IOPN Journals (Illinois Open Publishing Network)
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A Pedagogical Zine Collection: "Decoding the Catalog"
Full text linkA zine, pronounced ‘zeen’, is a small-circulation, self-published, often free, inexpensive, or traded print booklet (Bindery, n.d.). Through this creative track, art media project, the artist, zinester, LIS educator and scholar, Dr. Abigail Phillips, provides space for exploring themes of identity, representation, advocacy, and epistemological justice. Zines and zine-making – the unconventional openness, joyful self-expression, and revolutionary spirit – will encourage attendees to scrutinize how LIS pedagogy ignores the voices of marginalized communities (Zine Librarians Interest Group, n.d.).
Zine collections are common to find in school libraries, academic libraries, public libraries, community archives, and digital libraries (Queer Zine Archive Project, n.d.). This creative track project, Decoding the Catalog, invites attendees to interrogate how traditional cataloging schemes, classification, and related practices often reinforce structures of power, privilege, and exclusion (Wrekk, 2020). The collection itself will be composed of 7 to 10 zines, forming an interactive print media art exhibit during which attendees can handle, read, pass around, photograph, and generally engage with the zines. Copies of each zines within the collection will be available for attendees to freely take and share. In combination with the collection itself, an area will be set up for those at the session to create a zine(s) to further explore the focus of the presented zine collection, the conference theme, or whatever they are inspired to create.
The DIY, activism driven, and introspective nature of zines, zine making, and zine culture help motivate action, critique, discussion, and brainstorming as part of LIS courses, scholarship, and our field broadly. The beginnings of this movement librarianship, library work, and education, including zine making and sharing, are already underway (LIS Mental Health, 2023). Emerging LIS scholarship, teaching, and advocacy demonstrates ongoing discussions around support and change—a momentum reflected in the 2025 ALISE conference theme. Viewing zines as tools for critical reflection, deconstruction, unlearning, and creative expression contributes to evolving LIS pedagogy into more equitable, accessible, and empathetic practices
Catalysts for Change: The Spectrum Doctoral Fellowship Program Review and Impact
Full text linkChallenges of Underrepresentation in LIS The underrepresentation of Black, Indigenous, and People of Color (BIPoC) within LIS poses significant challenges to the field’s efforts to advance equity, access, and representation. The statistics from the Department for Professional Employees (AFL-CIO, 2020) clearly illustrate this issue, but the challenges extend beyond numerical gaps. There are deeply embedded biases in LIS pedagogy, faculty hiring, and the overall academic culture that make it difficult for BIPoC scholars to thrive. The lack of racial diversity within LIS faculty—where many programs still have minimal BIPoC representation—creates a situation where Black and Brown students do not see themselves reflected in the curriculum, the faculty, or the research agendas of their programs. Moreover, the existing exclusionary practices within LIS academic institutions contribute to a climate where BIPoC students often feel marginalized. Research by Gibson and Hughes-Hassell (2017) highlights that Black students’ experiences at libraries are often marked by negative encounters, including feelings of unwelcomeness. These experiences not only shape students’ perceptions of LIS as a profession but also affect their investment in LIS education and careers. Furthermore, the burden of representing diversity within the LIS classroom often falls on BIPoC students, creating feelings of exploitation rather than inclusion. The gap between institutional commitment to diversity and the lived experiences of BIPoC scholars is evident in the persistent low enrollment of BIPoC students in LIS programs. The lack of representation in LIS faculty, particularly in historically White institutions, exacerbates the difficulty of recruiting new scholars from these communities. This underrepresentation underscores the importance of creating more intentional pathways for BIPoC students to enter and succeed in LIS fields.
Catalysts for Change: The Spectrum Doctoral Fellowship Program Review and Impact This IMLS-grant funded program, Spectrum Doctoral Fellowship, seeks to address these systemic issues. The Spectrum Doctoral Fellowship Program has already demonstrated its effectiveness in advancing racial equity in LIS. By focusing on the recruitment of racially and ethnically diverse doctoral students, the program aims to develop a new generation of LIS faculty committed to racial equity and social justice in both teaching and research. The project builds on the success of earlier initiatives like Project Athena, which focused on cohort-based curricula, peer mentoring, and developing networks of scholars committed to anti-racist education and social justice in LIS. A majority of past Spectrum Doctoral fellows have successfully completed their doctoral degrees, and a third of these fellows have already attained positions as assistant professors or higher. These fellows represent a growing and dynamic community of BIPoC scholars who are reshaping LIS from within. The Spectrum Doctoral Fellowship Program continues to emphasize building supportive, anti-racist community spaces, which have been critical to the success of BIPoC students in LIS. Through networking, mentorship, and collective action, these spaces create an environment where fellows can build solidarity and work together to dismantle institutional barriers to racial equity in LIS education and practice. This panel will provide a platform for critical discussion on the role of diversity, equity, and inclusion in the future of Library and Information Science. It will also shed light on the impact of initiatives like the Spectrum Doctoral Fellowship Program in fostering an inclusive environment that supports BIPoC scholars and advances social justice in LIS curricula. In addition, panel will also discuss research conducted on diversity in higher education, LIS, and the impact and effectiveness of Spectrum and related BIPOC doctoral initiatives. By examining the challenges, successes, and lessons learned from these initiatives, the panel aims to contribute to the ongoing conversation about how LIS can evolve to better serve the diverse communities it aims to support
Ethical Practices in Ethnographic Archival Representation
Full text linkThis research aims to examine ethical challenges in ethnographic archival workflows, particularly how they intersect with decolonizing pedagogies, community agency, and archival practices. By drawing on participatory and collaborative archival methodologies, this study investigates how archivists navigate tensions between preservation, access, and ethical representation — especially concerning Indigenous and marginalized communities. This research also challenges hierarchical systems that privilege Western archival frameworks over community-driven knowledge by critically evaluating how archival structures reinforce dominant epistemologies. A qualitative case study approach is first employed by integrating sustained participant observation of daily archival workflows and semi-structured interviews with archival professionals. Fieldwork includes direct observations of processing, description, and preservation workflows, along with informal interactions with staff to assess how ethical considerations emerge in practice. Institutional policies on collection development, donor relations, and archival description will be examined to determine their alignment with ethical frameworks, such as those established by the Society of American Archivists. This study also explores efforts to restructure policies to promote equity, accessibility, and cultural responsiveness toward community participation in archival decision-making. To complement qualitative methods, a quantitative companion study provides statistically significant findings demonstrating strong public support for cultural heritage preservation and a willingness to engage in participatory archival events. This research incorporates reflexive archival considerations that account for power dynamics and positionality, and contributes to broader discussions on archival ethics, agency, and institutional accountability. It explores decolonizing pedagogies by critically examining how archives function as both instruments of institutional authority and as potential sites for community empowerment
Transgenerationality Impacting Transnationality: Intersectional Possibilities in Anime
Full text linkThe idea of transnationality is still making waves in anime studies, as fans and scholars track the new Japanese-influenced animation coming from all over the world and ask how definitions of anime beyond Japan can best accommodate and describe this work. The new(ly emerging) issue of transgenerationality will impact anime even further. Japan’s and North America’s creative and fan populations ar ageing out, while in the Middle East, Indonesia, India and Africa huge young populations are consuming and re-creating anime in their own image. This short paper is by no means definitive but highlights a few trends and areas for consideration.
In Memoriam: Дмитрий Юрьевич Гузевич (1955—2025)
Full text linkIntroduction to a special forum commemorating the contributions of the late Dmitrii Gouzévitch to eighteenth-century Imperial Russian historiography and the development of international scholarly cooperation
Русские в Париже XVIII века под бдительным оком полиции
Full text linkРецензия на: Dzianis Kandakou, Alexandre Stroev. Les Russes à Paris au XVIIIe siècle sous l’oeil de la police. Paris: L’Harmattan, 2024. 736 p. ISBN: 9782336406572
Miyazaki in the Time of Cherries: Retrospective Resonances in Two European Songs from Porco Rosso (1992) and The Wind Rises (2013)
Full text linkHayao Miyazaki’s two films set in the interbellum, Porco Rosso and The Wind Rises, are remarkably similar aside from their temporal setting: both are suffused with anti-war sentiment, their protagonists closely resemble the director himself, and they present the Studio Ghibli catalog’s most indulgent celebrations of Miyazaki’s obsession with aircraft. In this paper, I discuss the role of diegetic song as a vital mechanism in forming a transcontinental symbolic network across these films. I focus on two scenes that, I argue, function as hauntological expressions of pacifism, Miyazaki’s foundational political stance.
In Porco, the chanteuse Gina performs “Le Temps des Cerises,” a tune from 1866 often associated with the Paris Commune; in The Wind Rises we hear a rousing chorus from “Das Gibt’s Nur Einmal,” made famous by Lilian Harvey in Der Kongreß Tanzt (1931). These melancholic melodies operate as a resonant nexus, exemplifying and affording us access to a web of thematic interconnections that spans multiple dimensions, from the specific films to Miyazaki’s artistic project as a whole to broadly recognizable Japanese tropes. I identify retrospection as a complex and fundamental thread here, as these deployments of song move beyond merely indexing a nostalgic atmosphere and point toward a retrofuturist sensibility. As I unravel the associative networks that Miyazaki has sonically developed, I demonstrate that this pair of scenes strikingly illustrates how musical crossings of borders and eras can produce cinematic hauntologies
Cataloging with RDA and Other Content Standards: Identifying Barriers and Exploring Solutions in MLIS Education
Full text linkResource Description and Access (RDA) is the primary cataloging content standard for libraries and cultural heritage institutions in North America and elsewhere. However, access to RDA via RDA Toolkit and the training necessary to use RDA can vary significantly from institution to institution. This session explores the complexities surrounding access to RDA and other content standards, barriers to RDA implementation, the challenges presented by the intended transition from original RDA to official RDA, the effects these issues have on catalogers, and ways in which these topics can be addressed in LIS education.
The session begins with Sonia Archer-Capuzzo’s presentation of a recent study of catalogers in North Carolina and the barriers they encountered to using RDA and transitioning to official RDA. The speakers explore the following key areas: 1) analyzing RDA access barriers, including those that disproportionately affect many types of libraries (e.g., small public libraries) and librarians (e.g., those without a recent MLIS or similar degree); 2) evaluating RDA implementation barriers, including training challenges and the lack of true multilingual accessibility to RDA; 3) navigating standards behind a paywall, including practical budgetary workarounds to using RDA and/or leveraging open-access resources, consortia agreements, and other institutional subscriptions, as well as ethical considerations related to access and copyright; 4) exploring alternative cataloging standards in order to broaden understanding of the cataloging landscape and identify alternative tools; 5) leveraging professional networks to provide support, mentorship, and information sharing; and 6) how these issues should be incorporated into cataloging and metadata courses
People-centered Privacy Education: Practitioner Works-in-Progress from the National Forum for Privacy Literacy
Full text linkPrivacy, understood as one’s calibrated accessibility to others, is a necessary condition for fostering personal and shared identities and exercising individual and collective agency. Privacy literacy entails conceptual knowledge, practical skills, and social attitudes for managing one’s personal information and understanding its role in the information ecosystem and in society. This poster highlights the emergence of library-based privacy education programming and invites feedback on practitioner-facing works-in-progress resulting from Libraries Stand for Privacy: National Forum for Privacy Literacy Standards and Competencies. The spring 2025 national forum convened more than fifty privacy literacy educators from public, school, and academic libraries in the United States and Canada, along with allied LIS scholars and independent information professionals, who engaged in hybrid, participant-led roundtable and working group sessions to ideate professional competencies and learning standards for privacy education programming in libraries. Following the forum, select working groups analyzed artifacts from these participatory research sessions, including both individual- and group-authored notes, to develop draft consensus frameworks, competencies, and practitioner resources for coordinating privacy literacy programming in libraries across the K-20 education spectrum. Attendees will learn effective strategies for implementing hybrid participatory research methods that are inclusive to library workers from all institution types, and will gain access to pilot practitioner materials to support library-based privacy literacy programming for review and feedback. Attendees will also gain appreciation for the importance of privacy to intellectual freedom, individual agency and identity, and collective action for social justice, and for how library-based privacy literacy programming can enrich a privacy-conducive culture