Competency C: Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees;
Introduction
As one of the primary markers of library values, information access is central to the work we do as information professionals. Libraries have long been regarded as institutions in which provide knowledge and resources to everyone, regardless of their background or circumstances. Yet, the reality of this has not always been so black and white. Throughout history, certain communities have been systematically excluded from accessing library resources. During the Jim Crow era, for example, public libraries in the Unite States denied Black Americans access to their facilities, forcing Black communities to establish their own intuitions or, more often, go completely without these resources (Graham, 2002). In a more recent example, a 2019 study conducted by the San Francisco Public Library and the city’s Financial Justice Project found that overdue fines disproportionately affected low-income communities, with patrons in lower-income neighborhoods being significantly more likely to have their borrowing privileges suspended (2019). While this policy may appear to treat everyone equally, their consequences are not always experienced equally. This demonstrates the importance of recognizing that providing equal access to library resources does not necessarily guarantee equitable access. As information professionals, we must consider how the programs, policies, and services we develop can either reinforce existing inequalities or help address both the current and historical barriers faced by the communities we serve.
This brings us to Competency C, which asks us to articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for the both clientele and employees. While these principles are closely related, they are not interchangeable. The American Library Association describes diversity as recognizing and valuing the differences between individuals, while inclusion involves creating environments in which people are respected and their experiences and perspectives are valued. Equity, on the other hand, requires us to recognize that individuals face different barriers and may need different forms of support to have fair opportunities (American Library Association, 2025). Understanding these distinctions is important because treating everyone exactly the same does not always create an equitable result. Within academic libraries, these principles are especially important because institutions serve students, faculty, and staff whose educational experiences, cultural backgrounds, and access to resources may differ significantly. Developing inclusive policies and services requires information professionals to recognize these differences and consider how their decisions affect both library users and employees.
Diversity, Equity, and Inclusion in Library Services
One of the most important responsibilities of information professionals is ensuring that library programs and services reflect the communities they serve. The International Federation of Library Associations and Institutions, or IFLA, emphasizes that libraries should provide collections and services which reflect the cultural and linguistic diversity of their communities. Its Multicultural Library Manifesto also stresses these services should not be treated as additional or separate from the library’s regular operations, but as an essential piece of them (IFLA & UNESCO, 2009). For example, a library serving a community with a large population of non-English speakers may offer multilingual materials, translated signage, and programming in different languages. Similarly, libraries can provide accessible technologies and alternative formats for patrons with disabilities.
The ALA’s Equity, Diversity, Inclusion and Belonging interpretation of the Library Bill of Rights further emphasizes the importance of examining library policies and practices regularly to identify barriers that may prevent individuals from accessing resources (2025). As previously mentioned, requirements for identification, overdue fines, and other institutional policies can create difficulties for patrons who are already experiencing social or economic struggles. What may appear to be a reasonable policy from an administrative perspective can have very different consequences for people expected to follow it. As librarians, we must not only look at these policies, but consider our own behaviors. If a library does not have late fees, but the staff makes a patron feel high levels of shame for late materials, this social pressure surrounding their availability to get to the library can make low income patrons resist returning.
This is especially important within academic libraries, where students may come from vastly different educational and socioeconomic backgrounds. A first-generation college student may be unfamiliar with the expectations of academic research, while a student who works full-time may struggle to attend workshops offered during traditional business hours. Students with disabilities may face additional barriers when using digital databases or accessing physical spaces. To address these challenges, academic libraries may offer introductory research workshops, provide online and asynchronous instructional resources, or establish accessibility policies that support the use of assistive technologies. These programs and policies help ensure that students with different needs and circumstances have meaningful opportunities to access library resources. Designing equitable services requires us to consider these differences rather than assuming that all students enter the library with the same knowledge, resources, or opportunities.
Diversity, Equity, and Inclusion in the Workplace
While much of the discussion surrounding diversity, equity, and inclusion focuses on library patrons, these principles are equally important for the employees who make library services possible. The Association of College and Research Libraries’ Cultural Proficiencies for Racial Equity Framework. emphasizes the importance of recruiting and retaining a diverse workforce, developing cultural competence, and creating organizational environments in which employees from different backgrounds are supported (2022). A diverse workforce can bring different perspectives, experiences, and knowledge into the decision-making processes of an institution.
However, hiring employees from diverse backgrounds does not automatically create an inclusive workplace. Libraries must also examine whether their employees have equitable opportunities for professional development, advancement, and participation in institutional decisions. Policies that establish transparent hiring and promotion procedures, provide equitable access to professional development, and create clear processes for reporting discrimination or harassment can help support a more inclusive workplace. These practices are important because diversity within an institution must be accompanied by organizational structures that allow employees to participate and succeed.
If staff members feel that their perspectives are ignored or that their identities create barriers to advancement, the institution may fail to benefit from the experiences and knowledge they bring, and create hostile work environments. The ACRL (2022) also emphasizes the importance of continued professional education and organizational practices that support cultural competence. This is especially important because even well-intentioned information professionals may carry assumptions or biases that influence how they interact with coworkers and patrons. It is with proper training, open communication, and a willingness to reconsider established practices that libraries can work toward environments in which employees feel respected and supported. These efforts can also strengthen library services, as employees who are encouraged to contribute their perspectives may be better positioned to recognize the needs of communities that have historically been overlooked. Just as important, it can make patrons feel more welcome as they see themselves reflected in the staff.
Supporting diversity, equity, and inclusion requires libraries to continually examine how their programs, policies, and workplace practices affect the communities they serve. In my future work within academic libraries, I hope to contribute to environments where students, faculty, and staff feel respected and supported, regardless of their backgrounds or circumstances. By remaining attentive to the barriers that individuals may face and advocating for policies that address these challenges, I can help ensure that academic libraries provide meaningful opportunities for both their patrons and employees.
Evidence
Evidence #1: Critical Notes — The Access Gap & Opportunity for All
My first piece of evidence consists of two critical notes I wrote in my INFO 275: Library Services for Racially and Ethnically Diverse Communities class, examining the relationship between socioeconomic inequality and access to library resources. The first critical note examines Jill Nishi’s (2011) article, Opportunity for All: How the American Public Benefits from Internet Access at U.S. Libraries, which explores the role public libraries play in providing free access to computers and the internet, particularly for individuals from low-income communities. In my analysis, I discussed how library technology services support access to education, employment, and health information, while also considering how budget cuts, outdated equipment, and limited operating hours can create barriers for patrons. My second critical note examines Pribesh et al.’s (2011) article, The Access Gap: Poverty and Characteristics of School Library Media Centers. This study investigates the relationship between poverty and access to school library resources, particularly staffing, operating hours, and collection availability. I was especially interested in how schools serving larger populations of students from low-income households often have fewer library staff members and more limited opportunities to access library services.
I selected these critical notes because they demonstrate my understanding of how socioeconomic circumstances influence access to information and why libraries must consider these differences when developing equitable programs and services. Although the articles examine different library environments, both demonstrate that simply making resources available does not necessarily ensure equitable access. Through these assignments, I recognized how institutional funding, staffing, and operating hours can disproportionately affect individuals who rely most heavily on library services. I also considered potential approaches to addressing these inequalities, including advocating for increased funding, developing community partnerships, and exploring alternative methods of extending library access. Together, these critical notes strengthened my understanding of the importance of recognizing barriers faced by underserved populations and developing services that respond to their particular needs. This understanding is especially relevant to my future work in academic libraries, where students from different socioeconomic backgrounds may face similar challenges accessing technology, research assistance, and educational resources.
Evidence #2: IKEA Equity, Diversity & Inclusion Committee Flyers
Flyer 1: Quiet Room during Ramadan
Flyer 2: Native American Heritage Month book raffle
My second piece of evidence consists of two flyers I created during my time serving on the Equity, Diversity & Inclusion Committee at IKEA. The first flyer, created in February 2024, was a sign for our coworker quiet room during Ramadan, which prioritized the space for coworkers wishing to pray during the religious observance. As a member of the ED&I Committee, I helped develop this solution to better accommodate coworkers’ religious practices and ensure they had access to a designated space for prayer. I also created in September of 2026 a flyer promoting a coworker book raffle for Native American Heritage Month. The raffle featured books written by Indigenous authors and was intended to celebrate Indigenous literature, culture, and artistic contributions while encouraging coworkers to engage with perspectives and experiences that may differ from their own.
I selected these artifacts because they demonstrate my ability to contribute to the development and promotion of inclusive workplace initiatives that recognize and support the diverse backgrounds of employees. Through the ED&I Committee, I have gained experience considering how workplace environments can be adapted to accommodate different religious and cultural practices and ensure that coworkers feel respected and included. Similarly, the Native American Heritage Month book raffle provided an opportunity to promote cultural representation by highlighting the work of Indigenous authors. These are two of the many steps the committee has taken to create an inclusive environment that openly welcomes different cultures and perspectives. Moving beyond policy which allows different practices or expressions, we have worked to invite dialogue and exchange. These experiences are relevant to my understanding of Competency C because they demonstrate how I have applied principles of equity and inclusion through the development and promotion of workplace initiatives. As I pursue a career in academic librarianship, I hope to apply these experiences to developing inclusive programs and services that recognize the diverse cultural, religious, and personal backgrounds of both library employees and patrons.
Evidence #3: Conference Proposal — Reframing Authority: Decolonizing Resource Management
My third piece of evidence is a conference proposal I developed for INFO 230: Issues in Academic Libraries, titled Reframing Authority: Decolonizing Resource Management, Curation, and Instruction in Academic Libraries. For this assignment, I designed a professional conference panel examining how academic libraries can challenge colonial practices embedded within their systems and better recognize Indigenous knowledge and intellectual traditions. My proposal included an introduction to the topic, a literature review, a panel summary, learning outcomes, and a selection of proposed panelists whose professional work addresses Indigenous knowledge systems and decolonization within librarianship. Through my research, I examined how traditional library practices, including cataloging, metadata, collection development, and information literacy instruction, often privilege Western concepts of authority while marginalizing Indigenous perspectives. I used this research to develop a panel that would introduce information professionals to practical strategies for creating more culturally responsive and inclusive library practices.
I selected this artifact because it demonstrates my ability to design educational programming that supports diversity, equity, and inclusion within academic libraries. Rather than simply identifying the ways Indigenous knowledge has historically been marginalized, I developed a program intended to help information professionals recognize these inequalities and consider meaningful changes within their own institutions. In selecting potential panelists, I prioritized individuals whose scholarship and professional experiences could provide different perspectives on Indigenous knowledge stewardship, community-centered metadata, and ethical citation practices. I also developed learning outcomes focused on identifying colonial structures within library systems, recognizing Indigenous intellectual authority, and exploring approaches to more inclusive resource management and instruction. This assignment strengthened my understanding of how educational programming can encourage information professionals to critically examine their practices and develop services that better represent and respect diverse communities. As I pursue a career in academic librarianship, I hope to apply this experience to developing programs and instructional opportunities that challenge institutional barriers and promote more equitable access to knowledge.
Conclusion
Through my coursework and professional experiences, I have developed a greater understanding of the importance of designing programs and services that support diversity, equity, and inclusion. The evidence presented demonstrates my ability to recognize barriers to information access, contribute to inclusive workplace initiatives, and develop educational programming that challenges traditional assumptions and promotes diverse perspectives. These experiences show my understanding that creating equitable environments requires intentional efforts to recognize and respond to the different needs of the communities we serve. As I pursue a career in academic librarianship, I hope to continue applying these principles by advocating for inclusive policies, developing accessible programs and services, and remaining attentive to the experiences of both library patrons and employees.
References
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American Library Association. (2025, May 29). Equity, diversity, inclusion, and belonging: An interpretation of the Library Bill of Rights. ALA. https://www.ala.org/advocacy/intfreedom/librarybill/interpretations/EDI
Association of College and Research Libraries. (2022, August). Cultural proficiencies for racial equity framework. ACRL. https://www.ala.org/pla/initiatives/edi/racialequityframeworkhttps://www.ala.org/acrl/standards/diversity Graham, P. T. (2002). A right to read: Segregation and civil rights in Alabama’s public libraries, 1900–1965. University of Alabama Press. https://doi.org/10.2307/jj.30346970 International Federation of Library Associations and Institutions & UNESCO. (2009, October). IFLA/UNESCO multicultural library manifesto. IFLA. https://www.ifla.org/ifla-unesco-multicultural-library-manifesto/ San Francisco Public Library & Financial Justice Project. (2019, January). Long overdue: Eliminating fines on overdue materials to improve access to San Francisco Public Library. City and County of San Francisco. https://treasurer.sf.gov/economicjustice/reports/long-overdue-eliminating-fines-overdue-materials-improve-access-san-francisco-public
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