Journal Article: “What is Ideal EDI Learning For Academic Librarians? Discovering EDI Learning Stories Through Appreciative Inquiry”

The article linked below was recently published by the Journal of Academic of Librarianship.

Title

What is Ideal EDI Learning For Academic Librarians? Discovering EDI Learning Stories Through Appreciative Inquiry

Authors

Megan Fitzgibbons
Concordia University

Chloe Lei
Concordia University

Source

Journal of Academic of Librarianship
Volume 50, Issue 5, September 2024

DOI: 10.1016/j.acalib.2024.102908

Abstract

Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, “What shapes ideal learning experiences related to EDI for academic librarians?” In uncovering librarians’ stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one’s biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one’s learning and one’s ability to effect change.

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