In today's interconnected global society, diversity, equity, and inclusion (DEI) have emerged as foundational pillars for creating truly accessible and meaningful information services. The library and information science (LIS) field has a profound responsibility to design programs and services that not only acknowledge but actively support diverse populations through both physical and virtual environments. As Ozoh (2022) notes, "Serving people of different backgrounds is one of the core values of librarianship," making DEI more than just desirable qualities—they are professional imperatives that shape all aspects of information service design and delivery.
Diversity in the LIS context encompasses recognizing and respecting the full spectrum of human differences, including but not limited to gender, ethnicity, race, sexual orientation, physical and mental ability, age, religion, politics, and socio-economic status. This multidimensional understanding of diversity requires information professionals to develop services that respond to unique user needs across various identity dimensions rather than implementing one-size-fits-all approaches.
Inclusion goes beyond mere representation, requiring intentional effort in design decision-making that ensures everyone's needs and experiences are considered and met. In information environments, this translates to creating spaces—both physical and virtual—where all users feel welcomed, valued, and empowered to participate fully. Bell (2014) emphasizes that effective user experience design must consider every touchpoint, ensuring that each interaction with information services reinforces inclusivity from the entrance door to digital interfaces.
Equity in information services acknowledges that different populations may require different resources and approaches to achieve equal outcomes. Unlike equality, which provides the same resources to all, equity recognizes historical disadvantages and barriers faced by marginalized groups and implements targeted strategies to overcome them. This perspective aligns with what Matusiak (2022) asserts is important to the growing number of digital community archives - they must "engage community members in this discourse and to evaluate digital sites from their perspective. User-centered evaluation that goes beyond testing user interface is an important component of developing culturally relevant and inclusive digital archives."
The intersection of these three elements—diversity, equity, and inclusion—creates the foundation for services that are not only accessible but also meaningful and empowering for all users. As Richard (2017) asserts, "Efforts to increase diversity in tech should focus not just on access and skills, but on creating supportive spaces that nurture diverse identities." This approach is particularly crucial in information environments, where access to information directly impacts educational, professional, and personal opportunities.
Throughout my academic and professional journey, I have engaged deeply with DEI principles across various information settings. The following evidence demonstrates my understanding of how diversity, equity, and inclusion can be meaningfully integrated into both physical and virtual information environments.
1. My presentation "21st Century Library: User Experience (UX) Design" demonstrates my understanding of how inclusive design principles must be integrated into the physical library environment. In this presentation, I established that designing a user experience with diversity, equity and inclusion in mind creates library spaces, services, programs, and collections that are indispensable for all community members. I emphasized that a library with staff, collection, facility and resources that deeply reflect the community's identity and their needs creates a more inclusive environment for potential patrons.
A key insight from this work is my analysis of how employee diversity directly impacts user experience through three critical dimensions: representation, service design, and customer service. I noted that hiring a staff that reflects the community gives patrons representation in the library and enables staff to better develop programs and services that better serve diverse user populations. This demonstrates my competency in understanding how physical design and staff composition must be approached through a DEI lens to ensure all users feel welcomed and represented.
2. My paper on intercultural principles in VR design extends DEI considerations into virtual environments, demonstrating my ability to apply diversity and inclusion principles in digital spaces. I developed a framework for culturally responsive virtual reality design in LIS settings, identifying key areas for implementing intercultural communication strategies including visual design, spatial layout, multilingual support, content representation, and user interaction.
A significant aspect of this work is my analysis of how cultural representation affects user engagement and accessibility. I emphasized that to create inclusive VR spaces, curation efforts must go beyond simply translating existing collections to actively seek out content from diverse cultural perspectives. I also stressed the importance of user testing with diverse populations, reflecting my understanding that DEI work requires ongoing dialogue with the communities being served rather than top-down implementation of assumed needs.
3. My role as lead and MC for the Freedom to Read VR Space launch event showcases my ability to advocate for diversity and inclusion through innovative programming. During this virtual event with over 50 participants including prominent library leaders, I articulated the impacts of book censorship on diversity efforts, emphasizing how current challenges often target books written by or representing minority groups and LGBTQ+ communities.
The event featured a virtual environment highlighting different aspects of censorship, with particular emphasis on works by diverse authors that have faced challenges. By facilitating discussions with key figures including the American Library Association president and librarians involved in the Books Unbanned initiative, I demonstrated my ability to create collaborative spaces that address barriers to inclusion and promote equitable access to information.
4. My cultural analysis essays demonstrate my ability to analyze cultural differences and apply these insights to information service contexts. In my reflection on Fresno's Fiestas Patrias, I analyzed how language plays a crucial role in shaping collective identity, an insight directly applicable to designing multilingual services in information environments. My film critique further demonstrates my understanding of how cultural values and communication styles impact power dynamics and inclusion, highlighting the need to adapt communication strategies based on cultural context. These analyses showcase my capacity to identify cultural nuances that should inform how information services communicate with diverse populations, reflecting my understanding that effective DEI work requires deep cultural competence and adaptability across different contexts.
My approach to designing programs and services supportive of diversity, inclusion, and equity is grounded in the understanding that these principles must permeate every aspect of information environments—from physical space design to virtual interfaces, from collections to staffing. In my future career, I plan to apply these competencies by implementing inclusive design practices that consider diverse user needs from the outset rather than as an afterthought.
To remain current in this ever-evolving field, I will utilize professional resources such as the American Library Association's Office for Diversity, Literacy and Outreach Services and the International Federation of Library Associations and Institutions' special interest groups on multiculturalism and accessibility.
Bell, S. (2014). Staying true to the core: Designing the future academic library experience. Libraries and the Academy, 14(3), 369-382. https://doi.org/10.1353/pla.2014.0021
Matusiak, K. K. (2022). Evaluating a digital community archive from the user perspective: The case of formative multifaceted evaluation. Library & Information Science Research, 44(3), 101159. https://doi.org/10.1016/j.lisr.2022.101159
Ozoh, R. (2022). User experience [Panopto slides]. Canvas@SJSU.
Richard, G. T. (2017). Video games, gender, diversity, and learning as cultural practice: Implications for equitable learning and computing participation through games. Educational Technology, 57(2), 36–43. http://www.jstor.org/stable/44430522