Are We There Yet? Results of a Gap Analysis to Measure LIS Students' Prior Knowledge and Actual Learning of Cultural Competence Concepts

(2011). Are we there yet? Results of a gap analysis to measure LIS students' prior knowledge and actual learning of cultural competence concepts. This paper reports on the preliminary results from a pilot study conducted to examine library and information science (LIS) students' perceptions of their level of preparation for becoming culturally competent LIS professionals. Students participated in an electronic survey, which contained a Likert scale measuring three areas of cultural competence: self-awareness, education, and interaction. A gap analysis technique was employed to detect discrepancies between students' prior knowledge and actual learning relative to cultural competence. This article discusses student-reported gaps in knowledge for the section of the questionnaire on " Education. " Students indicated that all of the concepts introduced in this section were important to learn but their level of knowledge gained varied from no or low levels to moderate levels of actual learning. L ibrary and Information Science (LIS) professionals are increasingly called upon to serve individuals from diverse cultural , ethnic and linguistic backgrounds. In order to provide culturally sensitive library and information services, those entering the field must be taught about the histories, backgrounds, and literacy practices of various user communities. This paper reports on a study designed to allow LIS students an opportunity to reflect on the level to which their LIS coursework has prepared them to become culturally competent library practitioners. The overarching research question this study seeks to address is: How well do LIS students feel they are prepared—through their LIS courses—to become culturally competent practitioners who can understand and serve the needs of culturally diverse library communities? The related sub-questions for this study are: What, if any, discrepancies or gaps exist between how students describe/rate a. Their prior knowledge and their level of knowledge/experience gained for a particular aspect of cultural competence? b. The importance of learning and the level of knowledge/experience gained for a particular aspect of cultural com-petence? Through this study, we hope to provide baseline data that LIS faculty can use to begin to assess the LIS curriculum and their teaching in terms of cultural competence preparation. Literature Review As a service-oriented profession, the LIS field has dedicated considerable scholarship and material resources to preparing a workforce that can meet the needs 252 of increasingly diverse user communities. These efforts normally fall under the broad discourse of " diversity " and " multicultur-alism. " Although these two terms …