Beginning with an audit, subject librarians at the College of Education, Criminal Justice, and Human Services (CECH) Library at the University of Cincinnati developed a rubric to analyze anti-racism resources within each subject guide. The rubric examined guides for quantity of anti-racism resources, variety of resources, authority of resources, resources relevant in a disciplinary context, and resources relevant in professional context.
When developing the rubric, guides scored on a 20-point scale were defined as insufficient (1-10), proficient (11-14), strong (15-18), and exceptional (19-20). The rubric was designed so that no guide could exceed a score of proficient (11-14) without the presence of discipline and profession-specific anti-racism resources.
1 - Insufficient | 2 - Proficient | 3 - Strong | 4 - Exceptional | |
---|---|---|---|---|
Number of Anti-Racism Resources | There are one or fewer anti-racism resources in the guide. | There are some (2-7) anti-racism resources in the guide. | There are a few (8-12) anti-racism resources in the guide. | There are several (12 or more) anti-racism resources in the guide. |
Variety of Resources | There are one or two types of anti-racism resources such as academic journals and books, databases, multimedia resources, archival collections, websites, and other non-academic materials. Resources are exclusively designed for self-reflection or academic purposes. |
There are one or two types of anti-racism resources. Resources are present for both self-reflection and academic use, but the majority serve only one purpose. |
There are more than two kinds of anti-racism resources. Resources are present for both self-reflection and academic use, but the majority serve only one purpose. |
There are several types of anti-racism resources. Includes a balance of resources for self-reflection and academic purposes. |
Authority of Non-Academic Resources On Anti-Racism Issues | Non-academic anti-racism resources lack authority or contain information that is inaccurate and/or outdated. Copyright issues or paywalls may make a majority of resources unreliable for long-term access. |
Non-academic anti-racism resources may lack authority but have content which is otherwise accurate and up-to-date. Copyright issues or paywalls may make some resources unreliable for long-term access. |
Non-academic anti-racism resources are accurate, up-to-date, and largely authoritative. Copyright issues or paywalls may make a few resources unreliable for long-term access. |
Non-academic anti-racism resources are authoritative, accurate, and up-to-date. Copyright issues or paywalls are not a concern. Most resources reliable for long-term access. |
Resources About the Discipline (i.e. Education, Information Technology) |
Anti-racism resources do not provide race within disciplinary contexts (i.e. implicit racism in pedagogy; school team mascots). | There are anti-racism resources about the discipline. Resources provide insight into race in one or two disciplinary contexts. |
There are anti-racism resources about the discipline. Resources provide insight into race in more than two disciplinary contexts. |
There are anti-racism resources about the discipline. Resources provide insight into race in several disciplinary contexts, demonstrating the prevasiveness of racism in the field. |
Resources About the Profession (i.e. Public School Teacher, Tech Support Specialist) |
Anti-racism resources do not provide insight into race in relevant professional contexts (i.e. hiring practices, workplace culture). | There are anti-racism resources about the profession. Resources provide insight into race in one or two relevant professional contexts. |
There are anti-racism resources about the profession. Resources provide insight into race in more than two relevant professional contexts. |
There are anti-racism resources about the profession. Resources provide insight into race in several relevant professional contexts, demonstrating the prevasiveness of racism in the field. |
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