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The term digital divide is still used regularly to characterize the injustice associated with inequalities in access to information and communication technologies (ICTs). As the debate continues and becomes more sophisticated, more and more aspects of the distribution of ICTs are singled out as relevant to characterizations of the digital divide and of its moral status. The best way to articulate the digital divide is to relate it to other aspects of social and distributive justice, using a mixture of pre-existing theories within moral and political philosophy. These theories are complemented with contributions from sociology, communication studies, information systems, and a range of other disciplines. Information Technology and Social Justice presents conceptual frameworks for understanding and tackling digital divides. It includes information on access and skills, access and motivation, and other various levels of access. It also presents a detailed analysis of the benefits and value of access to ICTs.
Over the past fifteen years, the dramatic increase of online self-help legal re-sources, information, and tools specifically developed for use by low-income individuals without legal counsel has been promoted as one way to help those individuals who are caught in this “justice gap.” Unfortunately, however, opportunities arising from the Internet and related information and communication technologies do not accrue to everyone equally as physical, intellectual, and social barriers to information persist. Access to Information, Technology, and Justice: A Critical Intersection, as the first ever book length examination of the use of technology to expand access to justice in the United States, highlights an emerging paradox wherein the technological transformation that has created an increasing array of legal self-help resources and services is also creating barriers to access for disadvantaged individuals. Those who cannot read, those who do not speak the English language, those who are unfamiliar with the law, and those with limited digital literacy skills all find themselves at a fundamental disadvantage. The legal community has only begun to examine whether these resources and services are, in fact, meeting the needs of struggling self-help users. This book builds upon existing work in this area by undertaking an in-depth exploration of how information and communication technologies are changing – and failing to change – the legal in-formation landscape for those who most need this information. Drawing upon the ongoing collaborative efforts of legal aid organizations, libraries, courts, and non-profit organizations, this book provides a framework for removing barriers to equitable access to legal information, with the ultimate goal of encouraging continued discussion and action.
Social justice in library and information science (LIS) seeks to achieve action-oriented, socially relevant impacts through information work. This edited volume includes papers that explore intersections between critical theory and social justice in LIS while focusing on social relevance and community involvement to promote progressive community-wide changes. Contributors include LIS researchers, practitioners, educators, social justice advocates, and community leaders who identify theories, methods, approaches, strategies, and case studies that apply these intersections in mobilizing community action to deliver tangible community building and development outcomes. The frame of study is inclusive of (though not limited to) academic, public, school, and special libraries, museums, archives, and other information-related settings. An international context of analysis is included along with a focus on social impact and community involvement in LIS practice and research, education, policy development, service design, and program implementation.
"This book combines the political and the practical aspects of Access to Information (ATI) and Freedom of Information (FOI) research. It covers ATI in relation to critical social science, investigative journalism, and social justice activism in Canada. It addresses recent political stories and issues uncovered by researchers, journalists and activists using ATI, including state surveillance, prison expansion, the close ties between oil companies and the federal government, and the Lac-Megantic rail disaster. Written by prominent journalists and academic researchers, each chapter also offers advice to those interested in using ATI in their own research, and the volume ends with a list of helpful tips for conducting ATI/FOI research."--
While social network analyses often demonstrate the usefulness of social media networks to affective publics and otherwise marginalized social justice groups, this book explores the domination and manipulation of social networks by more powerful political groups. Jeffrey Layne Blevins and James Lee look at the ways in which social media conversations about race turn politically charged, and in many cases, ugly. Studies show that social media is an important venue for news and political information, while focusing national attention on racially involved issues. Perhaps less understood, however, is the effective quality of this discourse, and its connection to popular politics, especially when Twitter trolls and social media mobs go on the attack. Taking on prominent case studies from the past few years, including the Ferguson protests and the Black Lives Matter movement, the 2016 presidential election, and the rise of fake news, this volume presents data visualization sets alongside careful scholarly analysis. The resulting volume provides new insight into social media, legacy news, and social justice.
Published in partnership with the International Association of School Librarianship, this work gathers together the latest and most important research on the topics of social justice and cultural competency in school libraries. Education systems today are expected to advance national goals related to fairness, equity, and social cohesion. Comprising articles written and collected in the journal of the International Association of School Librarianship and new articles written especially for this anthology, this book documents both empirical research and promising practices to help school librarians and teachers work together to promote social justice and develop learners' and educators' cultural competence. Both coeditors are experienced in working with authors from around the world and have participated in the development of effective and ethical standards and guidelines for school library practitioners. Brief real-life case studies of school librarians and teachers in action showcase efforts to improve the lives of marginalized or under-served students. School librarians inside and outside of the United States, school library educators and policymakers, and academic librarians building school librarianship collections will find this guide valuable.
Education’s role should further social justice, prepare students to compete for higher social positions, train workers, and engage students so that they become active participants in a democratic society. However, as with many global systems, education has long ago fallen victim to the institutional ailments of systematic oppression and discrimination. In order to promote equity and social justice in education, it is paramount that educators and administrators acknowledge systematic challenges in education and the solutions. The Handbook of Research on Solutions for Equity and Social Justice in Education discusses how teachers and school administrators practice equity and inclusion in their schools. It provides examples of social justice and how it affects society, as well as specific case studies that aim at engendering equity and inclusion for minorities. It further discusses these issues in a global context. Covering topics such as agentic empowerment, social justice in dialogue, and teacher social justice advocacy, this major reference work is a critical resource for faculty and administrators of both K-12 and higher education, preservice teachers, teacher educators, school social workers and counselors, librarians, government officials, researchers, and academicians.
Libraries, Human Rights, and Social Justice: Enabling Access and Promoting Inclusion examines the interrelationships between digital literacy, digital inclusion, and public policy, emphasizing the impacts of these policy decisions on the ability of individuals and communities to successfully participate in the information society. It is the first large-scale consideration of digital literacy and digital inclusion as policy problems and provides policy recommendations to promote digital literacy and digital inclusion. This book is intended to help librarians better understand and articulate their roles in promoting human rights and social justice, as well as to educate policymakers, government officials, professionals in other fields, and researchers in other disciplines about the contributions of libraries to human rights and social justice. It explores the intersections of information, human rights, and social justice from a range of perspectives and addresses the differing roles of library institutions (public, school, academic, and special libraries), library professionals, professional organizations, governments, and library patrons. Discussion focuses on the practical side of human rights and avoids most of the philosophical discussions of the term. Similarly, this book emphasizes the practical nature of social justice and the social and societal structures that foster equality. Related issues of digital literacy and digital inclusion are considered as essential to providing information in human rights and social justice contexts. Digital literacy, the ability to use the Internet to meet information, combines with access to the Internet in order to successfully apply the skills of digital literacy is discussed under the topic of digital inclusion. These topics are discussed through legal, policy, social, cultural, and economic lenses. Issues are examined both in terms of efforts to support equity in communities as a whole and the efforts intended to promote equity in specific disadvantaged or marginalized populations, such as the homeless, immigrants, people with disabilities, and the socioeconomically disadvantaged. Many examples of the issues discussed are drawn from the original research that the authors have conducted. The ideas and suggestions in this book should help members of the library community understand where their roles related to human rights and social justice originate, how they fit within the broader policy context, how to improve their related services and practices, and how to advocate for better support of these roles. The authors of this book have been involved in this research for many years and this breadth allows the book to offer comprehensive policy recommendations, solutions, and best practices for an area that is currently extremely fragmented. The writing is at a level to make it useful to undergraduate and postgraduate students, researchers, and policy makers.
Social Justice and Social Work: Rediscovering a Core Value of the Profession introduces and connects social justice to the core values of social work across the curriculum. This unique and timely book, edited by Michael J. Austin, presents the history and philosophy that supports social justice and ties it to ethical concepts that will help readers understand social justice as a core social work value. The book further conveys the importance of amplifying client voice; explores organization-based advocacy; and describes how an understanding of social justice can inform practice and outlines implications for education and practice.
Among the greatest challenges of the twenty-first century is that of providing adequate educational opportunities to all citizens of the globe. This anthology – a tribute to the life and work of the Nigerian educationist Michael A. Omolewa – discusses the educational dimensions of social justice, reviews approaches to widening access, analyzes case studies from around the world, and considers future directions in education policy and research.