{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T17:20:27Z","timestamp":1780593627763,"version":"3.54.1"},"reference-count":38,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2024,9,18]],"date-time":"2024-09-18T00:00:00Z","timestamp":1726617600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Journal of Librarianship and Information Science"],"published-print":{"date-parts":[[2025,12]]},"abstract":"<jats:p>This study emphasizes the importance of library and information science (LIS) educators drawing insights from practitioners\u2019 lived experiences, particularly considering perspectives of former students\u2019 experiences when navigating the Master of Library Science (MLS) curriculum. Acknowledging the constructivist underpinnings of learning, with a focus on Schema Theory, is imperative for LIS faculty to learn more about how students perceived their past curriculum. Challenges occur when students lack the necessary schemata to comprehend unfamiliar concepts, particularly in areas like diversity, equity, and inclusion (DEI). Given the lack of diversity amongst the faculty population in LIS, faculty must navigate this discrepancy, recognizing the potential mismatch between their own life experiences, those of their student body, and the diverse patrons of varying genders, races, sexualities, income levels, locations, and abilities that libraries and librarians aim to serve. To address this, educators should not only activate existing student schema but also guide them in constructing new schemas, especially when delving into unfamiliar DEI topics. This study employed an explanatory sequential mixed methods design, involving 190 participants who responded to a survey. Additionally, 26 participants completed interviews. Following Creswell and Plano Clark\u2019s approach, this design allowed for a quantitative phase to gather data, followed by a qualitative phase to further contextualize the quantitative results. The findings offer valuable insights into DEI education and the challenges faced by LIS educators in promoting meaningful learning experiences to prepare students to work with all library patrons.<\/jats:p>","DOI":"10.1177\/09610006241279471","type":"journal-article","created":{"date-parts":[[2024,9,19]],"date-time":"2024-09-19T02:45:14Z","timestamp":1726713914000},"page":"1224-1243","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":7,"title":["Addressing diversity, equity, and inclusion in library and information science curriculum: Looking back and to the future"],"prefix":"10.1177","volume":"57","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0184-1891","authenticated-orcid":false,"given":"Rene","family":"Burress","sequence":"first","affiliation":[{"name":"University of Central Missouri, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiaofeng","family":"Li","sequence":"additional","affiliation":[{"name":"Pennsylvania Western University, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0281-2251","authenticated-orcid":false,"given":"Holly S.","family":"Hebert","sequence":"additional","affiliation":[{"name":"Middle Tennessee State University, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,9,18]]},"reference":[{"key":"e_1_3_4_2_1","doi-asserted-by":"publisher","DOI":"10.3138\/jelis.2019-0061"},{"key":"e_1_3_4_3_1","volume-title":"National School Library Standards","author":"American Association of School Librarians","year":"2018","unstructured":"American Association of School Librarians (2018) National School Library Standards. 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