Diversity, Equity, and Inclusion

Statement of Competency:
Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees.

Introduction

Diversity, equity, and inclusion (DEI) are foundational principles within the field of library and information science (LIS), shaping how information professionals design services, develop programs, and ensure access for all communities. Competency C focuses on the ability to articulate the importance of creating inclusive and equitable information environments that meet the needs of diverse populations. Within LIS, this requires not only an understanding of different communities, but also the intentional design of systems and services that reduce barriers to access and promote participation.

Information communities are inherently diverse, and their needs are shaped by cultural, social, economic, and technological factors. As Fisher and Fulton (2022) explain, information communities form around shared interests and rely on collaboration, access, and the exchange of knowledge to function effectively. However, access to information is not equally distributed. Barriers such as cost, digital literacy, language, and infrastructure can limit participation and create inequities in information access. Information professionals must therefore actively work to identify and address these gaps in order to serve their communities effectively.

Equity in LIS is closely tied to access, particularly in educational and digital environments. Open educational resources (OER) have emerged as a key strategy for reducing barriers to learning by providing free and adaptable materials to students and educators worldwide (Wiley et al., 2016). OER initiatives challenge traditional publishing models that often restrict access due to high costs, and instead promote inclusive practices that support a broader range of learners. As Bali (2018) emphasizes, open pedagogy extends beyond access by encouraging participatory and collaborative learning environments that center diverse voices and experiences.

In addition to affordability, inclusion in information services requires attention to how systems are designed and implemented. Information professionals must consider usability, accessibility, and cultural relevance when developing programs and services. According to Jaeger, Bertot, and Subramaniam (2013), equitable information access depends on both technological infrastructure and the ability of users to meaningfully engage with information systems. This includes designing services that are accessible to individuals with varying levels of digital literacy, as well as ensuring representation within collections and programming.

Global perspectives further highlight the importance of equity in information access. Literacy initiatives and community-based programs demonstrate that access is not simply about providing materials, but about creating sustainable systems that support long-term engagement and learning. Projects that focus on underserved populations, particularly in international contexts, emphasize the need for culturally responsive approaches and collaborative partnerships. These efforts reflect a broader commitment within LIS to support social well-being through equitable access to information resources.

Through my coursework, I have examined how diversity, equity, and inclusion are addressed across different contexts, including information communities, open education, and global literacy initiatives. These experiences have demonstrated that equitable information access requires intentional design, ongoing evaluation, and a commitment to serving diverse populations. This competency reflects my ability to understand these principles and apply them through the development of inclusive programs and services that support a wide range of users.

Evidence

My understanding of diversity, equity, and inclusion in the information profession has been developed through coursework that emphasized both theoretical frameworks and real-world applications. Through assignments in INFO 200, INFO 281, and INFO 298, I examined how information professionals design services and systems that address barriers to access and support diverse communities. The following artifacts demonstrate my ability to apply these principles across different contexts.

Artifact #1

Fetch Pet Information: The Information Needs and Behaviors of Pet Parents (INFO 200: Information Communities)

Justification

This artifact demonstrates my ability to analyze an information community and identify its diverse needs and barriers to access. In this research paper, I explored the “pets-as-family” community and examined how individuals seek and share information related to pet care, health, and wellness. The project applied information behavior theories such as the Everyday Life Information Seeking (ELIS) model and the Health Information Seeking Behavior (HISB) model to better understand how this community interacts with information.

Through this work, I identified that access to reliable information is not evenly distributed, particularly when individuals rely on informal sources such as social media or peer networks. This highlighted the importance of designing information services that provide accurate, accessible, and inclusive resources for users with varying levels of expertise and digital literacy. Additionally, I examined how libraries and information centers can support communities by offering programming, educational resources, and partnerships with experts to bridge knowledge gaps.

This artifact supports Competency C by demonstrating my ability to recognize the diversity within an information community and the need for equitable access to information. It reflects my understanding that inclusive services must be intentionally designed to meet users where they are, rather than assuming equal access or knowledge across populations.

Artifact #2

OER Mythbusting: “OER Are Not Sustainable” (INFO 281: Seminar in Contemporary Issues – Open Education)

Justification

This artifact demonstrates my understanding of how open educational resources (OER) contribute to equity and inclusion in education. In this assignment, I addressed the misconception that OER are not sustainable and explored how these resources can provide long-term, equitable access to educational materials.

Through this work, I examined multiple models that support OER sustainability, including institutional funding, collaborative development, and integration into educational systems. I also explored real-world examples such as OpenStax, which provides free, peer-reviewed textbooks that reduce financial barriers for students. By removing the cost of traditional textbooks, OER significantly increase access to education for students who might otherwise be excluded due to economic constraints.

This artifact directly supports Competency C by demonstrating how information professionals can design and advocate for services that promote equity. OER initiatives are a clear example of how systemic barriers can be addressed through intentional program design. This work reflects my understanding that inclusion is not only about representation, but also about ensuring that resources are accessible and usable for all learners.

Artifact #3

Open Educational Resources Video Projects (INFO 281: Seminar in Contemporary Issues – Open Education)

Justification

This artifact demonstrates my ability to translate principles of equity and inclusion into practical instructional design. These video projects focused on introducing open pedagogy and providing strategies for implementing OER in educational settings, particularly within K–12 environments.

In developing these materials, I emphasized the importance of accessibility, adaptability, and inclusivity in educational resources. The content highlights how educators can gradually integrate OER into their teaching practices, ensuring that students have access to high-quality materials regardless of financial background. Additionally, the videos address the importance of evaluating resources for quality, relevance, and accessibility, which are critical components of inclusive program design.

These projects demonstrate that supporting diversity and inclusion requires more than awareness; it requires actionable strategies that can be implemented in real-world settings. By focusing on practical steps such as starting small, gathering feedback, and adapting resources to meet student needs, this work reflects my ability to design services that support equitable learning environments.

This artifact supports Competency C by showing my ability to apply DEI principles in the development of educational programs and instructional content, ensuring that resources are accessible and responsive to diverse learners.

Artifact #4

Kenya Book Ecosystem Project (INFO 298: Special Topics – Book Ecosystems)

Justification

This artifact demonstrates my understanding of diversity, equity, and inclusion in a global context. The Kenya Book Ecosystem project focused on increasing access to literacy resources for children in underserved communities through the development of Little Free Libraries and partnerships with local and international organizations.

Through my work on this project, I contributed to organizing and managing information systems that support long-term literacy initiatives. I also engaged in tasks such as reviewing project files, improving organizational structures, and supporting communication across multiple stakeholders. These efforts highlighted the importance of infrastructure, collaboration, and cultural awareness in designing equitable information services.

This project emphasized that access to information is not solely about providing materials, but about creating sustainable systems that support continued engagement. Factors such as logistics, training, cultural context, and communication all influence whether a program is truly inclusive and effective. Additionally, my work reinforced the importance of designing systems that are accessible to diverse users, including those in different geographic, cultural, and economic contexts.

This artifact supports Competency C by demonstrating my ability to apply DEI principles at a global level. It reflects my understanding that equitable information access requires thoughtful design, collaboration, and a commitment to addressing systemic barriers.

Conclusion

Through these artifacts, I have developed a deeper understanding of how diversity, equity, and inclusion shape the design of information services and programs. By examining information communities, open educational resources, instructional design, and global literacy initiatives, I have recognized that equitable access to information requires intentional planning and continuous evaluation. Each artifact demonstrates a different aspect of this process, from identifying community needs to implementing solutions that reduce barriers to access.

In particular, this competency has reinforced that inclusion is not achieved passively. It requires information professionals to actively consider how systems, resources, and services may exclude or disadvantage certain populations. Whether addressing financial barriers through OER, designing accessible educational content, or supporting literacy initiatives in underserved communities, the responsibility of the information professional is to create environments where all users can participate meaningfully.

As I move forward in my career, I will apply these principles by designing services that prioritize accessibility, cultural relevance, and inclusivity. I will continue to evaluate how information systems can better serve diverse populations and adapt to changing user needs. To remain current, I will engage with professional organizations, scholarly literature, and ongoing discussions in LIS related to diversity, equity, and inclusion. By doing so, I will be better prepared to contribute to information environments that support equitable access and reflect the needs of all communities.

References

Fisher, K. E., & Fulton, C. (2022). Information communities. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 41–52). Rowman & Littlefield.

Freudenberger, E. (2022). Community anchors for lifelong learning: Public libraries. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 113–126). Rowman & Littlefield.

Garner, M. L. (2022). Information ethics. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 407–418). Rowman & Littlefield.

Hirsh, S. (2022). Information services today: An introduction (3rd ed.). Rowman & Littlefield.

Wiley, D., Williams, L., DeMarte, D., & Hilton, J. (2016). The Tidewater Z-Degree and the INTRO model for sustaining OER adoption. Education Policy Analysis Archives, 23(41). http://dx.doi.org/10.14507/epaa.v23.1828

Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(46). https://doi.org/10.1186/s41239-018-0128-8

Jaeger, P. T., Bertot, J. C., & Subramaniam, M. (2013). The digital divide and public libraries. Public Library Quarterly, 29(1), 1–17.