & support facilities, curriculum & planning, traditional library & information services

Assessment Correlation between organization type & information that is disseminated

On-going On-going

Theoretical Principles Fairness and equity in social relationships:Fairness and equity in social relationships: Do the Do the

projects reflect upon making various experiences more projects reflect upon making various experiences more equitable for specific underserved individuals or equitable for specific underserved individuals or populations? populations?

Empowerment:Empowerment: How is the interaction changing the ways How is the interaction changing the ways social conditions were before and after the interaction for social conditions were before and after the interaction for different individuals involved in the project? How is their different individuals involved in the project? How is their perception about their role in determining the course of perception about their role in determining the course of their lives changed as a result of their project their lives changed as a result of their project participation?participation?

Economic, political, social, cultural, and environmental Economic, political, social, cultural, and environmental impacts:impacts: How is the interaction changing the ways things How is the interaction changing the ways things are at these levels before and after the interaction?are at these levels before and after the interaction?

Theoretical Principles Community building and community development:Community building and community development:

Building equitable partnerships and collaborations within Building equitable partnerships and collaborations within and across the academy with local, national and and across the academy with local, national and international communities to promote social equity and international communities to promote social equity and social justice for individual, social, and community social justice for individual, social, and community empowerment of the disenfranchised. empowerment of the disenfranchised.

Diversity, multiplicity, and democracy:Diversity, multiplicity, and democracy: Varied and Varied and participative involvement in decision-making.participative involvement in decision-making.

Everyday information needs:Everyday information needs: How does the project How does the project change how everyday information needs of the change how everyday information needs of the disenfranchised get met?disenfranchised get met?

Community informatics:Community informatics: Exploring the role and the Exploring the role and the application of information and communication application of information and communication technologies (ICTs) to empower and enable local and technologies (ICTs) to empower and enable local and global communities to meet their goals and aspirations.global communities to meet their goals and aspirations.

Social Justice Principles in Illustraive Studies

SJ Principles

Illustrative Study 1



Fairness/equity in social relationships

Serving those infected with or affected by HIV/AIDS

Outreach to underserved populations in a rural environment

Individual, social, legal/political representation for sexual minorities

Empowerment: Individual

Providing individuals with information to prevent or treat HIV/AIDS

Informing individuals about health issues & local health resources and services

Perception of social acceptance & availability of information support services

Empowerment: Economic, political, social, cultural, & environmental impacts

Goal: to reduce the prevalence of HIV/AIDS

Goal: to contribute in improving healthcare in the community

Equitable policy development, formalized recognition/representation, improved information support services

Community building: Within the academy

Collaboration between government, NGOs, community-based & faith-based organizations

Collaboration between researchers in IS, public health, nursing, pharmacy, etc.

Partnerships between IS professionals & other progressive units; networking between (earlier isolated) LGBT faculty/student/staff

SJ Principles Illustrative Study 1



Community building: Beyond the academy

Organizational sharing of HIV/AIDS information

Collaboration between citizens, healthcare providers, librarians, support groups, etc.

Community LGBT & ally groups/individuals across the university/community

Diversity, multiplicity, & democracy

Coordination of organizations at all levels of public & private sector involved in HIV/AIDs information

Determination of underserved users’ needs—Goal: expanding community participation & improving access to information

Creating visibility & mobilization to propel change in support of LGBT people/issues via building ally networks & participative collaborations

Everyday information needs

HIV/AIDS information Basic health information

Needs related to individual respect, social equality, and adequate representation for sexual minorities

Communityinformatics

Dissemination of HIV/AIDS information using culturally appropriate technologies and formats (e.g., drama, radio)

Public library system’s use of kiosks in non-library settings to deliver basic health information to a population that does not typically use library resources

Development of web & campus/community information support services to tackle ignorance & provide effective information support services

Social Justice Principles in Illustraive Studies

Current ResearchCurrent Research1.1. Campus Climate and Community Action for the Lesbian, Campus Climate and Community Action for the Lesbian,

Gay, Bisexual, Transgender, and Questioning (LGBTQ) Gay, Bisexual, Transgender, and Questioning (LGBTQ) Community at the University of Tennessee (with Donna Community at the University of Tennessee (with Donna Braquet, Librarian, UT Hodges Library)Braquet, Librarian, UT Hodges Library)

2.2. How can the University of Tennessee Improve its How can the University of Tennessee Improve its Information Support Services for African-American Information Support Services for African-American Students to Increase Enrollment, Retention, and Students to Increase Enrollment, Retention, and Develop Minority Student Leadership? Case Develop Minority Student Leadership? Case Perspectives of African-American Graduate Students Perspectives of African-American Graduate Students (with Cheryl Ann Lambert, Ph. D. Student, UT School of (with Cheryl Ann Lambert, Ph. D. Student, UT School of Advertising and Public Relations)Advertising and Public Relations)

3.3. Information Support Services for International Graduate Information Support Services for International Graduate Students at the University of Tennessee (with Dania Students at the University of Tennessee (with Dania Bilal, Associate Professor, SIS)Bilal, Associate Professor, SIS)

Campus Climate for the GLBTQ Community

[INTRODUCTION] Let us begin with general introductions. This is completely [INTRODUCTION] Let us begin with general introductions. This is completely optional. Please tell us only what you are comfortable sharing about yourself optional. Please tell us only what you are comfortable sharing about yourself and/or your GLBTQ-related experiences at the University of Tennessee.and/or your GLBTQ-related experiences at the University of Tennessee.

[CAMPUS CLIMATE COMFORT LEVEL] Overall, how comfortable are you with [CAMPUS CLIMATE COMFORT LEVEL] Overall, how comfortable are you with the campus climate at UTK for sexual minorities? [Prompt: Why are you so the campus climate at UTK for sexual minorities? [Prompt: Why are you so comfortable or not so comfortable?].comfortable or not so comfortable?].

[UNIVERSITY POLICY PLAN: AREAS OF DEVELOPMENT] What are some [UNIVERSITY POLICY PLAN: AREAS OF DEVELOPMENT] What are some areas of development in a university policy plan that you may want to propose areas of development in a university policy plan that you may want to propose to bring about institutional change of support for GLBTQ individuals on to bring about institutional change of support for GLBTQ individuals on campus? [Prompt: Have you been affected by UTK policies or lack of policies?]campus? [Prompt: Have you been affected by UTK policies or lack of policies?]

[PERSONAL SAFETY]: How can the university become safer for GLBTQ [PERSONAL SAFETY]: How can the university become safer for GLBTQ individuals? [Prompts: What is your perception of safety on campus? Describe individuals? [Prompts: What is your perception of safety on campus? Describe any incidents that you are aware of where personal safety of a GLBTQ any incidents that you are aware of where personal safety of a GLBTQ individual was challenged? How can there be improvements in the following: individual was challenged? How can there be improvements in the following: Response to assaults? Training of officers? Information reporting and Response to assaults? Training of officers? Information reporting and information awareness of campus hate crimes?].information awareness of campus hate crimes?].


[HEALTH AND SUPPORT SERVICES]: How can the university improve its [HEALTH AND SUPPORT SERVICES]: How can the university improve its health and support services for GLBTQ individuals on campus? health and support services for GLBTQ individuals on campus? [Prompts: How can the university improve its health and support services in [Prompts: How can the university improve its health and support services in areas of: counseling, health information dissemination, student/staff areas of: counseling, health information dissemination, student/staff organizations, and safe space programs].organizations, and safe space programs].

[CURRICULUM AND PLANNING]: How can the university improve its [CURRICULUM AND PLANNING]: How can the university improve its

curriculum and programming for support of GLBTQ individuals? [Prompts: curriculum and programming for support of GLBTQ individuals? [Prompts: integration throughout the curriculum; focused specialization courses; integration throughout the curriculum; focused specialization courses; campus sponsored programs; and support of research initiatives].campus sponsored programs; and support of research initiatives].

[POLICY AND INSTITUTIONAL COMMITMENT]: How can the university [POLICY AND INSTITUTIONAL COMMITMENT]: How can the university improve its institutional commitment to promote a positive experience for improve its institutional commitment to promote a positive experience for GLBTQ individuals on campus? [Prompts: discrimination; coverage of GLBTQ individuals on campus? [Prompts: discrimination; coverage of harassment at new student/employee orientation; equal benefits: health and harassment at new student/employee orientation; equal benefits: health and housing; and campus initiatives such as advisory council and task force]. housing; and campus initiatives such as advisory council and task force].


[IMPROVEMENTS] Is there anything else that would make life for GLBTQ [IMPROVEMENTS] Is there anything else that would make life for GLBTQ individuals at UT better? What can the university do to make life at UT a individuals at UT better? What can the university do to make life at UT a more positive experience for GLBTQ individuals?more positive experience for GLBTQ individuals?

[INFORMATION SEEKING DURING THE COMING OUT PROCESS] [INFORMATION SEEKING DURING THE COMING OUT PROCESS] Think back to when you came out or perhaps a friend’s experiences of Think back to when you came out or perhaps a friend’s experiences of coming out. Within a few years, can you state the year when you/your coming out. Within a few years, can you state the year when you/your friend began the coming out process?friend began the coming out process?

During the stage when you were starting to recognize that you may not be During the stage when you were starting to recognize that you may not be heterosexual…heterosexual… What types of information did you seek? What types of information did you seek? Where did you seek this information? (Internet, bookstore, friends, library, Where did you seek this information? (Internet, bookstore, friends, library,

support group, etc.)support group, etc.) What type of information was most helpful?What type of information was most helpful? What type of information would have been helpful?What type of information would have been helpful?


When you first started coming out to other queers/starting friendships with other queers… How did you find other queers? What type of information did you seek? Where did you seek it? What would have been helpful during this time?

When you were preparing to come out to close friends and family…

After coming out…

How could libraries/librarians help during the coming out process?


[LIBRARY AND INFORMATION SERVICES]: [LIBRARY AND INFORMATION SERVICES]: Awareness of Library ResourcesAwareness of Library Resources

How aware are you of the UT Library’s GLBTQ related resources (books, films, How aware are you of the UT Library’s GLBTQ related resources (books, films, journals, magazines)? journals, magazines)?

Resource UseResource Use How important do you think having access to GLBTQ related library resources How important do you think having access to GLBTQ related library resources

is? is? Have there been any instances where you have needed or used GLBTQ Have there been any instances where you have needed or used GLBTQ

library resources? (personal use, class use?)library resources? (personal use, class use?) How easy or difficult are they to find? What types of resources did you use? How easy or difficult are they to find? What types of resources did you use?

Evaluation of Library ResourcesEvaluation of Library Resources How would you evaluate the Library’s GLBTQ related resources? How would you evaluate the Library’s GLBTQ related resources? In which GLBTQ related areas do you think the Library is most lacking, most In which GLBTQ related areas do you think the Library is most lacking, most

adequate? adequate? How can the Library improve awareness and use of GLBT resources?How can the Library improve awareness and use of GLBT resources?

Campus Climate for the GLBTQ Community Awareness of Library Reference ServiceAwareness of Library Reference Service

How aware are you of the Library staff’s ability to help with finding information on How aware are you of the Library staff’s ability to help with finding information on GLBTQ related topics? GLBTQ related topics?

Reference UseReference Use Do you think the ability to ask GLBTQ related questions at the Library is important? Do you think the ability to ask GLBTQ related questions at the Library is important?

Have there been any instances when you asked a GLBTQ related question? Have there been any instances when you asked a GLBTQ related question? Evaluation of Library Reference ServiceEvaluation of Library Reference Service

What has been your experience with asking GLBTQ related questions at the What has been your experience with asking GLBTQ related questions at the Library? Library?

How comfortable or uncomfortable would you feel asking a GLBTQ-related How comfortable or uncomfortable would you feel asking a GLBTQ-related question? If you haven’t asked a question, how do you question? If you haven’t asked a question, how do you thinkthink GLBTQ related GLBTQ related questions would be handled by library staff? questions would be handled by library staff?

What would make you feel more comfortable? How would you feel most What would make you feel more comfortable? How would you feel most comfortable asking GLBTQ related questions (in person, by phone, via chat or e-comfortable asking GLBTQ related questions (in person, by phone, via chat or e-mail)?mail)?

How can the UT Library improve services for GLBTQ individuals? What How can the UT Library improve services for GLBTQ individuals? What can the UT Libraries do to improve the standing of GLBTQ individuals can the UT Libraries do to improve the standing of GLBTQ individuals on campus?on campus?


Mehra, B., & Braquet, D. (2007). Information-Seeking Behaviors during “Queer” Youth Coming Out Mehra, B., & Braquet, D. (2007). Information-Seeking Behaviors during “Queer” Youth Coming Out Experiences. In: M. K. Chelton & C. Cool (eds.), Experiences. In: M. K. Chelton & C. Cool (eds.), Youth Information Seeking Behaviors: Contexts, Youth Information Seeking Behaviors: Contexts, Theories, Models and IssuesTheories, Models and Issues (pp. 93-131). Toronto, Canada: Scarecrow Press. (pp. 93-131). Toronto, Canada: Scarecrow Press.

Mehra, B., & Braquet, D. (2006). A “Queer” Manifesto of Interventions for Libraries to ‘Come Out’ of the Mehra, B., & Braquet, D. (2006). A “Queer” Manifesto of Interventions for Libraries to ‘Come Out’ of the Closet! A Study of “Queer” Youth Experiences during the Coming Out Process, Closet! A Study of “Queer” Youth Experiences during the Coming Out Process, Library and Information Library and Information Science Research Electronic Journal, Science Research Electronic Journal, Volume 16, Issue 1 (March 2006).Volume 16, Issue 1 (March 2006).

Braquet, D., & Mehra, B. (2006). Contextualizing Internet Use Practices of the Cyber-Queer: Braquet, D., & Mehra, B. (2006). Contextualizing Internet Use Practices of the Cyber-Queer: Empowering Information Realities in Everyday Life. Empowering Information Realities in Everyday Life. Proceedings of the 69th Annual Meeting of the Proceedings of the 69th Annual Meeting of the American Society for Information Science & Technology 2006: Information Realities: Shaping the Digital American Society for Information Science & Technology 2006: Information Realities: Shaping the Digital Future For AllFuture For All. Volume 43. [poster/short paper].. Volume 43. [poster/short paper].

Mehra, B., & Braquet, D. (in press). Library and Information Science Professionals as Community Action Mehra, B., & Braquet, D. (in press). Library and Information Science Professionals as Community Action Researchers in an Academic Setting: Top Ten Directions to Further Institutional Change for People of Researchers in an Academic Setting: Top Ten Directions to Further Institutional Change for People of Diverse Sexual Orientations and Gender Identities, Diverse Sexual Orientations and Gender Identities, Library Trends.Library Trends.

Mehra, B., Albright, K. S., & Rioux, K. (2006). A Practical Framework for Social Justice Research in the Mehra, B., Albright, K. S., & Rioux, K. (2006). A Practical Framework for Social Justice Research in the Information Professions. Information Professions. Proceedings of the 69th Annual Meeting of the American Society for Proceedings of the 69th Annual Meeting of the American Society for Information Science & Technology 2006: Information Realities: Shaping the Digital Future For AllInformation Science & Technology 2006: Information Realities: Shaping the Digital Future For All. . Volume 43. [poster/short paper]. (secondary focus). Volume 43. [poster/short paper]. (secondary focus).

Mehra, B., & Srinivasan, R. (under review). The Library-Community Convergence Framework for Mehra, B., & Srinivasan, R. (under review). The Library-Community Convergence Framework for Community Action: A New Role of the Library as a Catalyst of Social Change, Community Action: A New Role of the Library as a Catalyst of Social Change, Libri: International Journal Libri: International Journal of Libraries and Information Services. of Libraries and Information Services. (secondary focus).(secondary focus).

Community Action Community Action Research AgendaResearch Agenda

Findings from qualitative studies and action research Findings from qualitative studies and action research include:include: Typical barriers/challenges faced by local LGBTQ individuals towards Typical barriers/challenges faced by local LGBTQ individuals towards

self-fulfillment and social empowerment self-fulfillment and social empowerment

Top ten prioritized community actions of “what we need to do” and Top ten prioritized community actions of “what we need to do” and “how do we do it” for furthering acceptance of LGBTQ people “how do we do it” for furthering acceptance of LGBTQ people

Current directions of progress made in the UTK academic environment Current directions of progress made in the UTK academic environment over a period of 2 yearsover a period of 2 years

What efforts can be made to promote progressive institutional

changes on behalf of LGBTQ people?

Top Ten Actions for Institutional ChangeTop Ten Actions for Institutional Change

No. Barriers/Challenges “What We Need To Do”

1. Social isolation and lack of awareness of LGBTQ people

Use social and digital technologies to build connections between LGBTQ people

2. No formalized support and institutional protection

Gain institutional commitment for legal and political/social protection

3. Lack of political representation

Active participation in political lobbying and building political support networks

4. Conservative climate breeds hatred and contempt

Develop “safe space” programs and sensitivity training in various areas



5. Cloak of invisibility surrounding LGBTQ concerns and negative stereotyping

Create visibility and awareness of LGBT issues via active programming, hosting of events, and activity planning

6. Inadequate information support services and no awareness of existing resources

Develop accurate and fair LGBTQ information resources and collections and promote visibility by proactive advertising

7. Lack of coverage of LGBT materials in courses and curriculum

Create specialized courses that specifically focus on LGBTQ materials and cover LGBTQ issues in all relevant courses



8. Lack of provision of adequate and fair services to LGBTQ needs

Create formalized channels of communication and information flow between LGBTQ individuals and the administration

9. Perceived negative backlash or repercussions in academic setting

Take actions against discrimination to project signals that any sort of prejudice will not be tolerated

10. Isolated disconnected efforts in LGBT advocacy

Coordinate between isolated LGBT advocacy efforts

What are the specific actions we What are the specific actions we are taking as LIS community action are taking as LIS community action

researchers in the University of researchers in the University of Tennessee?Tennessee?

Using social/digital technologies to build Using social/digital technologies to build connections between LGBTQ and allies connections between LGBTQ and allies

Informal/formal networking has helped us develop Informal/formal networking has helped us develop contacts, communicate, and collaborate with allies contacts, communicate, and collaborate with allies and support agencies. These include: and support agencies. These include:

UT LGBT faculty, staff, and students; members of local UT LGBT faculty, staff, and students; members of local LGBT community-based groups and social justice agencies; LGBT community-based groups and social justice agencies; and members of the UT’s Office of Equity and Diversity and members of the UT’s Office of Equity and Diversity (OED) and Diversity Council(OED) and Diversity Council

We created a listserv “LGBTANet” in August 2005 We created a listserv “LGBTANet” in August 2005 that has helped in information sharing, communication that has helped in information sharing, communication exchange, and building institutional memory for exchange, and building institutional memory for LGBTQ individuals and allies (URL: LGBTQ individuals and allies (URL: http://listserv.utk.edu/archives/lgbtanet.htmlhttp://listserv.utk.edu/archives/lgbtanet.html).).

Seeking institutional commitment for legal, political, and social protection

Chancellor Crabtree’s encouraging response during our first meeting in Chancellor Crabtree’s encouraging response during our first meeting in December 2005 and his e-mail confirmation (received on December 8, 2005) December 2005 and his e-mail confirmation (received on December 8, 2005) that UT President John Petersen had authorized the inclusion of sexual that UT President John Petersen had authorized the inclusion of sexual orientation in a welcoming statement attached to the UT non-discrimination orientation in a welcoming statement attached to the UT non-discrimination policypolicy

Our involvement in procedural steps following administrative protocols: Our involvement in procedural steps following administrative protocols: Reaching a consensus amongst local LGBTQ members/allies in Reaching a consensus amongst local LGBTQ members/allies in

identifying a new name “Commission for LGBT” representative of current identifying a new name “Commission for LGBT” representative of current national trends national trends

Developing initial Bylaws of the Commission for LGBT People in Developing initial Bylaws of the Commission for LGBT People in consultation with members of the UT’s Diversity Councilconsultation with members of the UT’s Diversity Council

Creating a volunteer list of 16 UT LGBT people who were willing to serve Creating a volunteer list of 16 UT LGBT people who were willing to serve on the board of the future Commission for LGBT Peopleon the board of the future Commission for LGBT People

Participating in the first organizational meeting of the Commission on 12 Participating in the first organizational meeting of the Commission on 12 December 2006, and meeting with the Chancellor on 9 January 2007December 2006, and meeting with the Chancellor on 9 January 2007

We collaborated with LGBTQ allies in preparing pro-LGBTQ resolution statements and refining vocabulary constructs representing sexual minorities in a city ordinance non-discrimination clause that were presented and discussed during focus group and individual meetings in fall 2005 with local Councilmen Bob Becker and Chris Woodhull

Participating in political lobbying and building political support networks

Developing “safe space” programs and sensitivity training

In OED’s Diversity Experience Workshop (DEW) In OED’s Diversity Experience Workshop (DEW) Advisory Group, we have partnered with Advisory Group, we have partnered with faculty/staff/students across campus to identify faculty/staff/students across campus to identify appropriate content on LGBTQ needsappropriate content on LGBTQ needs

We developed information for the workshops that focus We developed information for the workshops that focus on LGBTQ as “special populations” as well as represent on LGBTQ as “special populations” as well as represent LGBTQ issues in general workshops on diversityLGBTQ issues in general workshops on diversity

Workshop components are being delivered during Workshop components are being delivered during various events on campus (new student/faculty various events on campus (new student/faculty orientations, forums in fraternities/sororities, and orientations, forums in fraternities/sororities, and departmental diversity evaluation sessions)departmental diversity evaluation sessions)

Creating awareness of LGBTQ issues via active programming and hosting of events

We planned and participated in a workshop (18 We planned and participated in a workshop (18 April, 2006) sponsored by the community-based April, 2006) sponsored by the community-based GLBTQ Task Force Against Domestic Violence on GLBTQ Task Force Against Domestic Violence on educational training for service providers in public educational training for service providers in public agencies such as the police force, health agencies such as the police force, health services, counseling centers, and social work services, counseling centers, and social work agencies to provide effective services to meet the agencies to provide effective services to meet the needs of LGBTQ people needs of LGBTQ people

Developing accurate and fair LGBTQ information resources

The Diversity News Channel The Diversity News Channel ((http://http://www.lib.utk.edu/news/diversity/archives/glbtwww.lib.utk.edu/news/diversity/archives/glbt//), ),

hosted on the UTK library server, presents current information hosted on the UTK library server, presents current information about LGBTQ happenings and programs about LGBTQ happenings and programs

The UTK library’s Cultural Corner (offline and online)The UTK library’s Cultural Corner (offline and online) ((http://www.lib.utk.edu/diversity/culturecorner/springlist-06.htmlhttp://www.lib.utk.edu/diversity/culturecorner/springlist-06.html) is ) is an effort to demarcate a visible physical and virtual an effort to demarcate a visible physical and virtual space on space on LBGTQ issues of contemporary relevanceLBGTQ issues of contemporary relevance

The recent compilation of the Gay, Lesbian, Bisexual, The recent compilation of the Gay, Lesbian, Bisexual, Transgender Resource Guide Transgender Resource Guide ((http://www.lib.utk.edu/refs/glbt.html#localhttp://www.lib.utk.edu/refs/glbt.html#local) provides ) provides

online access to local LGBTQ resources and services online access to local LGBTQ resources and services

Teaching IS 592 titled “Race, Gender, and Sexuality in the Teaching IS 592 titled “Race, Gender, and Sexuality in the Information Professions” during spring 2005 provided me Information Professions” during spring 2005 provided me opportunities for understanding the campus climate on opportunities for understanding the campus climate on issues related to sexual orientation from a deeper issues related to sexual orientation from a deeper perspectiveperspective

During the 2007 spring semester, students in the course During the 2007 spring semester, students in the course are partnering with the East Tennessee LGBT Youth are partnering with the East Tennessee LGBT Youth Project to assess and evaluate child welfare and juvenile Project to assess and evaluate child welfare and juvenile justice programs, library and social support service justice programs, library and social support service providers, and secondary school systems based on providers, and secondary school systems based on discussions with LGBT youth discussions with LGBT youth

Creating specialized courses that specifically focus on LGBTQ materials

Thank you for your attention.Thank you for your attention.

Questions and Comments?Questions and Comments?

Team activity: Your application of the Team activity: Your application of the social justice framework to a topic/project social justice framework to a topic/project of your choice of your choice

a social justice framework for application of critical research methodologies bharat mehra school of...

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