English As the Scholarly Language: Diversity, Equity, and Inclusion Implications for Academic Reference and Instruction Librarians

Authors

Linda Ueki Absher, Portland State UniversityFollow
Michelle R. Desilets, Portland State University

Published In

Library Quarterly

Document Type

Article

Publication Date

7-1-2024

Subjects

English -- Teaching, Language pedagogy

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.

Description

12 month embargo per publisher

Locate the Document

https://doi.org/10.1086/730464

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.