Resources Supporting DEIA

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National Institutes of Health: Cultural Respect
“Culture is often described as the combination of a body of knowledge, a body of belief, and a body of behavior. It involves several elements that are often specific to ethnic, racial, religious, geographic, or social groups. This includes personal identification, language, thoughts, communications, actions, customs, beliefs, values, and institutions.”

US Department of Health and Human Services: Think Cultural Health
“This website features information, continuing education opportunities, resources, and more for health and health care professionals to learn about culturally and linguistically appropriate services, or CLAS. Launched in 2004, Think Cultural Health is sponsored by the Office of Minority Health.” Also includes a helpful Resource List.

Georgetown University National Center for Cultural Competence 
“The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.” NCCC website includes basic information, a self-assessment, online learning, and resources.

IFLA/UNESCO - Multicultural Library Manifesto
“The IFLA/UNESCO Multicultural Library Manifesto sets the stage for libraries to address their community’s

Medical Library Association - Diversity, Equity and Inclusion
”This site serves as a place to share information about MLA Diversity, Equity and Inclusion-related initiatives and MLA DEI Committee activities; a place to bring together communications and resources on diversity and inclusion.”

A Conceptual Map of Structural Racism in Health Care
”Longstanding racial and ethnic disparities in health care experiences contribute to unequal health and life outcomes. In this brief from the Urban Institute, a conceptual map of structural racism in health care demonstrates the connections between (1) mental models that guide how society thinks and acts; (2) unequal laws and policies that determine access to resources; and (3) racial and ethnic disparities in health care experiences and outcomes.”

Tools

U.S. Department of Health and Human Services Office of Minority Health Culturally and Linguistically Appropriate Services (CLAS)
“CLAS are services that are respectful of and responsive to the health beliefs, practices, and needs of diverse patients. CLAS is a way to improve the quality of services provided to all individuals, which will ultimately help reduce health disparities and achieve health equity.”

ALA's Committee on Diversity Announces Diversity, Equity, and Inclusion (DEI) Scorecard for Library and Information Organizations
“ALA’s Committee on Diversity is charged with providing a forum to research, monitor, discuss, and address national diversity issues and trends. Upon seeing the need for library and information organizations to evaluate their efforts in advancing diversity, equity, and inclusion, members of the committee created the template to assist administrators and other decision-makers with gathering actionable data for strengthening diversity, equity, and inclusion in their institutions.”

Cultural Proficiencies for Racial Equity: A Framework
The Joint ALA/ARL Building Cultural Proficiencies for Racial Equity Framework Task Force was formed in 2020 and in 2022 produced “The Cultural Proficiencies for Racial Equity Framework…a tool both theoretical and practical in its orientation, as a guide for developing personal, organizational, institutional, and systems-level knowledge and understanding of the nature of racism and its many manifestations.”

ACRL's Diversity Standards Toolkit
”The following standards were developed by the Racial and Ethnic Diversity Committee of ACRL
(Association of College & Research Libraries), based on the 2001 National Association of Social Workers
Standards for Cultural Competence in Social Work Practice. The standards are intended to emphasize
the need and obligation to serve and advocate for racial and ethnically diverse constituencies. As such,
they are intended to apply to all libraries supporting academic programs at institutions of higher
education.”

Cultural Humility in Action
”Cultural humility operates in two dimensions, with our colleagues and our patrons. It is helpful to think of cultural humility as a concept with three pillars:

• Pillar #1: A commitment to being a lifelong learner who deliberately and bravely establishes a practice of rigorous self-reflection and critique.
• Pillar #2: A willingness to acknowledge and dismantle power differentials or imbalances based on authority or position.
• Pillar #3: A commitment to connecting to the community you support.”

Articles and Publications:

Greene-Moton, E., & Minkler, M. (2020). Cultural Competence or Cultural Humility? Moving Beyond the Debate. Health promotion practice, 21(1), 142–145. https://doi.org/10.1177/1524839919884912

Hodge, T. (2019). Integrating Cultural Humility into Public Services Librarianship. The International Information & Library Review, 51(3), 268–274. https://doi.org/10.1080/10572317.2019.1629070 

Hurley, D. A., Kostelecky, S. R., & Townsend, L. (2019). Cultural humility in libraries. Reference Services Review, 47(4), 544–555. https://doi.org/10.1108/RSR-06-2019-0042

Robinson, D., Masters, C., & Ansari, A. (2021). The 5 Rs of Cultural Humility: A Conceptual Model for Health Care Leaders. The American journal of medicine, 134(2), 161–163. https://doi.org/10.1016/j.amjmed.2020.09.029

Stubbe D. E. (2020). Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients. Focus (American Psychiatric Publishing), 18(1), 49–51. https://doi.org/10.1176/appi.focus.20190041

Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved, 9(2), 117–125. https://doi.org/10.1353/hpu.2010.0233

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Healthy People 2030, U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion – Social Determinants of Health 
“Social determinants of health (SDOH) are the conditions in the environments where people are born, live, learn, work, play, worship and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.”

U.S. Playbook to Address Social Determinants of Health
”The Playbook highlights ongoing and new actions that federal agencies are taking to support health by improving the social circumstances of individuals. This includes initiatives by the U.S. Department of Health and Human Services (HHS) and other federal agencies to align investments to finance community infrastructure, offer grants to empower communities to address health related social needs, and encourage coordinated use of resources and data to improve health outcomes.”

HHS Call to Action: Addressing Health-Related Social Needs in Communities Across the Nation 
”This Call to Action complements the companion U.S. Playbook to Address Social Determinants of Health, which highlights the critical need to develop well-coordinated systems of health and social care to better address social needs that can impact health and that describes actions the federal government is taking to promote this transformation.”

AHRQ Social Determinants of Health
The Agency for Healthcare Research and Quality (AHRQ) has a wide variety of resources, including research, tools, and data, to facilitate efforts to address SDOH.

A Conceptual Map of Structural Racism in Health Care
”In this brief, we develop a conceptual map of structural racism in health care that demonstrates the connections between (1) mental models that, in often unnoticed ways, guide how society thinks and acts; (2) inequitable structures, including laws and policies that codify the distribution of and access to resources; and (3) racial and ethnic disparities in health care experiences and outcomes.”

American Public Health Association - Health Equity 
“Creating health equity is a guiding priority and core value of APHA. By health equity, we mean everyone has the opportunity to attain their highest level of health.”

Tools:

Rural Health Information Hub - Social Determinants of Health in Rural Communities Toolkit 
“This toolkit compiles evidence-based and promising models and resources to support organizations implementing programs to address social determinants of health in rural communities across the United States.”

American Medical Association STEPS Forward Toolkit - Social Determinants of Health: Improve Health Outcomes Beyond the Clinic Walls 
“Learning Objectives:

• Define social determinants of health, social needs, and their impact on individual health
• Identify methods to understand the unique health needs of your community and ways to engage community members to improve overall health
• Formulate a plan to help your practice begin addressing social determinants of health
• Explain the different tools available to screen patients, including how and when and to use these tools, and connecting patients to appropriate resources”

American Medical Association Center for Health Equity - Advancing Health Equity - A Guide to Language, Narrative and Concepts 
“Designed for physicians and other health care professionals, the Advancing Health Equity: A Guide to Language, Narrative and Concepts provides guidance and promotes a deeper understanding of equity-focused, person-first language and why it matters.”

Articles and Publications:

Chin, M. H., Afsar-Manesh, N., Bierman, A. S., Chang, C., Colón-Rodríguez, C. J., Dullabh, P., Duran, D. G., Fair, M., Hernandez-Boussard, T., Hightower, M., Jain, A., Jordan, W. B., Konya, S., Moore, R. H., Moore, T. T., Rodriguez, R., Shaheen, G., Snyder, L. P., Srinivasan, M., Umscheid, C. A., … Ohno-Machado, L. (2023). Guiding Principles to Address the Impact of Algorithm Bias on Racial and Ethnic Disparities in Health and Health Care. JAMA network open, 6(12), e2345050. https://doi.org/10.1001/jamanetworkopen.2023.45050 

Galea S. (2022). Moving Beyond the Social Determinants of Health. International journal of health services : planning, administration, evaluation, 52(4), 423–427. https://doi.org/10.1177/002073142211194 

Luchenski, S., Maguire, N., Aldridge, R. W., Hayward, A., Story, A., Perri, P., Withers, J., Clint, S., Fitzpatrick, S., & Hewett, N. (2018). What works in inclusion health: overview of effective interventions for marginalised and excluded populations. Lancet (London, England), 391(10117), 266–280. https://doi.org/10.1016/S0140-6736(17)31959-1 

National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on the Future of Nursing 2020–2030; Flaubert JL, Le Menestrel S, Williams DR, et al., editors. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. Washington (DC): National Academies Press (US); 2021 May 11. 2, Social Determinants of Health and Health Equity. Available from: https://www.ncbi.nlm.nih.gov/books/NBK573923/ 

Philbin, M. M., Parker, C. M., Flaherty, M. G., & Hirsch, J. S. (2019). Public Libraries: A Community-Level Resource to Advance Population Health. Journal of community health, 44(1), 192–199. https://doi.org/10.1007/s10900-018-0547-4

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CDC's Health Equity Guiding Principles for Inclusive Communication
This guide focuses on health professionals, but students and faculty will also find it helpful in their communications in the health sciences. The purpose and context of this CDC guide are explained in the section on Inclusive Communication Principles and proceeds with 5 sections:

• Using a Health Equity Lens when framing information about health disparities
• Considering the Key Principles such as using person-first language and avoiding unintentional blaming
• Using Preferred Terms for select population groups while recognizing that there isn't always agreement on these terms
• Considering how Inclusive Communications are developed and looking for ways to develop more inclusive health communications products
• Exploring other Resources and References related to health equity communications

I. APA Style Bias-Free Language and II. APA Inclusive Language Guidelines
Though not specific to healthcare, these resources complement each other and provide a useful primer for a broad audience. The Bias-Free Language resource guides writing about people without bias with some general principles and historical context. The Inclusive Language Guidelines includes terms to avoid with suggested alternatives, brief comments, and explanation.

Tools:

Culturally Competent Gender-Related Communications (C3) Training Resource
”This training resource contains an overview of gender-related language, including descriptions of related constructs (such as sex, gender, and gender identity), relevant linguistic issues, and practical examples and recommended practices for engaging in gender-sensitive and -competent communication in interactions with and discussions about professional colleagues, research investigators, administrative staff, coworkers, and people in general.” From the NIH Sexual & Gender Minority Research Office

Western Libraries Inclusive Language Guide
“The purpose of this guide is to help inform a framework around inclusive communication – whether in print, in person, or online, such as with research guides, emails, reports, and the Western Libraries website. It can be used to help make mindful and respectful language choices.

The University of Washington IT Inclusive Language Guide
Though the focus is on information technology, it provides guidance in a number of settings, including everyday interactions. The sections on problematic words and the move away from colloquial language are particularly noteworthy.

An Ally’s Guide to Terminology: Talking About LGBT People and Equality
“The Talking About series was co-authored by GLAAD and the Movement Advancement Project (MAP), in partnership with a board of contributing editors from the Human Rights Campaign, Lake Research Partners, PFLAG's Straight for Equality project, Arizona Together, researcher Margaret Conway, and Servicemembers Legal Defense Network (SLDN, on the Don't Ask, Don't Tell section).”

San Luis Obispo County - Diversity, Equity, and Inclusion Language Guidebook
“Language and connotations of words are always changing, and different groups and individuals may prefer to use different terms or phrases to refer to themselves. With this, be mindful of the words you use, be open to corrections, and always strive to learn more about best practices for DEI language.”

University of Iowa DEI Style Guide
This style guide was created through the efforts of the University of Iowa staff and faculty. The information and guidance provided here are especially applicable to an academic setting. Students, faculty, and staff will find this guide informative regarding the following:

• gender
• race and ethnicity
• immigration
• people with disabilities
• LGBTQ+
• students from low-income backgrounds

The University of Washington Communicating with an Equity Lens
This resource is for communicators in general. It consists of 2 parts, an equitable language guide and a guide for inclusive visual communications. Both are short and provide practical guidance.

AMA's Advancing Health Equity: A Guide to Language, Narrative, and Concepts
The American Medical Association's guide is to help healthcare professionals when engaging with patients and to better understand the effects of language and dominant narratives in healthcare. The guide consists of 3 parts:

1. Health equity language
2. Why narratives matter
3. Glossary of key terms

Oregon Health & Science University (OHSU) Inclusive Language Guide
”An evolving tool to help OHSU members learn about and use inclusive language in institutional communications, including in patient care (such as chart notes), instruction, presentations and more in four broad areas:

1. Race and ethnicity
2. Immigration status
3. Gender and sexual orientation
4. Ability (including physical, mental & chronological attributes)”

Disability-Inclusive Communications Guidelines
“Inclusive and accessible communications benefit everyone, both persons with disabilities and the general public. By practicing disability-inclusive communications, we can reflect the true diversity of our societies.“

Articles and Publications:

Marjadi, B., Flavel, J., Baker, K., Glenister, K., Morns, M., Triantafyllou, M., Strauss, P., Wolff, B., Procter, A. M., Mengesha, Z., Walsberger, S., Qiao, X., & Gardiner, P. A. (2023). Twelve Tips for Inclusive Practice in Healthcare Settings. International journal of environmental research and public health, 20(5), 4657. https://doi.org/10.3390/ijerph20054657 

Philippopoulos E. (2023). More than just pronouns - gender-neutral and inclusive language in patient education materials: suggestions for patient education librarians. Journal of the Medical Library Association : JMLA, 111(3), 734–739. https://doi.org/10.5195/jmla.2023.1723 

Schiavo, R. (2022) Whom are we communicating for? a call for plain language, cultural humility, and increased specificity. Journal of Communication in Healthcare, 15(3), 155-157. https://doi.org/10.1080/17538068.2022.2123676 

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General Services Administration - Universal Design and Accessibility 
“Accessibility is about more than compliance with standards. It’s about developing solutions to meet the needs of all users, with and without disabilities. Universal design, a concept now widely used in the private sector, provides a path for federal agencies to shift to this broader focus.”

U.S. Department of Labor - Universal Design Resources
“Originally developed in response to the needs of the aging population and people with disabilities, UD has much broader applicability. It increases ease of access to products, places, and services for multiple, diverse populations. Using UD means that facilities, programs, and services take into account the broad range of abilities, ages, reading levels, learning styles, languages, and cultures in their diverse workforce and customer base.”

The Center for Universal Design in Education 
The University of Washington DO-IT offers instructors a toolkit, tips, and resources for greater accessibility to learning. Some classes include opportunities for discussion, whether as a larger class or in smaller groups. A community agreement can help to create a more inclusive discussion.

CAST - UDL on Campus: Universal Design for Learning in Higher Education
“When it comes to learning, variability is the rule not the exception. Universal Design for Learning (UDL) is an educational framework that guides the design of learning goals, materials, methods, and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.”

Equal Access: Universal Design of Libraries 
“A checklist for making libraries welcoming, accessible, and usable. Libraries play an important role in ensuring that everyone has access to information in printed and electronic forms. In making these resources accessible and useful to everyone, principles of universal design (UD) can be employed.”

Centers for Medicare and Medicaid Services - Improving Access to Care for People with Disabilities
“The CMS Office of Minority Health works to ensure that people with disabilities receive equal access to quality health care information and services. Use this page to find tools and resources that can help you improve services and help patients understand their rights.” 

Employer Assistance and Resource Network on Disability Inclusion - Adding Accessibility to Diversity, Equity and Inclusion (DEI) Initiatives 
“The inclusion of the term “accessibility” along with “diversity, equity and inclusion” (DEI) in Executive Order (EO) 14035: Diversity, Equity, Inclusion and Accessibility (DEIA) in the Federal Workforce marks a significant shift in the federal approach to inclusion of people with disabilities. Historically, federal equal employment opportunity initiatives for people with disabilities were included in disability-specific efforts, but not as part of wider DEI efforts. This policy brief discusses the significant role diversity, equity, inclusion and accessibility (DEIA) plays in supporting federal employment of people with disabilities. Although meant for federal audiences, information in this brief may also be relevant to state, local and private sector employers.”

Tools:

DC Office of Disability Rights - Video Trainings 
“The DC Office of Disability Rights (ODR) invites all District Government employees to participate in our short just-in-time training series.  Follow our protagonist, Bob, as he learns how to interact with people with disabilities. Watch Bob discover the services ODR offers to assist employees, constituents, and residents with disabilities in accessing the programs, benefits, and services offered by the District Government.”

Equal Access: Universal Design of Your Presentation 
“A checklist for making your presentation welcoming and accessible to everyone. Increasing numbers of people with disabilities attend professional conferences and meetings. Most presenters have the goal that everyone who attends their presentation is able to fully participate and access information. Reaching this goal involves efforts at many levels. To begin with, think about the diverse characteristics that may be present in your audience. Potential attendees may have different learning styles, may not be fluent in the language in which you are presenting, and/or may have difficulty

1. Seeing,
2. Hearing,
3. Moving,
4. speaking, and/or
5. understanding common phrases and jokes in your culture.

Academic Library Building Design: Resources for Planning: Accessibility / Universal Design
The Association of College & Research Libraries (ACRL) and Core have joined forces to provide a basic framework for architects, planners, and librarians embarking on the planning and design of libraries for higher education.

Universal Design for Learning (UDL) Guidelines 
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Project Expanding Non-discriminatory Access by Librarians Everywhere (ENABLE) 
“The Project ENABLE training site contains five self-paced learning modules, each focused on a major area of content related to library and information services to patrons with disabilities. Each module includes an introduction, learning objectives, a set of topics, examples, activities, related resources, and a brief self-assessment. We estimate the amount of time to engage in and complete all five learning modules to total ten hours.”

Articles and Publications:

Hinchliffe, L. J., Saunders, L., & Wong, M. A. (2020, August 1). Accessibility and universal design for learning: Serving students with disabilities. Illinois Open Publishing Network. Chapter 6: Accessibility and Universal Design for Learning: Serving Students with Disabilities

Kowalsky, M. & Woodruff, J. (2017, March 1). Creating inclusive library environments. American Libraries Magazine.

Marjadi, B., Flavel, J., Baker, K., Glenister, K., Morns, M., Triantafyllou, M., Strauss, P., Wolff, B., Procter, A. M., Mengesha, Z., Walsberger, S., Qiao, X., & Gardiner, P. A. (2023). Twelve Tips for Inclusive Practice in Healthcare Settings. International journal of environmental research and public health, 20(5), 4657. https://doi.org/10.3390/ijerph20054657

Mosca, E. I., White, J., Steinfeld, E., & Capolongo, S. (2022). Designing Hospitals Through the Lens of Universal Design. An Evaluation Tool to Enhance Inclusive Healthcare Facilities. Studies in health technology and informatics, 297, 331–339.

Pionke, J. J. (2022). Creating Accessibility in Libraries: Ongoing engagement with disabled patrons and staff is key. Library Journal (Vol. 147, Issue 11, pp. 58-). Library Journals, LLC.

Pionke, J., & Rutledge, L. (2021). Information Literacy and Instruction: Using Universal Design for Instruction to Make Library Instruction Accessible. Reference and User Services Quarterly, 59(3/4), 161-164. https://doi.org/10.5860/rusq.59.3/4.7713

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University of Michigan College of Literature, Science, and the Arts - Inclusive Teaching
“Creating an inclusive classroom environment isn’t just a nice idea—its effect on student engagement, learning, and achievement is supported by substantial academic research. There are a range of ways to define inclusive teaching, but some significant aspects of it include:Purposeful design, teaching, and assessment that is engaging, meaningful, and accessible to allTeaching that incorporates dynamic practices with an awareness of different learning stylesUsing varied means of assessment to promote student academic success and well-beingTeaching that attends to students’ different social identities and backgroundsDesign, teaching and assessment that deliberately cultivates an environment in which all students are treated fairly, have equal access to learning, feel welcome, valued, challenged, and supported in succeeding academically.”Includes 5min 37sec video.

Yale Center for Teaching and Learning: Inclusive Teaching Strategies
“Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts.” Includes a PDF handout featuring theory and practical strategies for inclusive teaching.

Inclusive Teaching at the UW
The Center for Teaching and Learning provides various tools and information to assist and inform instructors. Especially worthy of note is the menu with webpages focusing on microaggressions in the classroom as well as teaching:

• first-generation students
• international and multilingual students
• students with disabilities
• student veterans

Inclusive Pedagogy for Library Instruction 
“Library instruction provides an opportunity for librarians to consider our own biases and utilize inclusive pedagogies to improve our learning environments for all. This project united librarians from across the Associated Colleges of the South to form an Inclusive Library Instruction Working Group. As a group we worked together to develop best practices and resources for inclusive pedagogy in the library classroom and developed an annotated bibliography to address the lack of library literature on this topic.”

Columbia Guidelines for Promoting an Anti-Bias and Inclusive Curriculum
“Inclusion is a value of Columbia University Vagelos College of Physicians and Surgeons (VP&S). These guidelines for educators are intended to combat systemic racism and bias which decrease our ability to provide equitable medical care, and to increase inclusion within our medical school. Through these guidelines, co-created by VP&S students, faculty, and administrators, we aim to foster dialogue and encourage community learning around issues of bias in medicine.”

Tools:

ACRL’s Diversity Standards Toolkit
“To achieve diversity in substance as well as in form, libraries have to open their arms to all perspectives and experiences. That requires competency in matters of cultural pluralism that are not intuitive and must be learned, like any other essential skill (Smith 2008, 143). To this end, these standards provide a framework to support libraries in engaging the complexities of providing services to diverse populations, and recruiting and maintaining a diverse library workforce. The standards may also serve as a starting point from which libraries can develop local approaches and goals in the context of their organizations’ mission and situation.”

CAST - Accessibility and Open Educational Resources 
“Why is this important for higher education? Educators and institutions alike have a legal responsibility to provide accessible educational materials, including OERs; additionally, accessible OERs provide opportunities to create flexible learning experiences for all students in and beyond the immediate course by contributing to shared knowledge online.”

National Center on Accessible Educational Materials - The Accessible Learning Experience Podcast
“Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.” 

Stanford University Teaching Commons - Inclusive Teaching Guide
“This guide focuses on strategies that promote inclusion, diversity, accessibility, well-being, and community. It includes recommendations for fostering inclusive learning communities, links to student support services, tips for making course materials accessible, and methods for facilitating inclusive discussions. We strongly believe that inclusive teaching practices are integral to and inseparable from good teaching practices. Truly inclusive teaching affects all aspects of a course and learning experience. While we chose to highlight this content in a separate guide, understand that these recommendations are meant to synergize and align with recommendations found across all of the Teaching Commons.”

A Framework for Inclusive Practices in Higher Education Publication and Accompanying Worksheet
Read about the guiding principles that underpin universal design in higher education and use a helpful worksheet for applying universal design at your institution.

Portland State University Libraries: Culturally Responsive & Inclusive Curriculum Resources 
“This guide is meant to help faculty at PSU find information and resources that will help them begin to create courses and curriculum that are more culturally responsive to and inclusive of our students.”

Articles and Publications:

Barr-Walker, J., & Sharifi, C. (2019). Critical librarianship in health sciences libraries: an introduction. Journal of the Medical Library Association : JMLA, 107(2), 258–264. https://doi.org/10.5195/jmla.2019.620

Dewsbury, B., & Brame, C. J. (2019). Inclusive Teaching. CBE life sciences education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021 

Heffernan, K. (2020). Loaded questions: The Framework for Information Literacy through a DEI lens. College & Research Libraries News, 81(8), 382. https://doi.org/10.5860/crln.81.8.382 

Seaman, P., Cowden, C., Copeland, S., & Gao, L. (2021). Teaching with intent: Applying culturally responsive teaching to library instruction. University Libraries Faculty Scholarship. 141. http://dx.doi.org/10.1353/pla.2021.0014