More than Lip Service: Identifying A Typology of “Social Justice” Research in LIS The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, https://jps.library.utoronto.ca/index.php/ijidi DOI: 10.33137/ijidi.v5i2.34806 More than Lip Service: Identifying A Typology of “Social Justice” Research in LIS Joseph Winberry, University of Tennessee, USA Abstract Social justice is increasingly identifiable within library and information science (LIS) research and practice. However, numerous scholars have raised the concern that social justice has been commodified in order to benefit the powerful and therefore the possibility of actual and constructive change has been minimized in numerous cases. In response, this researcher undertook a literature review of self-identified “social justice” research in 2 large academic databases—Library Information Science & Technology Abstracts (LISTA) and Library and Information Science Source (LISS)—in order to identify the types of social justice research in LIS. The result of the review identified 247 records and included results from peer reviewed journals, books, and conference proceedings from which a typology of 2 research types (e.g., knowledge and practice) and 8 sub-types (e.g., metatheoretical, theoretical, ideational, methodological, empirical, narrative, professional, and pedagogical) was identified. Identification of this typology is helpful for organizing existing social justice research within LIS, assisting in the examination of connections between theories and methods, and contributing to a broader goal of arguing that social justice is an emerging sub-discipline within LIS. Future research is needed to grow this typology and increase research in areas that remain understudied such as LIS-centered metatheoretical, theoretical, and methodological social justice research. Keywords: knowledge; literature review; practice; social justice; typology Publication Type: research article Introduction ocial justice has emerged as an important and growing topic in recent library and information science (LIS) scholarship with implications for research, teaching, and the direction of the information professions (Sweeney, et al., 2014; Sung & Parboteeah, 2017; Winberry & Bishop, 2021). Social justice in LIS has been described in numerous ways including as a pedagogy (Gregory & Higgins, 2017), metatheory (Rioux, 2010), a conceptual framework (Mathiesen, 2015), as an advocacy model (Froggatt, 2019), a perspective (Dadlani & Todd, 2015), and as a guiding principle (Jaeger et al., 2016) among other terms and near infinite definitions (Cooke et al., 2016). The embrace of social justice and related terms such as equity, diversity, and inclusion, can be recognized beyond just research and practice; these terms have recently begun emerging in the themes and titles of numerous information-related conferences such as the ALISE, ASIS&T, and iSchool conferences. But despite the rise of attention towards social justice in LIS, there have been concerns that the embrace of these terms is just that: words and no more (Mehra et al., 2018; Pateman & Vincent, 2010; Sandell & Nightingale, 2012). For instance, in debates about neutrality, intellectual S https://jps.library.utoronto.ca/index.php/ijidi More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 freedom is often described as a core value of the information professions while social justice is often viewed as secondary (Burgess, 2016; Gibson et al., 2017; Shockey, 2016). If social justice is truly as essential to the LIS field as the literature, professional organizations, and Twitter feeds suggest, it cannot be relegated to the side and only brought to the forefront whenever fashionable. One way to combat subjugation of social justice is to demonstrate that, while social justice has homes in other disciplines such as philosophy, social justice is also an emerging sub- discipline of LIS (Mehra et al., 2010). Demonstrating its emerging status can be accomplished by organizing the numerous contributions of this area which in turn can be used to address questions related to philosophy, theory, methodology, and how these components intersect with one another (Imrie & Edwards, 2007). There are some examples of these intersections in the existing literature. Mehra and Rioux (2016) present the work of numerous researcher/activists whose contributions connect critical theory with action-centered methodologies. The special issue this article is part of also provides numerous examples of the intersections between theory, method, and practice in LIS social justice research (Mehra, 2021). But in order to better understand the intersections that exist in LIS social justice research, and therefore to be able to help move this area forward, it is essential to understand and organize related terms and the literature that presents them. This paper helps clarify these terms, and therefore assists with the examining of intersections in social justice LIS research and ultimately contributes to the sub-discipline argument, by conducting a review of self-described “social justice” research in order to answer the following question: R1. What types of social justice research are identifiable within LIS? Methods In order to identify a sample for evaluation, the researcher searched for “social justice” in two major LIS databases: Library Information Science & Technology Abstracts (LISTA) and Library and Information Science Source (LISS). These specific databases were selected because of their size, scope, and LIS focus to provide a useful data source for assessing the research that uses social justice to situate itself within the LIS discipline (Garg et al., 2019; Figuerola et al., 2017; Potnis et al., 2020). The author decided to focus on results published before January 2020 as work on the study began in March of 2020 and the end of 2019 provided a useful end point. Additionally, included records had to be academic publications (e.g., book chapters, conference proceedings, articles in peer reviewed journals) which used social justice to situate their study. The search for “social justice” resulted in 2,372 records. A review of these records found that more than half of the results were from non-academic sources such as trade publications. While these results help demonstrate the wide permanence of social justice in LIS beyond the scholarly literature, they were outside the scope of this study and therefore excluded. Removing non- academic publications resulted in 397 records from LISS and 357 records from LISTA for a total of 754 records. Screening these articles for duplicates led to the removal of 342 records. There were 412 unique results which were then scrutinized further. An additional 51 results were excluded as they were published after December 2019. Also, 114 articles were excluded because, upon further review, they were found not to be academic publications that used social justice to situate their studies. In other words, they were excluded because the content did not meet the scope of this study. Select examples of excluded records were letters to the journal editor or book reviews. The final sample consisted of 247 records which are available in the appendix. Figure 1 illustrates the results of searching for “social justice” in both databases. 10 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 Figure 1. The process of defining this study’s literature sample 11 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 Findings This section provides a typology identified during the literature review process. Key terms from the literature sample were used to initially code each article. Each article was then categorized into broader groupings (White & Marsh, 2006). When possible, these broader groupings were named and defined using existing terminology from LIS literature (Bates, 2005; Case & Given, 2016; Wilson, 1999). If suitable sub-type titles and definitions for emerging groupings were not found, the researcher derived them from key terms in the sub-type of literature sample in concert with their own judgement and related knowledge. This social justice research typology categorizes articles into two major types (e.g., knowledge and practice) which are further explicated into eight sub-types (e.g., metatheoretical, theoretical, ideational, methodological, empirical, narrative, professional, and pedagogical). While each type is mutually exclusive, elements of multiple types could be identified in some articles (e.g., an empirical article could also have pedagogical contributions). These findings are summarized in Table 1. Table 1. A Research Typology of “Social Justice” in LIS Article type Sub-type Definition Select key terms from literature Number of Citations Knowledge Metatheoretical Concerned with the philosophical components of theory. Social justice metatheory 1 Theoretical Introduces application of, extends existing, or creates theory. Introducing theory to LIS 2 Ideational Pre or emerging theoretical research that does not rise to the level of creating or extending theory. Concept; Framework; Model; Notion; Viewpoint 108 Methodological Introduces application of, extends existing or creates methodology or methods. Application; Case for a method; Presents methodology 3 12 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 Empirical Involves collecting and analyzing data in order to meet research objectives. Content Analysis; Ethnography; Interview; Focus Group; Survey 41 Narrative An alternative research strategy to empiricism which accentuates the duality of researcher and research participant. Action Research; Autoethnography; Discourse Analysis; Historical; Participatory Action Research 36 Practice Professional Focused on the practical needs of information professionals. Advocacy strategies; Collaboration; Practical 26 Pedagogical Emphasizes education and information professionals as teachers and students. Classroom; Pedagogy; Students 30 Total 247 Knowledge Knowledge is an essential component for learning that assists in the development and assessment of practical solutions to real world problems (Wallace & Van Fleet, 2012). The knowledge research type encompasses research which seeks to make an intellectual contribution for the cause of social justice. These contributions vary extensively from extending existing theory, contributing new ideas or ways of thinking about notions in the discipline, or suggesting underutilized data collection methods. These variations are represented in this study as knowledge sub-disciplines including metatheoretical, theoretical, ideational, methodological, empirical, and narrative. Metatheoretical Metatheoretical research is concerned with the philosophical components of theory (Vakkari, 1997). In other words, metatheory is theory about theory (Jensen, 2016). Metatheory has been 13 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 considered an under examined area of LIS research (Bates, 2005; Leckie et al., 2010; Lor, 2014). Marcia Bates (2005) identified 13 metatheories evident in the related literature. Most notable among these, for the sake of this study, was the critical theory metatheory. Bates (2005) conceptualized a critical metatheoretical approach as being research which seeks to identify, unmask, and combat structures of societal injustice. However, she offered little explanation as to how the critical metatheoretical perspective has shaped LIS. In another sign of the limited metatheoretical research in LIS, Leckie et al. (2010) lament that LIS has not contributed more to wider metatheoretical discourses in the vein of noted theorists like Michel Foucault or Jürgen Habermas. Their observation is echoed by the results of this literature review. While critical theory is often noted in conversation with social justice (Schroeder & Hollister, 2014), only one article in this study—Rioux (2010)—was identified as focusing on the metatheoretical considerations of social justice itself. Rioux (2010) identifies five assumptions which are essential to understanding social justice as a metatheory: 1) all human beings have an inherent worth and deserve information services that help address their information needs; 2) people perceive reality and information in different ways, often within cultural or life role contexts; 3) there are many different types of information and knowledge, and these are societal resources; 4) theory and research are pursued with the ultimate goal of bringing positive change to service constituencies; and 5) the provision of information services is an inherently powerful activity. According to Rioux (2010), these five assumptions provide a prism through which social justice as a metatheory can be understood. Several articles in this review cite Rioux (2010) as providing the guiding metatheoretical perspective of their research—even if they do not connect their contributions to a specific theory (Oplihant, 2015; Rioux, 2014; Roy & Long, 2019). These citations suggest that despite being introduced as a “nascent approach,” Rioux’s (2010) interpretation of social justice as a metatheory has come to influence other areas of allied research, including theoretical research, because it provides one of the few, if not only, metatheoretical perspectives centered on social justice in LIS specifically (p. 12). Theoretical Theoretical research refers to introducing the application of an existing theory utilized outside LIS, or extending an existing theory, or creating a new theory. The two results identified in this study focus on introducing theories that were developed in other disciplines to a specific area of LIS—archival discourse (Cifor, 2016; Dunbar, 2006). These few examples illustrate how, like metatheoretical research, theoretical research is largely absent from social justice in LIS literature collected for this study. There have been several reasons offered as to why theoretical research might be lacking in this area; these reasons apply to this area of research by virtue of it being part of LIS. For instance, the discipline’s historic dearth of theoretical development provides some explanation as to why theoretical research is so underdeveloped within the emerging sub-discipline of social justice (Sonnenwald, 2016). Similarly, numerous theorists have noted that LIS is much more likely to borrow theories from other domains than to create its own (Dillon, 2007; Pierce; 1992; Thompson, 2009). The discipline’s structural acceptance of positivistic social science has also been noted as a deterrent of social justice related theoretical development in LIS specifically (Mehra & Gray, 2020). These select reasons provide some insight into this area’s underdeveloped theoretical perspective. 14 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 But the lack of theoretical literature examples does not mean that social justice research is atheoretical. The literature review showed that several theories have been used to situate social justice research such as Rawl’s Theory of Social Justice (Dadlani & Todd, 2016). Most prevalent among these utilized theories is critical theory which serves as a theoretical lens or antecedent to several other theories (e.g., critical race theory, public sphere theory, critical pedagogy theory, feminist theory, and queer theory) identified in this study. As in other social sciences, critical theory has been utilized by LIS scholars due in part to its ability to support equity and combat injustice. Leckie et al. (2010) argue that “Critical theory can help us to break, or at least to expose, the self-legitimation cycle” which follows pre- determined methodologies and therefore limits the kind of contributions that LIS research can provide (p. xii). Given its historic—albeit imperfect—role in supporting diversity and social justice, critical and related theories are well positioned for a central role in future LIS research due to their ability to contribute further theoretical and practical benefits for researchers, information professionals, and the community members served by them (Leckie et al., 2010; Morales et al., 2014). Ideational Ideational research is a term conceptualized in this study to include pre or emerging theoretical research that does not rise to the level of creating or extending theory such as viewpoints, notions, concepts, frameworks, and models (Wilson, 1999). This sub-type represented the largest category within the literature review (n=108) suggesting that there is enormous potential for theoretical development through expansion of existing theoretical structures in this area (Winberry & Bishop, 2021). There is also a need for further understanding of the distinctions between research examples within this sub-type. Concepts and notions describe terms that have been used or could be used in the social justice discourse within LIS such as an intentional informationist (Hoffmann & Wallace, 2013) or the common good (Lor & Britz, 2005). Viewpoint articles can be described as presenting the point of view of an individual on a specific and narrow topic which includes insights from their own experience and perspective, but which is grounded in research (Pugh, 2012). Viewpoints in this sample made contributions to the understanding of and knowledge of social justice research such as the social and economic justice values of pleasure reading (Dewan, 2016) and the importance of leaders in the adoption of social justice perspectives by an organization (Farrell, 2016). Frameworks represent ways of understanding relationships between theoretical and non-theoretical components of an area of research (Leshem & Trafford, 2007). Frameworks might be used to describe sub-areas such as critical making practices (Ratto et al., 2014) or conversing about ethics and diversity within a social justice framework (Gilliland, 2011). Lastly, models are developed theoretical frameworks which have not yet been formalized as theory (Case & Given, 2016). Select examples identified in the literature review include a model for “knowledge sharing in professional virtual communities” (Chiu et al., 2011, p. 138) and the school-based telecenter (SBT) model (Kawooya, 2004). Together these various constructs foster numerous possibilities for further innovations in social justice research. Methodological Another type of research examined in this review was methodological research. Methodological research in this study refers to research that introduces, creates, or extends metho dology or 15 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 methods. Although methodology (i.e., research strategy) and methods (i.e., data collection and analysis techniques) are different, they work in coordination with one another in order to execute the research design of a particular study (Crotty, 1998). The few examples of methodological research results in this literature review articulate themselves as presenting a methodology (Dadlani & Todd, 2017), making the case for a specific method (Soglasnova & Hanson, 2015), or applying a method that is underutilized in LIS (Oliphant, 2015). Like metatheoretical and theoretical research, methodological research was underrepresented in this study’s sample with just three examples. This gap existed despite the fact that early LIS research utilized quantitative, prescriptive, and deductive research methodologies and methods. Over time the discipline has become more open to qualitative, explorative, and inductive research approaches—approaches which are often thought to be more amiable to social justice research and to methodological innovation (Mansourian, 2006; Powell, 1999; Ullah & Ameen, 2018). Empirical Empirical research involves the collecting and analyzing of data in order to meet research objectives (Punch, 2014). Empiricism itself—the belief that collected and analyzed data is superior to other forms of research—has a long history in LIS (Hjørland, 2005; Sandstrom & Sandstrom, 1995). This permanence is represented in the varied empirical methods contained within this literature review. Select examples include surveys (Kumasi & Manlove, 2015), interviews (Kendrick & Damasco, 2015), and content analysis (Moreillon, 2015), as well as qualitative, quantitative, and mixed analytical approaches (Butcher & Rose-Adams, 2015; Froggatt, 2015). Narrative In contrast to its empirical counterpart which focuses on collecting and analyzing data, narrative research accentuates the duality of researcher and research participant that exists in methods such as action research (Heikkinen et al., 2007), autoethnography (Sparkes, 2000), and historical research (Volodymyrivna, 2019). In narrative research, the perspective of the researcher— whether they be the main participant in the study, also a member of the group of study participants, or the interpreter of historical information—is seen as a crucial element of the research contribution (Gray, 2019; Mehra & Braquet, 2014; Mehra at al., 2018). Narrative research examples from this study utilized the methods described above, as well as others, such as discourse analysis (Hoffman, 2019; Winston, 2017) and critical discourse analysis (Brook et al., 2015). Considering that narrative research (n=36) appeared almost as frequently as empirical research (n=41) in this literature review, the perspective of the researcher appears to be often central to the contributions of social justice research in LIS. Practice Practice is a well-developed research type within LIS given the field’s long reputation as a service-oriented discipline (Taylor, 1986). The overarching goals of practice type is lifelong learning for information professionals as students, teachers, and leaders. Practice-centered social justice research has two main sub-types: professional and pedagogical. 16 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 Professional Professional research is concerned with the practical needs of information professionals (Audunson et al., 2003; Goode, 1961). The research in this sub-type is designed to be practical, easily applicable, and closely associated with a work setting or specific job tasks. Examples include exploration of unionization in information settings (Phillips et al., 2019), instructive case examples of how libraries can embrace social justice in their work (Gomez, 2019), and an examination of the awards available for books which promote social justice values in children’s literature (Schulte-Cooper, 2015). Pedagogical Pedagogical research focuses on education—whether the practitioners are the teachers or the students (Alemanne & Mandel, 2018; Cooke, 2019). Pedagogy is an instrumental part of information practice as it is a lifelong process that begins at birth, continues through formal education, into the workplace, and beyond (Rogers et al., 2009). Within the literature sample, pedagogy is described most often in connection to LIS education (Roy & Long, 2019), librarian- provided education in university settings (Battista et al., 2015), and education for populations such as youth in community settings (Montague, 2015). Discussion Social justice is a broadly-defined term that exists well beyond just LIS, but the findings of this study suggest two things for social justice research in this discipline. First, that social justice can also be a sub-discipline within LIS given its contribution to both knowledge and practice in the discipline (Krishnan, 2009; Mehra et al., 2010; Wiegand, 2020). Second, that social justice is in fact an emerging sub-discipline within LIS considering that the identified sub-types of social justice research (e.g., metatheoretical, theoretical, ideational, methodological, empirical, narrative, professional, and pedagogical) are also identifiable in other areas of LIS research such as information retrieval, information seeking, and social informatics among others (Goker & Davies, 2009; Limberg & Sundin, 2006; Kling, 2007). In order to continually move social justice forward in LIS, researchers should commit to ensuring that social justice—while also recognizing that it exists in many other disciplines—becomes widely understood to be a sub-discipline in LIS. This could be accomplished in part through a conference panel, a journal special issue, publication of a book, as well as all of the above and then some. Whatever its form, this is a conversation that should continue not just for the betterment of this budding sub-discipline but for the continued health and progress of the discipline as a whole. Limitations and Future Research The decision to focus the search for this study on two databases is a limitation as there are many other examples of self-identified “social justice” works in LIS scholarship that are not present in these two resources. However, since the two databases chosen are among the largest and most thorough databases of literature in the LIS field, this paper could contribute to conversations about where social justice research in LIS is being published and why, the commodification of social justice research, and its perceived value by the companies that publish LIS literature, and who can therefore influence what is heard or viewed as credible and what is not (Lawson et al., 2015; Mehra & Gray, 2020; Winberry & Bishop, 2021). This study also did not discover all the 17 https://jps.library.utoronto.ca/index.php/ijidi/index More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 types and sub-types of social justice research that exist. Further confirmation and expansion of this typology would also benefit from cross coding in order to strengthen interpretations of the findings. Future examination of related research in other LIS databases, books, websites, and so on, as well as comparisons to how social justice is represented in other disciplines, will expand this typology. Researchers might also use the findings of this study as inspiration for developing metatheoretical, theoretical, and methodological contributions to social justice research and to LIS research more broadly. Conclusion Social justice will continue to be of critical importance to the future of LIS given the ubiquitous nature that issues of justice and injustice have around information and technology. For example, in her research on search engines and racism, Safiya Noble (2018) explains that technology is not neutral because its creators—people—are not neutral. Similarly, Ramesh Srinivasan (2019) describes how people’s data is an extremely valuable resource and yet we often give it away to wealthy Silicon Valley companies whose products often do not really meet our technological needs. These select examples represent just two of perhaps thousands of examples as to how social justice (or the lack thereof) is integral to the development, use, and sharing of information and technology. Despite the innumerous connections, social justice is rarely given the attention or emphasis it requires within LIS educational programs (Cooke, 2017). More work still needs to be done. This article contributes towards this effort by identifying a typology and by offering definitions based on the analysis of the literature sample—an affordance that is often “surprisingly lacking” in other research typologies (Hider & Pymm, 2008, p. 109). Together these terms, definitions, and examples help explain the components that make intersections of LIS social justice research possible. This typology also provides one contribution towards organizing the vast research that exists around social justice as well as other areas within LIS research in order to demonstrate that while social justice exists across numerous disciplines, it is also a sub- discipline of LIS, and deserves to be treated as such in LIS research, practice, and education. Appendix Final sample for analysis Number Citation Date Sub-type 1 Phillips, M., Eifler, D., & Page, T. L. (2019). Democratizing the Union at UC Berkeley: Lecturers and librarians in solidarity. Library Trends, 68(2), 343–367. https://doi-org.proxy.lib.utk.edu/10.1353/lib.2019.0043 2019 Practicional 2 Duff, W., Sporn, J., & Herron, E. (2019). Investigating the impact of the living archives on eugenics in Western Canada. Archivaria, 88, 122–161. 2019 Ideational 3 Mehra, B. (2019). The non-white man’s burden in LIS education: Critical constructive nudges. Journal of 2019 Narrative 18 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1353/lib.2019.0043 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 Education for Library & Information Science, 60(3), 198– 207. https://doi- org.proxy.lib.utk.edu/10.3138/jelis.2019-0012 4 Russo Martin, E. (2019). Social justice and the medical librarian. Journal of the Medical Library Association, 107(3), 291–303. https://doi- org.proxy.lib.utk.edu/10.5195/jmla.2019.712 2019 Ideational 5 Roy, L. & Long, E. (2019). Incorporating social justice in reference education. Reference Librarian, 60(3), 226–231. https://doi- org.proxy.lib.utk.edu/10.1080/02763877.2019.1597 2019 Pedagogical 6 Beatty, N. A. & Hernandez, E. (2019). Socially responsible pedagogy: Critical information literacy and art. Reference Services Review, 47(3), 280–293. https://doi- org.proxy.lib.utk.edu/10.1108/RSR-02-2019-0012 2019 Pedagogical 7 Dencik, L. D., Hintz, A., Redden, J., & Treré, E. (2019). Exploring data justice: Conceptions, applications and directions. Information, Communication & Society, 22(7), 873–881. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2019.1606268 2019 Ideational 8 Peña Gangadharan, S. & Niklas, J. (2019). Decentering technology in discourse on discrimination. Information, Communication & Society, 22(7), 882–899. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2019.1593484 2019 Empirical 9 Hoffmann, A. L. (2019). Where fairness fails: Data, algorithms, and the limits of antidiscrimination discourse. Information, Communication & Society, 22(7), 900–915. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2019.1573912 2019 Narrative 10 Heeks, R. & Shekhar, S. (2019). Datafication, development and marginalised urban communities: An applied data justice framework. Information, Communication & Society, 22(7), 992–1011. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2019.1599039 2019 Ideational 11 Simms, S. & Johnson, H. (2019). Subtle activism: Using the library exhibit as a social justice tool. Alexandria, 29(1/2), 130–144. https://doi- org.proxy.lib.utk.edu/10.1177/0955749019876119 2019 Practicional 12 Meeks, A. (2019). Art as the practice of freedom: Critical 2019 Narrative 19 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.3138/jelis.2019-0012 https://doi-org.proxy.lib.utk.edu/10.3138/jelis.2019-0012 https://doi-org.proxy.lib.utk.edu/10.5195/jmla.2019.712 https://doi-org.proxy.lib.utk.edu/10.5195/jmla.2019.712 https://doi-org.proxy.lib.utk.edu/10.1080/02763877.2019.1597 https://doi-org.proxy.lib.utk.edu/10.1080/02763877.2019.1597 https://doi-org.proxy.lib.utk.edu/10.1108/RSR-02-2019-0012 https://doi-org.proxy.lib.utk.edu/10.1108/RSR-02-2019-0012 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1606268 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1606268 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1593484 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1593484 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1573912 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1573912 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1599039 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2019.1599039 https://doi-org.proxy.lib.utk.edu/10.1177/0955749019876119 https://doi-org.proxy.lib.utk.edu/10.1177/0955749019876119 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 alliances and professional identities within art librarianship. Art Libraries Journal, 44(2), 61–66. https://doi-org.proxy.lib.utk.edu/10.1017/alj.2019.5 13 Gosselin, A. & Goodsett, M. (2019). Increasing faculty- librarian collaboration through critical librarianship. Collaborative Librarianship, 11(2), 100–109. 2019 Pedagogical 14 Barr-Walker, J. & Sharifi, C. (2019). Critical librarianship in health sciences libraries: An introduction. Journal of the Medical Library Association, 107(2), 258–264. https://doi-org.proxy.lib.utk.edu/10.5195/jmla.2019.620 2019 Practicional 15 Baeza Ventura, G., Gauthereau, L., & Villarroel, C. (2019). Recovering the US Hispanic literary heritage: A case study on US Latina/o archives and digital humanities. Preservation, Digital Technology & Culture, 48(1), 17–27. https://doi- org.proxy.lib.utk.edu/10.1515/pdtc-2018-0031 2019 Pedagogical 16 Branch, N. A. (2019). 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Libraries as agents of human rights protection and social justice on behalf of sexual minorities in India: An action-based manifesto for progressive change. 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(2016). Libraries “coming out” in support of LGBTQIA+ human rights and social justice. Advances in Librarianship, 41, 183–208. https://doi- org.proxy.lib.utk.edu/10.1108/S0065- 283020160000041032 2016 Ideational 96 Barriage, S. (2016). The role of the union in promoting social justice. Advances in Librarianship, 41, 231–243. https://doi-org.proxy.lib.utk.edu/10.1108/S0065- 283020160000041009 2016 Ideational 97 Gorham, U., Taylor, N. G., & Jaeger, P. T. (2016). Human rights, social justice, and the activist future of libraries. Advances in Librarianship, 41, 419–427. https://doi-org.proxy.lib.utk.edu/10.1108/S0065- 283020160000041017 2016 Ideational 98 Heller, M., & Gaede, F. (2016). Measuring altruistic impact: A model for understanding the social justice of open access. Journal of Librarianship & Scholarly Communication, 4, 1–18. https://doi- org.proxy.lib.utk.edu/10.7710/2162-3309.1258 2016 Ideational 99 Jaeger, P. T., Shilton, K., & Koepfler, J. (2016). The rise of social justice as a guiding principle in library and information science research. Library Quarterly, 86(1), 1– 9. https://doi-org.proxy.lib.utk.edu/10.1086/684142 2016 Ideational 100 Buschman, J., & Warner, D. A. (2016). On community, justice, and libraries. Library Quarterly, 86(1), 10–24. https://doi-org.proxy.lib.utk.edu/10.1086/684146 2016 Ideational 101 Punzalan, R. L., & Caswell, M. (2016). Critical directions for archival approaches to social justice. Library Quarterly, 86(1), 25–42. https://doi- org.proxy.lib.utk.edu/10.1086/684145 2016 Ideational 102 Dadlani, P., & Todd, R. J. (2016). Social justice as strategy: Connecting school libraries, collaboration, and IT. Library Quarterly, 86(1), 43–75. https://doi- org.proxy.lib.utk.edu/10.1086/684143 2016 Empirical 103 Hoffmann, A. L. (2016). Google books, libraries, and self- respect: Information justice beyond distributions. Library Quarterly, 86(1), 76–92. https://doi- org.proxy.lib.utk.edu/10.1086/684141 2016 Ideational 29 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041007 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041032 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041032 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041032 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041009 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041009 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041017 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020160000041017 https://doi-org.proxy.lib.utk.edu/10.7710/2162-3309.1258 https://doi-org.proxy.lib.utk.edu/10.7710/2162-3309.1258 https://doi-org.proxy.lib.utk.edu/10.1086/684142 https://doi-org.proxy.lib.utk.edu/10.1086/684146 https://doi-org.proxy.lib.utk.edu/10.1086/684145 https://doi-org.proxy.lib.utk.edu/10.1086/684145 https://doi-org.proxy.lib.utk.edu/10.1086/684143 https://doi-org.proxy.lib.utk.edu/10.1086/684143 https://doi-org.proxy.lib.utk.edu/10.1086/684141 https://doi-org.proxy.lib.utk.edu/10.1086/684141 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 104 Thompson, K. M., & Paul, A. (2016). “I am not sure how much it will be helpful for me”: Factors for digital inclusion among middle-class women in India. Library Quarterly, 86(1), 93–106. https://doi- org.proxy.lib.utk.edu/10.1086/684144 2016 Empirical 105 Cooke, N. A., Sweeney, M. E., & Noble, S. U. (2016). Social justice as topic and tool: An attempt to transform an LIS curriculum and culture. Library Quarterly, 86(1), 107–124. https://doi- org.proxy.lib.utk.edu/10.1086/684147 2016 Ideational 106 Sheffield, R. T. (2016). More than acid-free folders: Extending the concept of preservation to include the stewardship of unexplored histories. Library Trends, 64(3), 572–584. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2016.0001 2016 Ideational 107 Evans, J., McKemmish, S., Daniels, E., & McCarthy, G. (2015). Self-determination and archival autonomy: Advocating activism. Archival Science, 15(4), 337–368. https://doi-org.proxy.lib.utk.edu/10.1007/s10502-015- 9244-6 2015 Ideational 108 Strauss, A. (2015). Treading the ground of contested memory: Archivists and the human rights movement in Chile. Archival Science, 15(4), 369–397. https://doi- org.proxy.lib.utk.edu/10.1007/s10502-014-9223-3 2015 Ideational 109 Yaco, S., Jimerson, A., Anderson, L., & Temple, C. (2015). A web-based community-building archives project: A case study of Kids in Birmingham 1963. Archival Science, 15(4), 399–427. https://doi- org.proxy.lib.utk.edu/10.1007/s10502-015-9246-4 2015 Ideational 110 Widdersheim, M. M. (2015). Governance, legitimation, commons: A public sphere framework and research agenda for the public library sector. Libri: International Journal of Libraries & Information Services, 65(4), 237–245. https://doi-org.proxy.lib.utk.edu/10.1515/libri-2015-0043 2015 Ideational 111 Soglasnova, L., & Hanson, M. (2015). Socially responsive design and evaluation of a workers’ compensation thesaurus for a community organization with selective application of cognitive work analysis: A case study. 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(2015). YouthStudio: Designing public library YA spaces with teens. Journal of Research on Libraries & Young Adults, 6, 1–24. 2015 Narrative 113 Hunter, G. S. (2015). The archival profession and society. American Archivist, 78(2), 285–287. https://doi- org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.285 2015 Ideational 114 Ramirez, M. H. (2015). Being assumed not to be: A critique of whiteness as an archival imperative. American Archivist, 78(2), 339–356. https://doi- org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.339 2015 Ideational 115 Poole, A. H. (2015). Archival divides and foreign countries? Historians, archivists, information-seeking, and technology: Retrospect and prospect. American Archivist, 78(2), 375–433. https://doi- org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.375 2015 Ideational 116 Steele, C. (2015). Art exhibit on Black Panther challenges library patrons to face violence of mass incarceration. Collaborative Librarianship, 7(4), 168–175. 2015 Practicional 117 Bardoff, C. (2015). Homelessness and the ethics of information access. Serials Librarian, 69(3/4), 347–360. https://doi- org.proxy.lib.utk.edu/10.1080/0361526X.2015.1099590 2015 Practicional 118 Awards that Celebrate Diversity in Children’s Literature. (2015). Children & libraries. The Journal of the Association for Library Service to Children, 13(3), 34–35. https://doi-org.proxy.lib.utk.edu/10.5860/cal.13n3.34 2015 Practicional 119 Battista, A., Ellenwood, D., Gregory, L., Higgins, S., Lilburn, J., Harker, Y. S., & Sweet, C. (2015). Seeking social justice in the ACRL framework. Communications in Information Literacy, 9(2), 111–125. 2015 Ideational 120 Jaeger, P. T. (2015). Disability, human rights, and social justice: The ongoing struggle for online accessibility and equality. First Monday, 20(9–7), 1. https://doi- org.proxy.lib.utk.edu/10.5210/fm.v20i9.6164 2015 Ideational 121 Mehra, B. (2015). Introduction. 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Informational justice: A conceptual 2015 Ideational 31 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.285 https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.285 https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.339 https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.339 https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.375 https://doi-org.proxy.lib.utk.edu/10.17723/0360-9081.78.2.375 https://doi-org.proxy.lib.utk.edu/10.1080/0361526X.2015.1099590 https://doi-org.proxy.lib.utk.edu/10.1080/0361526X.2015.1099590 https://doi-org.proxy.lib.utk.edu/10.5860/cal.13n3.34 https://doi-org.proxy.lib.utk.edu/10.5210/fm.v20i9.6164 https://doi-org.proxy.lib.utk.edu/10.5210/fm.v20i9.6164 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0042 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0042 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 framework for social justice in library and information services. 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Library Trends, 64(2), 299–328. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0051 2015 Empirical 127 Dadlani, P., & Todd, R. J. (2015). Information technology and school libraries: A social justice perspective. Library Trends, 64(2), 329–359. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0041 2015 Empirical 128 Allard, D., & Ferris, S. (2015). Antiviolence and marginalized communities: Knowledge creation, community mobilization, and social justice through a participatory archiving approach. Library Trends, 64(2), 360–383. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0043 2015 Narrative 129 Roy, L. (2015). Advancing an indigenous ecology within LIS education. Library Trends, 64(2), 384–414. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0045 2015 Ideational 130 Kumasi, K. D., & Manlove, N. L. (2015). Finding “diversity levers” in the core library and information science curriculum: A social justice imperative. Library Trends, 64(2), 415–443. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0047 2015 Empirical 32 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0044 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0044 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0046 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0046 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0048 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0048 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0050 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0050 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0051 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0051 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0041 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0041 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0043 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0043 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0045 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0045 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0047 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0047 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 131 Montague, R.-A. (2015). Mix it up!: A blending of community informatics and youth services librarianship to further social justice in library and information science education. Library Trends, 64(2), 444–457. https://doi- org.proxy.lib.utk.edu/10.1353/lib.2015.0049 2015 Pedagogical 132 Jaeger, P. T., Wentz, B., & Bertot, J. C. (2015). Accessibility, inclusion, and the roles of libraries. Advances in Librarianship, 40, 1–8. https://doi- org.proxy.lib.utk.edu/10.1108/S0065- 283020150000040008 2015 Ideational 133 Jaeger, P. T., Wentz, B., & Bertot, J. C. (2015). Libraries and the future of equal access for people with disabilities: Legal frameworks, human rights, and social justice. Advances in Librarianship, 40, 237–253. https://doi-org.proxy.lib.utk.edu/10.1108/S0065- 283020150000040020 2015 Ideational 134 Kendrick, K. D., & Damasco, I. T. (2015). A phenomenological study of conservative academic librarians. Behavioral & Social Sciences Librarian, 34(3), 129–157. https://doi- org.proxy.lib.utk.edu/10.1080/01639269.2015.1063952 2015 Empirical 135 Jiang, L., & Wagner, C. (2015). Perceptions of justice or injustice as determinants of contributor defections from online communities. Journal of the Association for Information Science & Technology, 66(7), 1477–1493. https://doi-org.proxy.lib.utk.edu/10.1002/asi.23261 2015 Ideational 136 Moreillon, J. (2015). Digital storytelling based on the Association for Library Service to Children Competencies: A learning activity to promote values associated with social justice. Public Library Quarterly, 34(3), 212–229. https://doi- org.proxy.lib.utk.edu/10.1080/01616846.2015.1069676 2015 Empirical 137 Butcher, J., & Rose-Adams, J. (2015). Part-time learners in open and distance learning: Revisiting the critical importance of choice, flexibility and employability. Open Learning, 30(2), 127–137. https://doi- org.proxy.lib.utk.edu/10.1080/02680513.2015.1055719 2015 Empirical 138 Ryan, M., & Leadley, S. (2015). Reflections on dversity and organizational development. Reference & User Services Quarterly, 54(4), 6–10 2015 Practicional 33 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0049 https://doi-org.proxy.lib.utk.edu/10.1353/lib.2015.0049 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020150000040008 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020150000040008 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020150000040008 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020150000040020 https://doi-org.proxy.lib.utk.edu/10.1108/S0065-283020150000040020 https://doi-org.proxy.lib.utk.edu/10.1080/01639269.2015.1063952 https://doi-org.proxy.lib.utk.edu/10.1080/01639269.2015.1063952 https://doi-org.proxy.lib.utk.edu/10.1002/asi.23261 https://doi-org.proxy.lib.utk.edu/10.1080/01616846.2015.1069676 https://doi-org.proxy.lib.utk.edu/10.1080/01616846.2015.1069676 https://doi-org.proxy.lib.utk.edu/10.1080/02680513.2015.1055719 https://doi-org.proxy.lib.utk.edu/10.1080/02680513.2015.1055719 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 139 Harihareswara, S. (2015). User experience is a social justice issue. Code4Lib Journal, 28, 1. 2015 Narrative 140 Jaeger, P. T., Sarin, L. C., & Peterson, K. J. (2015). Diversity, inclusion, and library and information science: An ongoing imperative (or why we still desperately need to have siscussions about diversity and inclusion). Library Quarterly, 85(2), 127–132. https://doi- org.proxy.lib.utk.edu/10.1086/680151 2015 Ideational 141 Jaeger, P. T., Cooke, N. A., Feltis, C., Hamiel, M., Jardine, F., & Shilton, K. (2015). The virtuous circle revisited: Injecting diversity, inclusion, rights, justice, and equity into LIS from education to advocacy. Library Quarterly, 85(2), 150–171. https://doi- org.proxy.lib.utk.edu/10.1086/680154 2015 Ideational 142 Yukawa, J. (2015). Preparing for complexity and wicked problems through transformational learning approaches. Journal of Education for Library & Information Science, 56(2), 158–168. https://doi- org.proxy.lib.utk.edu/10.12783/issn.2328-2967/56/2/6 2015 Pedagogical 143 Bossaller, J. S. ., Frasher, J., Norris, S., Marks, C. P., & Trott, B. (2015). Learning about social justice through experiential learning abroad. Reference & User Services Quarterly, 54(3), 6–11. https://doi- org.proxy.lib.utk.edu/10.5860/rusq.54n3.6 2015 Pedagogical 144 Gerolami, N.. (2015). The library assemblage: Creative institutions in an information society. Journal of Documentation, 71(1), 165–174. https://doi- org.proxy.lib.utk.edu/10.1108/JD-09-2013-0120 2015 Ideational 145 Stranger-Johannessen, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79– 93. https://doi-org.proxy.lib.utk.edu/10.1108/NLW-05- 2014-0063 2015 Narrative 146 Lang Froggatt, D. (2015). The informationally underserved: Not always diverse, but always a social justice advocacy model. School Libraries Worldwide, 21(1), 54–72. https://doi- org.proxy.lib.utk.edu/10.14265.21.1.004 2015 Empirical 147 Underwood, J., Kimmel, S., Forest, D., & Dickinson, G. (2015). Culturally relevant booktalking: Using a mixed 2015 Empirical 34 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1086/680151 https://doi-org.proxy.lib.utk.edu/10.1086/680151 https://doi-org.proxy.lib.utk.edu/10.1086/680154 https://doi-org.proxy.lib.utk.edu/10.1086/680154 https://doi-org.proxy.lib.utk.edu/10.12783/issn.2328-2967/56/2/6 https://doi-org.proxy.lib.utk.edu/10.12783/issn.2328-2967/56/2/6 https://doi-org.proxy.lib.utk.edu/10.5860/rusq.54n3.6 https://doi-org.proxy.lib.utk.edu/10.5860/rusq.54n3.6 https://doi-org.proxy.lib.utk.edu/10.1108/JD-09-2013-0120 https://doi-org.proxy.lib.utk.edu/10.1108/JD-09-2013-0120 https://doi-org.proxy.lib.utk.edu/10.1108/NLW-05-2014-0063 https://doi-org.proxy.lib.utk.edu/10.1108/NLW-05-2014-0063 https://doi-org.proxy.lib.utk.edu/10.14265.21.1.004 https://doi-org.proxy.lib.utk.edu/10.14265.21.1.004 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 reality simulation with preservice school librarians. School Libraries Worldwide, 21(1), 91–107. https://doi- org.proxy.lib.utk.edu/10.14265.21.1.006 148 Jaeger, P. T., Gorham, U., Taylor, N. G., Kettnich, K., Sarin, L. C., & Peterson, K. J. (2014). Library research and what libraries actually do now: Education, inclusion, social services, public spaces, digital literacy, social justice, human rights, and other community needs. Library Quarterly, 84(4), 491–493. https://doi- org.proxy.lib.utk.edu/10.1086/677785 2014 Narrative 149 Foote, J. B. (2014). Profiles in science for science librarians: Clyde Snow: forensic anthropologist, social justice advocate, and super sleuth. Science & Technology Libraries, 33(3), 213–227. https://doi- org.proxy.lib.utk.edu/10.1080/0194262X.2014.944297 2014 Narrative 150 Morales, M., Knowles, E. C., & Bourg, C. (2014). Diversity, social justice, and the future of libraries. Portal: Libraries & the Academy, 14(3), 439–451. https://doi- org.proxy.lib.utk.edu/10.1353/pla.2014.0017 2014 Ideational 151 Schroeder, R., & Hollister, C. V. (2014). Librarians’ views on critical theories and critical practices. Behavioral & Social Sciences Librarian, 33(2), 91–119. https://doi- org.proxy.lib.utk.edu/10.1080/01639269.2014.912104 2014 Empirical 152 Poole, A. H. (2014). The strange career of Jim Crow archives: Race, space, and history in the mid-twentieth- century American South. American Archivist, 77(1), 23–63. https://doi- org.proxy.lib.utk.edu/10.17723/aarc.77.1.g621m3701g821 442 2014 Narrative 153 Douglass, K. (2014). Studying the information needs of e- governance stakeholders: Environmental justice as a context for tool development. Information Polity: The International Journal of Government & Democracy in the Information Age, 19(1/2), 97–113. https://doi- org.proxy.lib.utk.edu/10.3233/IP-140323 2014 Ideational 154 Ratto, M., Wylie, S., & Jalbert, K. (2014). Introduction to the special forum on critical making as research program. Information Society, 30(2), 85–95. https://doi- org.proxy.lib.utk.edu/10.1080/01972243.2014.875767 2014 Ideational 155 Mehra, B. (2014). Qualitative and quantitative methods in 2014 Ideational 35 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.14265.21.1.006 https://doi-org.proxy.lib.utk.edu/10.14265.21.1.006 https://doi-org.proxy.lib.utk.edu/10.1086/677785 https://doi-org.proxy.lib.utk.edu/10.1086/677785 https://doi-org.proxy.lib.utk.edu/10.1080/0194262X.2014.944297 https://doi-org.proxy.lib.utk.edu/10.1080/0194262X.2014.944297 https://doi-org.proxy.lib.utk.edu/10.1353/pla.2014.0017 https://doi-org.proxy.lib.utk.edu/10.1353/pla.2014.0017 https://doi-org.proxy.lib.utk.edu/10.1080/01639269.2014.912104 https://doi-org.proxy.lib.utk.edu/10.1080/01639269.2014.912104 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.77.1.g621m3701g821442 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.77.1.g621m3701g821442 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.77.1.g621m3701g821442 https://doi-org.proxy.lib.utk.edu/10.3233/IP-140323 https://doi-org.proxy.lib.utk.edu/10.3233/IP-140323 https://doi-org.proxy.lib.utk.edu/10.1080/01972243.2014.875767 https://doi-org.proxy.lib.utk.edu/10.1080/01972243.2014.875767 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 libraries journal special issue: Social justice, social inclusion. Qualitative & Quantitative Methods in Libraries, 1–3. 156 Mehra, B., Black, K., Singh, V., Nolt, J., Williams, K.C., Simmons, S., & Renfro, N. (2014). The social justice framework in the information technology rural librarian master’s scholarship program: Bridging the rural digital divides. Qualitative & Quantitative Methods in Libraries. 5–11. 2014 Narrative 157 Mehra, B., & Singh, V. (2014). Recruitment methods in the information technology rural librarian master’s scholarship program (part I and part II): Implications of social justice in the southern and central Appalachian Region. Qualitative & Quantitative Methods in Libraries, 13–22. 2014 Pedagogical 158 Rioux, K. (2014). Teaching social justice in an information literacy course: An action research case study. Qualitative & Quantitative Methods in Libraries, 23–30. 2014 Narrative 159 Williams-Cockfield, K. C. (2014). Building civic capacity using a holistic approach to public library service: A participant researcher’s perspective on social justice in the Cayman Islands public library service. Qualitative & Quantitative Methods in Libraries, 31–38. 2014 Narrative 160 Dadlani, P. T., & Todd, R. (2014). Information technology services and school libraries: A continuum of social justice. Qualitative & Quantitative Methods in Libraries, 39–48. 2014 Methodologi cal 161 Singh, V. (2014). A case study of migration to an open source ILS: Partnership among state libraries. Qualitative & Quantitative Methods in Libraries, 59–68. 2014 Ideational 162 Kamel, S. H. (2014). The value of social media in Egypt’s uprising and beyond. Electronic Journal of Information Systems in Developing Countries, 60(1), 1–7. https://doi- org.proxy.lib.utk.edu/10.1002/j.1681- 4835.2014.tb00426.x 2014 Practicional 163 Duff, W., Flinn, A., Suurtamm, K., & Wallace, D. (2013). Social justice impact of archives: A preliminary investigation. Archival Science, 13(4), 317–348. https://doi-org.proxy.lib.utk.edu/10.1007/s10502-012- 9198-x 2013 Ideational 36 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1002/j.1681-4835.2014.tb00426.x https://doi-org.proxy.lib.utk.edu/10.1002/j.1681-4835.2014.tb00426.x https://doi-org.proxy.lib.utk.edu/10.1002/j.1681-4835.2014.tb00426.x https://doi-org.proxy.lib.utk.edu/10.1007/s10502-012-9198-x https://doi-org.proxy.lib.utk.edu/10.1007/s10502-012-9198-x More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 164 Hoffmann, D., & Wallace, A. (2013). Intentional informationists: Re-envisioning information literacy and re-designing instructional programs around faculty librarians’ strengths as campus connectors, information professionals, and course designers. Journal of Academic Librarianship, 39(6), 546–551. https://doi- org.proxy.lib.utk.edu/10.1016/j.acalib.2013.06.004 2013 Ideational 165 Greene, M. A. (2013). A critique of social justice as an archival imperative: What is it we’re doing that’s all that important? American Archivist, 76(2), 302–334. https://doi- org.proxy.lib.utk.edu/10.17723/aarc.76.2.14744l214663k w43 2013 Ideational 166 Jimerson, R. C. (2013). Archivists and social responsibility: A response to Mark Greene. American Archivist, 76(2), 335–345. https://doi- org.proxy.lib.utk.edu/10.17723/aarc.76.2.2627p15350572 t21T 2013 Ideational 167 Yaya, J. A., Achonna, A. U., & Osisanwo, T. (2013). Censorship and the challenges of library services delivery in Nigeria. Library Philosophy & Practice, 1–25. 2013 Practicional 168 Shorter-Gooden, K. (2013). The culturally competent organization. Library Quarterly, 83(3), 207–211. https://doi-org.proxy.lib.utk.edu/10.1086/670695 2013 Ideational 169 Ferguson, A. W. (2013). Back talk - Library dreams. Against the Grain, 25(1), 86–85. 2013 Practicional 170 Hayes-Bohanan, P. (2013). Librarian mentoring of an undergraduate research project. Journal of Library Innovation, 4(1), 21–28. 2013 Pedagogical 171 Adler, K. (2013). Radical purpose: The critical reference dialogue at a progressive urban college. Urban Library Journal, 19(1), 1–8. 2013 Pedagogical 172 Zettervall, S. (2012). Through a distant lens. Progressive Librarian, 40, 109–124. 2012 Empirical 173 Lor, P. J., & Britz, J. J. (2012). An ethical perspective on political-economic issues in the long-term preservation of digital heritage. Journal of the American Society for Information Science & Technology, 63(11), 2153–2164. https://doi-org.proxy.lib.utk.edu/10.1002/asi.22725 2012 Ideational 37 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1016/j.acalib.2013.06.004 https://doi-org.proxy.lib.utk.edu/10.1016/j.acalib.2013.06.004 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.14744l214663kw43 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.14744l214663kw43 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.14744l214663kw43 https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.2627p15350572t21T https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.2627p15350572t21T https://doi-org.proxy.lib.utk.edu/10.17723/aarc.76.2.2627p15350572t21T https://doi-org.proxy.lib.utk.edu/10.1086/670695 https://doi-org.proxy.lib.utk.edu/10.1002/asi.22725 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 174 Stewart, G. (2012). Sharing our stories: Using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justice. South African Journal of Libraries & Information Science, 78(2), 113–120. 2012 Narrative 175 Britz, J. J., & Ponelis, S. (2012). Social justice and the international flow of knowledge with specific reference to African scholars. Aslib Proceedings, 64(5), 462–477. https://doi- org.proxy.lib.utk.edu/10.1108/00012531211263094 2012 Ideational 176 Lau, A. J., Gilliland, A. J., & Anderson, K. (2012). Naturalizing community engagement in information studies. Information, Communication & Society, 15(7), 991–1015. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2011.630404 2012 Narrative 177 Endter, A. L. (2012). Authentication of online state primary legal resources as a social justice issue: The uniform electronic legal material act and how it can benefit oro se litigants. Legal Reference Services Quarterly, 31(3/4), 293–311. https://doi- org.proxy.lib.utk.edu/10.1080/0270319X.2012.741034 2012 Ideational 178 Pu, Q., & Scanlan, S. J. (2012). Communicating injustice? Information, Communication & Society, 15(4), 572–590. https://doi- org.proxy.lib.utk.edu/10.1080/1369118X.2012.665937 2012 Empirical 179 Bonnici, L. J., Maatta, S. L., Wells, M. K., Brodsky, J., & Meadows, I. C. W. (2012). Physiological access as a social justice type in LIS curricula. Journal of Education for Library & Information Science, 53(2), 115–129. 2012 Empirical 180 Oslick, M. E. (2012). Boys and criminal justice in young adolescent fiction. New Review of Children’s Literature & Librarianship, 18(1), 1–10. https://doi- org.proxy.lib.utk.edu/10.1080/13614541.2011.650955 2012 Pedagogical 181 Gilliland, A. G. (2011). Neutrality, social justice and the obligations of archival education and educators in the twenty-first century. Archival Science, 11(3/4), 193–209. https://doi-org.proxy.lib.utk.edu/10.1007/s10502-011- 9147-0 2011 Ideational 182 Mandlis, L. R. (2011). A passport to trouble. Journal of Information Ethics, 20(2), 85–102. https://doi- 2011 Empirical 38 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.1108/00012531211263094 https://doi-org.proxy.lib.utk.edu/10.1108/00012531211263094 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2011.630404 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2011.630404 https://doi-org.proxy.lib.utk.edu/10.1080/0270319X.2012.741034 https://doi-org.proxy.lib.utk.edu/10.1080/0270319X.2012.741034 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2012.665937 https://doi-org.proxy.lib.utk.edu/10.1080/1369118X.2012.665937 https://doi-org.proxy.lib.utk.edu/10.1080/13614541.2011.650955 https://doi-org.proxy.lib.utk.edu/10.1080/13614541.2011.650955 https://doi-org.proxy.lib.utk.edu/10.1007/s10502-011-9147-0 https://doi-org.proxy.lib.utk.edu/10.1007/s10502-011-9147-0 https://doi-org.proxy.lib.utk.edu/10.3172/JIE.20.2.85 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 org.proxy.lib.utk.edu/10.3172/JIE.20.2.85 183 MacDonald, S. (2011). Conference proceedings: Organize & assemble. Progressive Librarian, 36/37, 77–82. 2011 Ideational 184 Jimerson, R. C. (2011). Ripples across the pond: Global implications of the Heiner Affair. Archives & Manuscripts, 39(1), 15–48. 2011 Narrative 185 Lindsay, A. (2011). Archives and justice: Willard Ireland’s contribution to the changing legal framework of Aboriginal rights in Canada, 1963-1973. Archivaria, 71, 35–62. 2011 Narrative 186 Hastings, E. (2011). “No longer a silent victim of history:” Repurposing the documents of Japanese American internment. Archival Science, 11(1/2), 25–46. https://doi- org.proxy.lib.utk.edu/10.1007/s10502-010-9113-2 2011 Narrative 187 Chao-Min Chiu, Eric T.G. Wang, Fu-Jong Shih, & Yi-Wen Fan. (2011). Understanding knowledge sharing in virtual communities: An integration of expectancy disconfirmation and justice theories. Online Information Review, 35(1), 134–153. https://doi- org.proxy.lib.utk.edu/10.1108/14684521111113623 2011 Empirical 188 Harrison, Y. D., Kostic, K., Toton, S. C., & Zurek, J. (2010). Globalizing social justice education: The case of the Global Solidarity Network Study e-Broad Program. Internet & Higher Education, 13(3), 115–126. 2010 Empirical 189 Carpenter, C. (2010). The Obamachine: Technopolitics 2.0. Journal of Information Technology & Politics, 7(2/3), 216–225. https://doi- org.proxy.lib.utk.edu/10.1080/19331681003765887 2010 Ideational 190 Salvador, A., Rojas, S., & Susinos, T. (2010). Weaving networks: An educational project for digital inclusion. Information Society, 26(2), 137–143. https://doi- org.proxy.lib.utk.edu/10.1080/01972240903562795 2010 Practicional 191 Rioux, K. (2010). Metatheory in library and information science: A nascent social justice approach. 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Reference Librarian, 50(4), 371–396. https://doi- 2009 Narrative 39 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi-org.proxy.lib.utk.edu/10.3172/JIE.20.2.85 https://doi-org.proxy.lib.utk.edu/10.1007/s10502-010-9113-2 https://doi-org.proxy.lib.utk.edu/10.1007/s10502-010-9113-2 https://doi-org.proxy.lib.utk.edu/10.1108/14684521111113623 https://doi-org.proxy.lib.utk.edu/10.1108/14684521111113623 https://doi-org.proxy.lib.utk.edu/10.1080/19331681003765887 https://doi-org.proxy.lib.utk.edu/10.1080/19331681003765887 https://doi-org.proxy.lib.utk.edu/10.1080/01972240903562795 https://doi-org.proxy.lib.utk.edu/10.1080/01972240903562795 https://doi-org.proxy.lib.utk.edu/10.1080/02763870903267952 More than Lip Service The International Journal of Information, Diversity, & Inclusion, 5(2), 2021 ISSN 2574-3430, jps.library.utoronto.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i2.34806 org.proxy.lib.utk.edu/10.1080/02763870903267952 193 Adami, T. (2009). Future perfect? 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Journal of Information Ethics, 26(2), 54–71. https://www.researchgate.net/publication/322340215_Economic_inequality_as_a_soci etal_issue_The_role_of_access_to_information_in_fostering_social_change Joseph Winberry (jwinber1@vols.utk.edu) is a Ph.D. student at the University of Tennessee’s College of Communication and Information. His research interests in community informatics, information seeking, and social justice help guide his work towards answering a central question: What is the role of information and technology in bringing about social change? Winberry’s scholarship has been published in The International Journal of Information, Diversity, and Inclusion, The Journal of Librarianship and Information Science, and Library Quarterly (forthcoming) among other venues. He has also received funding from the Association for Library and Information Science Education and the American Library Association’s Social Responsibility Roundtable. 53 https://jps.library.utoronto.ca/index.php/ijidi/index https://doi.org/10.24195/spj2310-2896.2019.4.14 https://doi.org/10.24195/spj2310-2896.2019.4.14 http://hdl.handle.net/2142/3670 https://www.doi.org/10.1086/707669 https://www.doi.org/10.1108/EUM0000000007145 https://www.researchgate.net/publication/322340215_Economic_inequality_as_a_societal_issue_The_role_of_access_to_information_in_fostering_social_change https://www.researchgate.net/publication/322340215_Economic_inequality_as_a_societal_issue_The_role_of_access_to_information_in_fostering_social_change mailto:jwinber1@vols.utk.edu Introduction Methods Findings Knowledge Metatheoretical Theoretical Ideational Methodological Empirical Narrative Practice Professional Pedagogical Discussion Limitations and Future Research Conclusion Appendix Final sample for analysis References