| Abstrakt: |
For libraries to be equitable spaces as educational institutions and places of employment, it is necessary that educational equity be a shared, collaborative goal. Unfortunately, equity and inclusion work in libraries has historically been an individual pursuit that falls disproportionately on the shoulders of Black, Indigenous, and People of Color (BIPOC) library workers. Communities of practice employ social learning principles to facilitate praxis and offer opportunities to develop shared goals, language, and responsibility. This article explores how librarians at the University of Nevada, Las Vegas developed and implemented an inclusive teaching community of practice with members of their instruction department in order to foster a culture of discussing inequity in higher education, to develop and implement inclusive teaching practices, and to cultivate a shared responsibility to be equitable instructors and colleagues. The article highlights the importance of library workers from majority groups, especially white library workers, to engage meaningfully in educational equity work to lessen the burdens faced by those with marginalized identities, particularly BIPOC library workers, and to ultimately foster educational equity for all by creating inclusive workspaces, libraries, and learning experiences. [ABSTRACT FROM AUTHOR] |
