Teaching Diversity, Becoming Inclusive: Perspectives and Possibilities in ASEAN Library and Information Science Schools

Abstract

This paper investigates how courses and topics about diversity and inclusion are being integrated into the Library and Information Science (LIS) curriculum among selected library schools in the member countries of the Association of Southeast Asian Nations (ASEAN). It also examines the characteristics and roles of culturally responsive LIS faculty in teaching cultural diversity-related issues. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates. This study used a mix of qualitative survey research and content analysis of LIS course offerings. Findings show that ASEAN LIS education is inadequate in terms of integration of diversity and inclusion in core courses. Teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. LIS students may develop their cultural competence through personal experience by engaging in library internship with all library types, community immersion and collaborative group work with diverse members. Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy, yet important and necessary.

Keywords:

• Inclusion
• diversity
• cultural competency
• LIS education
• ASEAN

Introduction

With the changing landscape of higher education, international student mobility will likely become a popular phenomenon among colleges and universities in the Southeast Asia as they have gained a competitive edge in the global student market (Do & Pham, 2016; Ratanawijitrasin, 2015). In fact, Singapore and Malaysia being two of the top 20 destination countries for international students in 2014, aspire to become ‘regional education hubs’ in Asia (Do & Pham, 2016, p. 25; The Guardian, 2014). Specifically, Singapore accommodated a total of 52,959 international students from 120 countries in 2014. Malaysia hosted 108,000 foreign students in 2015 and is targeting 250,000 by 2025 (Ministry of Education Malaysia, 2015). In 2011, a total of 20,309 international students were studying in Thailand; Indonesia, 6437; Viet Nam, 3996; and Philippines, 2665 (UNESCO Institute for Statistics, 2014). Figures reveal that colleges and universities in the Association of Southeast Asian Nations (ASEAN) member states have embraced a diverse student population.

Furthermore, with the implementation of the ASEAN Economic Community in 2015, mutual recognition agreements for different professions, such as engineering, nursing, architecture, medical and dental practice, provide a free movement of skilled workforce and professionals among the member countries (Association of Southeast Asian Nations [ASEAN], 2008). Given the internationalization of higher education and the diversification of the workforce, libraries as gateways to different cultures and knowledge are expected to become inclusive and serve diverse communities and clients coming from various countries. Therefore, librarians and prospective librarians must learn to work with citizens whose ethnic or cultural backgrounds may be distinctly different from their own (Roy, 2001).

Likewise, librarians and faculty of Library and Information Science (LIS) need to redefine their competencies to meet the information needs of culturally diverse library patrons. It is hoped that LIS schools will take the necessary actions to realign their curricula and methodologies of teaching to produce competent graduates who can deliver an inclusive professional practice. Literature and standards suggest that future librarians should be critical thinkers, social literate, computational and media literate and culturally competent (Association of College & Research Libraries, [ACRL], 2012; Canadian Association of Research Libraries, 2010; Mi, 2005; Prettol, 2017; Professional Regulatory Board for Librarians, [PRBL], 2015; Radniecki, 2013; Ramos-Eclevia & Maestro, 2016). As social literate individuals, librarians should have the ability to interact effectively and build relationships with their patrons from different backgrounds and generations. Furthermore, librarians as culturally aware and culturally sensitive professionals should have an understanding and appreciation of social and cultural diversities, and the ability to work with differences in customs, values and traditions (Overall, 2009; Ramos-Eclevia & Maestro, 2016; Tumuhairwe, 2013).

The full-scale discussion on cultural diversity in librarianship started in 1980s (Josey & Abdullahi, 2002). Diversity refers to a variety of human differences, including but not limited to race, gender, ethnicity, sexual orientation, age, social and economic status, physical attributes, religion, values and political beliefs (Ferris State University, 2017; Jardine, 2016; Josey & Abdullahi, 2002). Inclusion means ‘the involvement and empowerment, where the inherent worth and dignity of all people are recognized’ (Ferris State University, 2017). While librarianship has a long tradition of advocating diversity and inclusion as its foundational principles, LIS schools in the United States and Australia have integrated diversity-related topics into their curricula and started recruiting faculty and students from diverse population. However, there has been no published research on infusing diversity and inclusion in LIS education in the ASEAN region. Therefore, this paper investigates how courses and topics about diversity and inclusion are being integrated into the LIS curricula and programs among selected library schools in ASEAN member countries. It also examines the teachers’ attitudes and their roles towards teaching social and cultural diversity and inclusion. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates.

Literature review

ASEAN Economic Integration

In 2000, the leaders of ASEAN member states, such as Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam established the ASEAN Community 2020 to transform the region ‘into a single market and production base, a highly competitive region, a region of equitable economic development, and a region fully integrated into the global economy’ (ASEAN, 2008, p. 5). However, the ASEAN leaders decided to expedite the regional integration and the creation of an ASEAN Community by 2015. With this economic integration, the mobility of professionals and international students in higher education will likely increase in the next few years leading to diversification of student population and workforce. This will bring more internationalization opportunities and developments on higher education in the ASEAN region.

Another impact of ASEAN Integration is the need for cultural sensitivity and awareness among professionals, educators, school administrators, students and others. They should have the ‘ability to operate in different cultural settings’ (Davies, Fidler, & Gorbis, 2011, p. 9). In particular, librarians must have an understanding and appreciation of the similarities and differences in cultures, values and traditions of ASEAN countries as the library patrons are becoming more diverse.

Definition of Cultural Competence

Several studies have discussed the definitions of cultural competence and described the characteristics of culturally competent librarians (Abdullahi, 2008; Association of College & Research Libraries, 2012; Blackburn, 2015; Department of Education Employment and Workplace Relations [DEEWR], 2010; Ethnic Communities’ Council of Victoria, 2006; Garrison, 2013; Hudson, 2017; Kumasi & Hill, 2011, 2013; Mi, 2005; Montague, 2013; Overall, 2009; Press & Diggs-Hobson, 2005; Prettol, 2017; Rivera, 2013). Overall (2009, p. 189) defines cultural competence as

The ability to recognize the significance of culture in one’s own life and in the lives of others; and to come to know and respect diverse cultural and background characteristics through interaction with individuals from diverse linguistic, cultural, and socioeconomic groups; and to fully integrate the culture of diverse groups into services, work, and institutions in order to enhance the lives of both those being served by the library profession and those engaged in service.

Cultural competence refers to the ‘will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity’ (Department of Education Employment & Workplace Relations, 2010, p. 21). It involves self-awareness of own culture and curiosity of other’s culture that is deeply rooted with empathy, respect, openness and sensitivity for people with diverse cultural backgrounds (Association of College & Research Libraries, 2012; Prettol, 2017). While scholars have clearly defined the meaning of cultural competence, Blackburn (2015) argues that its definition is ‘incomplete or at least an ongoing activity’ (p. 179). Nonetheless, cultural competence may be summarized as a set of skills, knowledge, behaviours, attitudes and policies that enable professionals to work appropriately and effectively in a complex, multicultural and global work environment.

Diversity and Inclusion Standards

The Diversity Standards: Cultural Competency for Academic Libraries developed by the ACRL Racial and Ethnic Diversity Committee (ACRL, 2012) highlights the need for academic and research libraries to serve culturally and socially diverse patrons. These standards serve as a framework and tool to assist academic libraries in developing and advocating for inclusive services and programs for diverse patrons, and maintaining a diverse workforce. These standards clearly define the knowledge, skills and abilities of librarians and library staff in a multicultural work environment, as follows:

•	Have an understanding of their own personal and cultural values and beliefs.
•	Value and celebrate differences in others, and can demonstrate comfort with differences between themselves and others.
•	Have specialized knowledge about the history, traditions, values and artistic expressions of colleagues, co-workers and major constituent groups served.
•	Knowledgeable about and skillful in the use and provision of information services available in the community and broader society, and be able to make appropriate referrals for their diverse constituents
•	Engage in the preservation and promotion of linguistic diversity, and work to foster a climate of inclusion aimed at eliminating discrimination and oppression based on linguistic or other diversities.
•	Promote and advocate for recruitment, admissions, hiring and retention efforts in libraries, library associations and LIS programs
•	Participate in and facilitate the development of organizational dynamics that enable individuals, groups and organizations to continually develop and exercise cultural competence.
•	Influence, support and encourage the creation of proactive processes that increase diversity skills; empower colleagues, co-workers and constituents from diverse backgrounds.
•	Advocate for and participate in educational and training programs that help advance cultural competence within the profession.
•	Conduct research that is inclusive and respectful of non-Western thought and traditional knowledge reflecting the value of cultural ways of knowing.

On the other hand, the Association for Library and Information Science Education (ALISE) Statement of Diversity (2013) describes its commitment to the ‘promotion of diversity and its benefits in LIS education’, thus, upholding that diversity is pivotal to ALISE’s mission and values. Diversity is defined as ‘the representation of the wide variety of backgrounds (including racial, cultural, linguistic, gender, religious, international, socio-economic, sexual orientation, differently abled, age among others) that people possess and is often used to address quantitative requirements/agendas/goals’ while inclusion refers ‘to what happens to people once they are in an organization, institution or social context’.

In addition, Jaeger, Subramaniam, Jones, and Bertot (2011) and Jardine (2016)’s broader scope in defining diversity include the following components: race, ethnicity, national origin, age, disability, sexual orientation, language, literacy level, poverty, access to technology, geography, religious, moral, political values and beliefs, and the underrepresented, disadvantaged and underserved populations as regard to information.

Furthermore, ALISE (2013) advocates for full representation and ‘participation of all kinds of LIS educators and students’ as well as ‘a commitment to challenge all forms of discrimination (e.g. racism, sexism, homophobia, ableism, ageism, etc.) through teaching, research and service’. While ‘achieving diversity’ does not happen overnight as it requires change and resources, diversity offers several advantages to LIS schools, such as ‘enhanced access, equity, engagement, personal growth and organization relevance’ (Montague, 2013, p. 3).

LIS Education in ASEAN Countries

Compared to LIS education in the United States and Australia, there is a dearth of literature available on the status of LIS education in Southeast Asian countries. In a study conducted by Sacchanand (2015, 2016), results reveal that all ASEAN countries except Cambodia have a formal education in LIS with four different levels: certificate/diploma, undergraduate, graduate and postgraduate. LIS schools in Malaysia, Myanmar, Thailand and Viet Nam are offering all levels of LIS degree programs. The Philippines, Indonesia and Viet Nam offer master’s degree as the highest degree in LIS while Singapore offers only graduate degree program. Moreover, Laos is offering a bachelor’s program while Brunei Darussalam offers only diploma level courses.

LIS curricula in ASEAN countries aim to ‘broaden the scope to serve the demands of the labour market, the society’s diverse needs both public and private sectors in the digital environment’ (Sacchanand, 2015, p. 5). The focus of LIS core subjects has changed from ‘manual-based collection development to ICT-based information/knowledge management’ (Miwa, 2006, p. 18). LIS schools in the region are facing major challenges, such as digital divide, language barrier, shortage of qualified teaching faculty, diversity in the status and internationalization of LIS education and the profession.

In response to changes brought about by the integration and internationalization, Sacchanand (2015) proposes strategies for the development of LIS education quality assurance system in the ASEAN region to enhance international standards and recognition. The ASEAN Qualifications Reference Framework (AQRF) was developed as reference for harmonization of LIS curriculum and a mechanism for recognition of qualifications among ASEAN member states (Alenzuela & Cantel, 2015).

Research Methods

This study employed a mixed method of qualitative survey research and content analysis of LIS course offerings. Qualitative methods, such as the use of open-ended questions in the survey and interviewing, were employed to uncover details that are difficult to get through a closed-ended questionnaire. The online survey aimed to reach as many LIS deans, program directors/coordinators and faculty in the Southeast Asia as possible. Thus, the link to the open-ended survey questionnaire was sent to a total of 1247 individual email addresses. Nine-hundred eighty seven (987) of the targeted respondents were reached by posting on the listserv of the Library and Information Science Education in Asia (LISEA) hosted by the Nanyang Technological University, while fifty-four (54) email addresses were culled from the Consortium of iSchools Asia-Pacific (CiSAP) directory of LIS programs in Asia and the American Library Association (ALA)’s World List of schools and departments of information science, information management and related disciplines. The remaining 174 email addresses were searched manually via the institutions’ websites and their directory of LIS faculty members. All calls for participation to join the study were posted and/or sent twice. The survey was conducted from the second to the fourth week of August 2017. Despite having the survey questionnaires sent to 1247 individual email addresses, only nine responses were received at the end of the survey period. Five responses came from the Philippines, two from Indonesia, and one each from Malaysia and Thailand.

A semi-structured interview schedule comprising of 13 questions on cultural competencies of librarians, culturally responsive LIS educators, and diversity and inclusion was devised based on the reviewed literature. Contrary to the survey, the respondents of the interview were from the Philippines only. Being the lone ASEAN member state that regulates the practice of librarianship through a national legislation requiring LIS graduates to pass a licensure examination, ‘the Philippines is perhaps the only country that has a unique system of ensuring the quality of library education and practice’ (David, 2015, p. 129). Hence, this makes the country an interesting unit of study for the personal interviews. The five individuals selected for the interviews play key roles in Philippine LIS education: (1) a current member of the Professional Regulatory Board for Librarians (PRBL), (2) an LIS program accreditor, (3) an LIS dean, (4) an LIS program coordinator and (5) a former president of the national association of Philippine librarians.

For the content analysis, the LIS course offerings of all the 117 ASEAN library schools listed in CiSAP’s directory of LIS programs in Asia and ALA’s World List of schools and departments of information science, information management and related disciplines were examined. These schools are based in Brunei Darussalam, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam. The following process was followed in the conduct of the content analysis:

•	The website of each school was visited to check if LIS course offerings have been uploaded on the institutional or departmental website. Only the schools who have made their data available on their websites were included in the study. Given the diversity in languages in the ASEAN member states, online language translators were used in deciphering content that were not displayed in English.
•	The undergraduate, graduate and postgraduate LIS program offerings of each school were collated.
•	Courses containing any of the following diversity and inclusion-related components in their titles, descriptions and syllabi were included in the study: race, ethnicity, national origin, age, disability, sexual orientation, language, literacy level, poverty, access to technology, geography, religious, moral, political values and beliefs, and the underrepresented, disadvantaged and underserved populations as regard to information (Jaeger et al., 2011; Jardine, 2016). Extracurricular activities or extension programmes were not gathered.
•	Two of the authors of this study performed the coding of courses based on identified diversity and inclusion-related components that they possess.

Findings

Cultural Competence in Librarianship

Respondents recognize the importance and relevance of cultural competence in the practice of librarianship and teaching of LIS where there is a high degree of professional interaction with library patrons from diverse cultures, ethnic background, religion and sexual orientation. Thus, LIS educators must teach the would-be librarians and other information professionals of skills on how to deal with these differences. It is also important to note that ‘librarians need to know the idiosyncrasies of these different groups to be able to serve them better’ (L. David, personal communication. 15 August 2017). One respondent cited that the ontology of library and information studies is the interaction between information and human, where information is socially constructed and connected to cultural and social systems; thereby, there is a need to develop cultural competence among prospective librarians and LIS educators to better understand and appreciate the differences in other people.

Cultural Diversity in LIS Education

According to UNESCO (Intersectoral Platform for a Culture of Peace & Non-Violence, 2013), cultural competence can be taught and nurtured in educational institutions through formal teaching, personal ‘experience, training and self-reflection’ (p. 26). As it is a lifelong learning process, cultural competence can be further enhanced by continuing professional education. Respondents were also asked about how LIS schools can advance the cultural competencies of their graduates. Similar to the findings of previous studies (Gaston, Fields, Calvert, & S., 2016; Jaeger et al., 2011; Jardine, 2016; Mehra, Olson, & Ahmad, 2010), many respondents recommended that cultural competence and diversity must be integrated into the LIS curriculum, both in coursework and research courses. They also believed that LIS schools should offer required diversity-related courses and not a mere elective or seminar course for both undergraduate and graduate students.

Moreover, respondents noted that teaching methods must also be changed and improved to help LIS students become conscious of their own biases and prejudices against other cultures. Generally, LIS schools in the Philippines, as L. T. David points out (personal communication. 15 August 2017), are ‘required under Republic Act 7722 and in Section 6.1 of CHED Memorandum Order 24, s2015 to produce graduates who have the ability to preserve and promote Filipino historical and cultural heritage’. She further states that ‘graduates of LIS state universities and colleges must have the competencies to support national, regional and local development plans (RA7722)’.

One respondent argues that students specializing in public libraries must be taught on how to design library services appropriate to library users from different ethnic or cultural backgrounds. Engaging LIS students in community service learning was also recommended as one way to teach cultural competence and diversity-related issues. Respondents were asked on how LIS teachers address the cultural differences that exist among LIS students. Some said that they should expose students to group work with diverse members; involve them in cross-cultural research works; address communication barriers using easily understood terminologies; cite cultural and diversity issues in their lectures; and finally, study the background of each student as each person is unique.

Diversity-Related LIS Courses

Results of the content analysis of LIS courses revealed that only fifteen (15) ASEAN schools have uploaded their course offerings in their institutional or departmental websites. These schools are from Indonesia, Malaysia, Philippines, Singapore and Thailand. Combined, they offer a total of 35 programs leading to undergraduate, graduate and postgraduate LIS degrees. Upon analysis of the titles and descriptions of the hundreds of courses being taught in all those programs, it was found out that not all programs have diversity-related courses. Table 1 enumerates the ASEAN LIS schools with diversity-related course offerings, the title of the diversity-related courses and the course descriptions (if available).

Table 1. List of diversity-related courses offered in ASEAN library schools.

ASEAN Library School	Diversity courses offered through undergraduate, graduate and postgraduate LIS programs	Course Description
Chiang Mai University (Thailand). Department of Library and Information Science	Library Services for Special Groups	Roles of library in society; special groups users; service psychology for special groups; library services for people with disabilities; library services for children; library services for young adults; library services for aged.
	Lanna Information Management	Not indicated
	Northern and ASEAN Community Information	Northern history, social, art and cultural, relationship between Northern and ASEAN community, scope, characteristics, types of Northern and ASEAN community information, methods and management systems of Northern and ASEAN community information resources, access all available resources for Northern and ASEAN community.
International Islamic University Malaysia (Malaysia). Department of Library and Information Science	Bibliographic Access to Islamic Literature	Not indicated
	Information Sources and System in Islamic Revealed Knowledge	Not indicated
	Libraries in Islamic History and Civilization	Not indicated
	Management of Islamic Manuscript Collection	Not indicated
	Management of Malaysian Literature	Not indicated
Khon Kaen University (Thailand). Department of Library and Information Science	Information Services for Special Groups	Concepts of information services for special groups, users’ characteristics of special groups and information needs, information services for special groups and trends.
	Local Information	Concepts, characteristics and types of local information, local information sources especially the sources in the northeast of Thailand, local information management, preservation and maintenance.
Mahasarakham University (Thailand). Department of Information Science	Management of Information and Local Wisdom	Acquisition, storage, retrieval services, management of local information and local wisdom effectively for the societies, local information sources, cooperation of information sources. Application of technology for management.
	Information Services for the Elderly	Definition and importance of the elderly, the acquisition and marking of the elderly book, service activities for the elderly.
	Information Services for the Disadvantaged Group	Definition of disadvantaged group, types of services for the disadvantaged group, acquisition and services of information materials for disadvantaged groups.
	Information Services for the Disadvantaged	Not indicated
Silpakorn University (Thailand). Department of Library Science	Local Information	Concepts, characteristics and types of local information; local information sources; local information management, preservation and maintenance.
Syarif Hidayatullah State Islamic University (Indonesia). Department of Library Sciences	Islamic Referral Service	Not indicated
Thammasat University (Thailand). Department of Library Science	Information Resources in Southeast Asian Studies	Evaluation of the sources in each subject area, including topics on collection, sources, compilation and problems of distribution.
	Information Resources in Thai Studies	Not indicated
Universitas Airlangga (Indonesia). Department of Information and Library Studies	Gender issues and human rights	Not indicated
	Information and Culture	Not indicated
	Information and Special Groups	Not indicated
Universitas Indonesia (Indonesia). Department of Library Science	Information in the SocioCultural Context	Not indicated
	Management and Library Culture	Not indicated
Universitas YARSI (Indonesia). Department of Library Science	Description of Arabic Language Library	Not indicated
Universiti Teknologi MARA (Malaysia). Faculty of Information Management	Islamic Information Sources and Services	Not indicated
University of the Philippines (Philippines). School of Library and Information Studies	Asian Reference Sources	Survey and evaluation of major types of bibliographies and other reference sources relating to Asia.
	Filipiniana Archival Materials	Manuscript and printed sources of Philippine history and culture; the introduction of printing and products of the early presses in the Philippines; problems of acquisition, preservation and use.

Twenty-five (25) unique course offerings were identified to be possessing components of culture, diversity and inclusion in their course titles and descriptions. Out of the hundreds of course offerings in all the LIS programs, this number is but a small slice. It is also of importance to note that only two out of 25 diversity-related courses are required subjects towards the completion of an LIS degree, namely: Deskripsi Bahan Pustaka Berbahasa Arab (Description of Arabic Language Library) at Universitas YARSI, and Islamic Information Sources and Services at Universiti Teknologi Mara. The rest are electives or free pick courses that the students may choose not to take.

Diversity Themes in Course Offerings

The LIS courses presented in Table 1 were categorized based on the diversity components being covered or taught. Some of the courses incorporate two or more themes on diversity. Table 2 presents the frequency of each diversity theme in the LIS course offerings which revealed that most of the course offerings have a concentration on indigenous knowledge and local contents. These courses focus on the study of the culture of a particular race, usually based on geography. However, compared to multiculturalism, the scope is limited to one’s own culture only: e.g. Filipiniana Archival Materials at the University of the Philippines, Information Resources in Thai Studies at the Thammasat University (Thailand), Management of Malaysian Literature at the International Islamic University Malaysia. Courses on religion ranked next which are prevalent in library schools in Indonesia and Malaysia which are Muslim countries. Services based on age group, special needs and disability followed suit.

Table 2. Diversity themes in LIS course offerings.

Topic	Frequency
Race/ethnicity	9
Religion	6
Age/age group	4
Communities with special needs	3
Disability	3
Multiculturalism	3
International issues	2
Access to technology	1
Disadvantaged/underserved communities	1
Gender	1
Language/literacy	1

On the other hand, Table 3 presents the result of the survey wherein the respondents were asked about the LIS course offerings in their institutions. All the enumerated topics in Table 3 got at least one mention. ‘Community Engagement’ and ‘Information Services for Diverse Users’ received the highest frequency followed by ‘Local, Regional and Global Intersections in LIS’, ‘Diversity in the Workplace’ and ‘Traditional Cultural Expression’. While the diversity topics enumerated are not standalone courses in their curricula, the LIS faculty and administrators believe that they are integrated in other subjects like ‘Library Management’. Therefore, these findings on ASEAN LIS education mirror the previous studies on the integration of diversity in LIS courses in the United States, which also revealed the inadequacy of integration of diversity and inclusion in LIS education (Jardine, 2016; Jaeger et al., 2011; Jaeger, Bertot, & Subramaniam, 2013). Moreover, for those library schools offering courses with diversity topics, the scope is quite limited (Subramaniam & Jaeger, 2011).

Table 3. Topics related to diversity and inclusion in LIS Courses according to LIS Faculty.

Topic	Frequency
Community engagement	7
Information services for diverse users	7
Local, regional and global intersections in LIS	4
Diversity in the workplace	4
Traditional cultural expression	4
Race, gender and sexuality in the information professions	3
Information as human right	3
Digital divide	2
Social justice in the information professions	2
Globalization and global migration	2
Dialogues in feminism and technology	1
Community archives	1
Global context and social justice in youth literature	1
Digital citizenship	1

Reasons for Integration

When respondents were asked why LIS schools should integrate diversity and inclusion in their curricula, most of them argued that such topics prepare students in serving people of different backgrounds, in providing programs for the underrepresented sectors of the society, and in the preservation and promotion of indigenous knowledge. Most respondents agreed that facing people of diverse backgrounds is inevitable among all librarians. For some institutions, their regard for the importance of diversity and inclusion in their curricula is manifested through their vision, mission and objectives. The responses implied that LIS educators have understood the rationale of integrating inclusion and diversity topics in the curricula.

Essential Qualities of LIS Faculty

When asked about the characteristics of a culturally responsive faculty, respondents said that an LIS educator or teacher is sensitive and aware of the students’ needs within the context of their culture. He/she understands the cultural concept and can incorporate it into the LIS courses. Furthermore, respondents said that despite students’ differences – physical, intellectual or cultural, the teacher should treat all students fairly and equally, but is also responsive when issues are raised. In addition, he/she is familiar with conducting qualitative research with an interdisciplinary approach within the LIS topic.

Respondents believe that teachers play a very important role in teaching diversity and inclusion in LIS education. They are one of the drivers of change in LIS education towards inclusive library services; thus, responsible for inculcating in the minds of learners that the right to information is a human right. Respondents further assert that teachers facilitate learning of diversity-related issues; motivate students to become culturally competent researchers by engaging them into the research process and knowledge sharing through conferences; and, foster a positive interpersonal relationship and teamwork among LIS students in their academic community. As teachers, they are positive role models, fostering cultural competence and appreciating that ‘difference is normal’ (Richards, Brown, & Forde, 2004, p. 6). As mentioned earlier, cultural competence can be acquired through personal experience. LIS teachers must have first-hand experience of the ‘real’ library work to gain valuable insights which are relevant and useful when discussing diversity-related issues in the classroom (L. T. David, personal communication. 15 August 2017).

Teachers’ attitude has an impact on the success or failure of academic programs. Respondents offer mixed responses or perceptions about the attitudes of LIS faculty towards teaching of diversity and inclusion in LIS courses. Some said that LIS faculty in their institutions have a positive attitude while others believe that they are moderately responsive to the call. On the other hand, some are anxious and insecure due to lack of knowledge and experience to teach cultural diversity-related issues.

Facing the Challenges

Respondents were also asked to cite the challenges they see in integrating diversity-related issues into the LIS curriculum. As presented in Table 4, the specific responses of LIS school administrators, faculty and accreditors in this study were grouped based on three factors: teachers and administrators, students and instructional materials. Most responses are related to teachers and administrators, such as attitudes, support from administrators, knowledge and training, etc. Appropriateness of references and availability of instructional materials written in local language were also cited as barriers to successfully teach diversity among LIS students.

Table 4. Challenges to integrating diversity into the LIS curriculum.

Factors	Specific responses
Teachers and administrators	Teachers need to be aware of the importance in incorporating these issues in all subjects.
	Lack of cultural competence training
	Teachers are monolingual.
	Teachers’ attitude due to lack of knowledge and experience
	Limited number of LIS teachers
	Close-mindedness on the part of the faculty and administrators
	Lack of support from the administrators in terms of funding and benefits
Students	Students’ own cultural, and social biases and backgrounds
Instructional materials	Most readings are obtained in English, which is not a mother tongue (use Indonesian language in daily conversation).
	Lack of instructional materials on diversity-related issues
	Lack of syllabi or template to follow

Discussions

Results indicate that cultural competence is relevant to the practice of librarianship. As indicated in the IFLA/UNESCO Multicultural Library Manifesto, IFLA Code of Ethics for Librarians and other Information Workers, and Code of Ethics for Registered Filipino Librarians, information professionals should ensure that every individual and society has equal right and equal access to information and services regardless of ‘age, citizenship, political belief, physical or mental ability, gender, education’, etc. (International Federation of Library Associations & Institutions, [IFLA], 2011, 2012). With this, it can be said that librarians and LIS faculty are generally aware of the significance of understanding, accepting and appreciating the similarities and differences in cultures, perspectives and lifestyles. However, as suggested by Mestre (2010), they should progress beyond awareness and acceptance. This implies that today’s librarians and prospective librarians must also be culturally proficient. Cultural competence is rather a constant, intentional and lifelong process of learning about cultural similarities and differences which inspires practicing and teaching librarians to enhance their library services and resources as well as to redefine the core of LIS programs – all in the spirit of providing equal access to information (Blackburn, 2015).

Jaeger et al. (2011) asserts that cultural competence is beneficial because library staff will continue to deal with a diverse community, and that diversity would encompass all ‘disadvantaged, underrepresented and underserved groups’, and people experiencing any form of discrimination based on race, gender, religion, age and disability (Blackburn, 2015, p. 182). In a library context, cultural competence promotes eradication of ethnocentric attitudes and practices of librarians; fosters a culture of openness and respect for others; enables greater flexibility and creativity in the delivery of services; and demonstrates non-judgmental understanding and attitudes towards others whose cultural backgrounds are different (Ethnic Communities’ Council of Victoria, 2006; Mestre, 2010). Helton (as cited in Blackburn, 2015) states cultural competence increases staff efficiency, librarians’ effectiveness in reference work, user satisfaction and utilization of resources, tools and systems. Cultural competence is indeed relevant and applicable across all aspects of library operations.

Librarians and prospective librarians in the Southeast Asia and in other regions of the world must be culturally sensitive and culturally aware as they play a vital role in providing responsive, accessible and inclusive library services and resources. As per this study, there is absence of cultural competency standards for librarians in ASEAN countries. Nonetheless, the ACRL’s diversity standards may be adopted by ASEAN libraries as a framework for developing the cultural competencies of librarians and designing services and programs for diverse library users.

In the Philippines, the PRBL Resolution No. 3 Series of 2015 on the prescription, adoption and promulgation of a National Competency-Based Standards for Filipino Librarians (NCBSFL) prescribes and defines the personal and professional competencies of Filipino librarians, wherein cultural competence forms part of the personal competencies (Professional Regulatory Board for Librarians, 2015). It specifically states that ‘every librarian should possess cultural competencies to enable them to engage dynamically, effectively and actively in cultural programs of the country’ by strengthening ‘his or her involvement in activities geared towards promoting cultural heritage and services’ (Professional Regulatory Board for Librarians, 2015). However, as compared to ARCL’s diversity standards, NCBSFL does not include important facets of cultural competence, such as cultural awareness of self and others, cross-cultural knowledge and skills, cultural competency education and research.

Literature suggests that information professionals should have a better understanding of their own personal and cultural values, prejudices, attitudes, beliefs and stereotypes along with their knowledge ‘about the history, traditions, values and artistic expressions’ of the people they work with and serve (Press & Diggs-Hobson, 2005; Tumuhairwe, 2013, p. 6). Does this mean that a librarian should know every culture represented in a community? Press and Diggs-Hobson (2005) argue that as libraries become more and more diverse, it would be impossible for LIS faculty to teach and for prospective librarians to learn every aspect of the patrons’ cultures represented in a library. However, it is possible for them to be at least culturally sensitive by showing respect and appreciation of someone’s culture.

Respondents mentioned that community immersion and group work can be effective techniques in teaching diversity-related topics among LIS students. While cultural competence can be learned inside the classroom, ‘there is no better way to discover the socially constructed nature of one’s own culture than to be faced with another culture having quite different assumptions’ (Intersectoral Platform for a Culture of Peace & Non-Violence, 2013, p. 26).

Abdullahi (2008) further stressed the need of a culture-oriented LIS curriculum that is ‘inclusive of all cultures, based on the cultural reality of (our) society’ (p. 388). Library internship to all library types, with preference to rural locations and/or libraries serving marginalized sectors of the society, prevailed when respondents were asked how their curriculum prepares their students to work with diverse library users. Inclusion of subjects tackling public service, social understanding, ethics, culture, philosophy, anthropology, ethnography and indigenous knowledge were also reported, especially in Indonesia. In the Philippines, diversity topics in ‘Literature for Children and Young Adults’ and ‘Information Resources and Services’ courses were incorporated. The same is true in Thailand as diversity-related issues are brought up during class discussions in ‘Library Management’, ‘Library Services’ and ‘User Studies’ subjects. To impart the experience of working with students of different backgrounds, class activities that foster collaboration has been reported in Malaysia. Integrating cultural competency standards into the LIS curricula will strengthen diversity among LIS students and faculty, and eventually among librarians (Rivera, 2013).

LIS graduates in the Philippines are expected to have knowledge and skills in the preservation and promotion of Filipino historical and cultural heritage. As such, the Commission on Higher Education (CHED) released a memorandum on the Revised Policies, Standards and Guidelines for the Bachelor of Library and Information Science (BLIS) Program in 2015, which listed a course with the title ‘Indigenous Knowledge and Multiculturalism’ (Special Topic 06) as one of the LIS courses forming part of their prescribed minimum requirements for the BLIS program (Commission on Higher Education, 2015). All state and private colleges and universities in the Philippines offering BLIS will be implementing this revised curriculum in due time and finally, a standalone course related to diversity will be part of LIS education in the Philippines.

Unlike those LIS required courses in this program, the CHED has no prescribed syllabus for Special Topic 06 Indigenous Knowledge and Multiculturalism. However, it is assumed that LIS faculty will introduce and discuss the rich indigenous knowledge and practices of 110 ethno-linguistic groups from various regions in the Philippines. Furthermore, awareness and promotion of cultural heritage must be integrated in the course syllabus. Best practices in the collection, organization, management and assessment of indigenous knowledge related to the environment, science, biology, medicine, etc., that can support national, regional and local development plans (Donato-Kinomis, 2016) must also be taught in this class. At the end of the course, it is hoped that LIS students will be able to develop their cultural awareness and competence.

An educator’s cultural orientation affects how course topics are organized and presented. Therefore, educators are responsible in designing instruction that ‘respects and values all students as unique human beings’ (Knapp, 2005, as cited in Abdullahi, 2008, p. 386). To this end, LIS faculty must devise techniques and approaches in tackling diversity and inclusion topics in the class. These techniques must enable students to learn their potentials that may make them inclusive to the development of their society. Community immersion and group work appeared to be the main techniques and approaches used by the respondents to teach and promote diversity and inclusion in the classroom. In community immersion, students are brought to field trips, especially in rural towns or lands of indigenous people, for them to experience living in a community, thus understanding and appreciating the importance of diversity (Subramaniam & Jaeger, 2011). One respondent argued that diversity cannot be taught through textbooks alone. In case of a diverse classroom, group works such as term papers and presentations are tasked to students. Groups should compose of students with different ethnic backgrounds and gender. This way, students will learn to work with different people. Using pictures and videos of people representing different cultures is also used in presentation slides. In addition, Subramaniam and Jaeger (2011) recommended the following:

inviting guest speakers that have expertise in diversity, presenting concrete examples of diversity-related information problems and solutions, … providing role playing and small group discussion activities that are [centred] on diversity … [and creating] entire programs specifically for students who wish to specialize in working with diverse populations. (p. 16)

Conclusion

Nowadays, facing a diversity of library patrons is inevitable among all librarians. As such, librarians and prospective librarians must possess a set of skills, knowledge, behaviours and attitudes that would allow them to work appropriately and effectively in a complex, multicultural and global work environment. Obviously, teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. Respondents believed that cultural competence and diversity must be integrated into the LIS curriculum to prepare prospective librarians in serving library patrons from different cultures and lifestyles and in providing programs for the underrepresented sectors of the society. While majority of the diversity-related courses in LIS schools are electives only, respondents recognized that these courses should be made core or required units for both undergraduate and graduate students.

LIS students may develop their cultural competence through personal experience by engaging into library internship to all library types, community immersion and collaborative group work with diverse members. Students’ exposure to cultures different from their own would increase their awareness of diversity and inclusion issues. Thus, intercultural engagement and learning is necessary, yet cannot be easily achieved because it is complex and challenging as it entails understanding of how cultures and languages of others affect one’s personal thoughts, values, actions and feelings (Leask, 2010).

Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy (Mehra et al., 2010), yet important and necessary to produce culturally competent and culturally sensitive graduates who can serve diverse communities and develop inclusive services for all users. LIS school administrators and faculty play significant roles in the realization of integration of diversity and inclusion in LIS education. Recognition of the relevance of diversity and inclusion in future library services is evident as there have been course offerings in various LIS schools in the region even though its scope is quite limited. As prescribed by the latest CHED’s BLIS curriculum, LIS schools will be offering a seminar course on ‘Indigenous Knowledge and Multiculturalism’ in the next years. But the question is who will teach the course? How will the course be taught considering that there is no prescribed syllabus? Some respondents recognize that LIS teachers are not yet ready to teach diversity and inclusion due to lack of knowledge and experience. Furthermore, challenges and barriers, such as provision of instructional materials and development of course syllabi on cultural competence and diversity must be addressed. Emphasis must also be placed on cultural competence training for faculty and recruitment of diverse faculty. Finally, there should be institutional support to implement cultural diversity efforts from the administration and government agencies.

Future Research Directions

Based on the findings of the qualitative survey, diversity and inclusion topics are being embedded in core subjects such as ‘Library Management’ at the authors’ institutions. The authors hope for an examination of all the syllabi of individual LIS course offerings being studied, not just the course title and description, to have a more in-depth analysis of the extent of teaching diversity and inclusion and their application in the practice of librarianship and information science. Moreover, delving into the course outline itself and the teaching methods and strategies indicated in the syllabi can provide more specific insights as to how diversity and inclusion are being integrated into the LIS curriculum.

Lastly, interviews with LIS educators in other countries outside of the Philippines must be conducted. This is to gain a more diverse perspective on the cultural competencies of librarians, the cultural responsiveness of LIS educators, and the integration of diversity and inclusion topics on the LIS curricula in the ASEAN region.

Funding

This work was supported by De La Salle University (PH); National Commission on Culture and the Arts (PH); University of the Philippines [grant number OVPAA-RDG 2017-Q4-32].

Notes on Contributor

Roselle S Maestro is one of the promising librarians of the De La Salle University Libraries. She obtained her Bachelor of Library and Information Science degree from the Philippine Normal University and ranked third in the Licensure Examination for Librarians in 2013. Currently, she is on her way to completing her Master of Library and Information Science degree at the University of the Philippines Diliman.

Disclosure statement

No potential conflict of interest was reported by the authors.

Acknowledgements

The authors would like to thank the organizers of the ‘Australasian Information Educators’ Symposium 2017’, part of the ‘13th Research Applications in Information and Library Studies Conference’ in the University of South Australia, Adelaide, South Australia and the Philippine Librarians Association, Inc. for giving them the opportunity to present the findings of this study.

Research travel grants were awarded in part by the Philippine National Commission on Culture and the Arts through its National Committee in Library and Information Services, the University of the Philippines Office of the Vice President for Academic Affairs, and the De La Salle University offices of Vice Chancellor for Research and Innovation and Vice Chancellor for Academics.