Can you introduce Narrative Expansions.
Regina Everitt.
and the implications for change in the library and university. The focus on decolonisation has bought to light information that was previously absent from historical narratives1
;
the story of empire, slavery and colonialism wasn’t taught in history lessons or else- where, so like many people I have a lot to learn. The challenge for the library is what we do in response to these understandings from theory and history, recognising the impact of coloniality on knowledge pro- duction – so as to make a real difference.
RE/JC: The book explores the ways in which academic libraries are working to ad- dress the historic legacies of colonialism, in the context of decolonising the curriculum and the university. It acknowledges and explores the tensions and complexities around the use of the term decolonisation, how it relates to other social justice aims and approaches, including critical librari- anship, and what makes this work specific to decolonisation. Narrative Expansions includes per- spectives from the UK, USA, Kenya and Canada. It explores the contexts and specific histories of colonisation and decolonisation, the resulting legacies and challenges for libraries. The first part of the book discusses experiences and impacts of legacy knowledge systems and pervasive whiteness, particularly in higher education from the perspectives of students and aca- demic staff. In the second part of the book, theory and practice converge featuring case studies interpreting what it means to ‘decol- onise’ in information literacy, collection and metadata management, inclusive spaces, LIS education, research methods and knowl- edge production through the lens of critical pedagogy, critical information literacy and Critical Race Theory (CRT). The book also addresses the impact and implications
Jess Crilly.
of the whiteness of university library staffing. The contributors bring a broad range of perspectives, as well as international focus; the authors are librarians, cura- tors, anthropologists, lecturers in LIS and academic literacies, and there is also a broad interpretation of ‘academic’, with a case study from the British Library. The inclusion of the broader context that librar- ies operate in is really helpful, such as Sara Ewing’s chapter on decolonising research methodologies.
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April-May 2022 INFORMATION PROFESSIONAL 21
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