Published In
Library Quarterly
Document Type
Article
Publication Date
7-1-2024
Subjects
English -- Teaching, Language pedagogy, Equity
Abstract
This article examines the use of non-English resources in academic libraries, with a focus on reference and instruction. Academic librarians from the United States and Canada were surveyed about their perceptions regarding the use of non-English resources during reference and instruction duties and the results are considered through a diversity, equity, and inclusion lens. The authors explore literature regarding the dominance of the English language in higher education, scholarly communication, and academic publishing. Library literature is also reviewed, emphasizing reference and instruction services viewed through a critical librarianship or “critlib” lens. These perspectives are applied to the survey results with a discussion of the implications for academic reference and instruction librarians. The article concludes with suggestions for areas of future research.
Rights
© 2024 The University of Chicago. All rights reserved.
Locate the Document
DOI
10.1086/730464
Persistent Identifier
https://archives.pdx.edu/ds/psu/42564
Citation Details
Absher, L. U., & Desilets, M. R. (2024). English as the Scholarly Language: Diversity, Equity, and Inclusion Implications for Academic Reference and Instruction Librarians. The Library Quarterly, 94(3), 296–315.
Description
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