Inclusive Pedagogies and Services

Abstract Submission Deadline Extended: 09/12/2022

How do we create cultures of inclusivity in libraries where librarians not only value inclusive principles, but enact them in meaningful ways? Reference Services Review (RSR) seeks abstract proposals for Volume 52 Issue 4 – a special issue on inclusive pedagogies and services that offers examples, models, and theories to more fully realize inclusive academic, special, and/or public libraries. Inclusive pedagogies and services are those that promote equitable and socially just learning environments and services while also working to enable all students and users an equal opportunity to succeed. This necessarily entails investigating societal, cultural, economic, and various other systems that have historically and continue to marginalize certain populations.

RSR is interested in a broad range of pedagogical- and service-focused inclusivity initiatives. The editors aim to spark a new dialogue for scholar-practitioner librarians, curating diverse perspectives while also being realistic about the challenges this topic presents. Important work is being done to improve inclusivity and this issue will attempt to present these efforts in a single, coherent intellectual space.

Authors should be explicit about the theory guiding their work. Some examples include but are not limited to: critical pedagogy, universal design for learning, Indigenous epistemologies, and Queer theory. Different type of papers include:

  • Quantitative, qualitative, and mixed method research studies.
    • A study designed to explore potential correlations between librarian preparation and knowledge of inclusive pedagogies and practices.
    • A phenomenological investigation of the experience of integrating inclusive pedagogies into the classroom environment.
  • Viewpoint or conceptual paper. Possible topics include:
    • Reflections on core concepts pertaining to inclusivity in library service points or pedagogy., i.e., How can librarians be visible, energetic allies for minoritized populations in the classroom?
    • Reflections on the long-term consequences for how library services will change as a result of the COVID-19 pandemic.
  • Case study. Possible topics include:
    • Studies that explore the challenges faced by librarians advocating for a marginalized community in a certain disciplinary classroom environment.
    • Studies that focus on the work that library/archive associations and/or library consortia are doing towards advancing inclusivity at scale.
    • Collaborations between institutions highlighting differences and commonalities in applying inclusive pedagogies in a public service point.
  • Literature review. Possible topics include:
    • Annotation and/or critique of the literature on practices for inclusivity and other related topics in library systems or technology.
    • Overview or examination of ongoing inclusivity practices in libraries. 


Abstracts and Topic Proposals

Titles and abstracts should not have institution or personally identifiable information. They may include general descriptions. Examples: “public library system in a mid-sized Midwest county serving 400,000 community members” or  “community college with a Hispanic-Serving Institution status in the Southwest United States.” 

Along with your proposal, please indicate how your background, experience, or context contributes a unique perspective or approach to this topic. 

Topic proposals should be submitted via the form at


Previous Special Issues

Examples of previous special issues can be found in RSR issues:


Anticipated Publication Schedule

The anticipated publication date is August 2023 (52.4). The anticipated publication schedule is:

  • December 9: Abstract due.
  • December 30: Abstract acceptance notification.
  • March 31: Manuscript due.
  • April 28: Manuscript revisions notification.
  • May 12: Revision 1 due.
  • May 26: Revisions notification.
  • June 8: Revision 2 due.
  • June 23: Final revisions notification.
  • July 14: Final revisions (copy-editing) due.

Co-Guest Editors

Reference Services Review is pleased to introduce Dr. Kawanna Bright and Dr. Mónica Colón-Aguirre as Co-Guest Editors for this special issue. Dr. Bright and Dr. Colón-Aguirre will drive the editorial review process for this special issue–curating high-impact scholarship on the topic of inclusive pedagogies and services.

Dr. Kawanna Bright is Assistant Professor of Library Science at East Carolina University. Dr. Bright has a doctorate in Research Methods & Statistics (2018, University of Denver) and an MLIS (2003, University of Washington). She teaches courses on research methodology, leadership and management in libraries, academic librarianship, collection development, and equity, diversity, and inclusion (EDI). Her research focuses on library assessment, EDI in libraries, research methods in LIS, and the liaison librarianship role in academic libraries.

Dr. Mónica Colón-Aguirre is an assistant professor at the University of South Carolina, School of Information Science. A recipient of the Spectrum Doctoral Fellowship (2008) and has more than 10 years of experience as an instructor and researcher. Her areas of research include academic libraries, library, management, user services, services for underserved populations, information behaviors of Spanish speakers. Before she became a faculty member, she worked in libraries both in the continental United States and in her native Puerto Rico. 


Dr. Kawanna Bright

Assistant Professor of Library Science

East Carolina University

[email protected]


Dr. Mónica Colón-Aguirre

Assistant Professor 

University of South Carolina

[email protected]