Document Type

Book Chapter


In order to provide culturally responsive instruction to all students, school library professionals need to recognize the various discourses around cultural competence that exist in the field of library and information science (LIS) and understand the broader meanings that are attached to these discourses. This study presents an evaluation of the underlying ideologies that are embedded in the textual responses of a group of LIS students reporting on their perceived levels of cultural competence preparation.


Bilingual, Multilingual, and Multicultural Education | Higher Education and Teaching | Library and Information Science | Teacher Education and Professional Development


©2019 Libraries Unlimited. This chapter appears in the volume Social justice and cultural competency: Essential readings for school librarians, edited by Marcia A. Mardis and Dianne Oberg. It is available from the publisher at

A version of this chapter was previously published as:
Kumasi, K., & Hill, R. F. (2013). Examining the hidden ideologies within cultural competence discourses among library and information science (LIS) students: Implications for school library pedagogy. School Libraries Worldwide, 19(1), 128–141.