The issues in library instruction are at once simple and complex. To resolve some issues, however, requires nothing more than careful attention to language and an enhanced understanding of the changing demographics on our campuses and in our communities. If we are truly committed to responding to issues of cultural diversity, ethnic studies requirements, and multicultural literacy, libraries must be prepared to allocate resources. We must tackle the related concerns of how best to provide instruction in a range of settings. We must simultaneously focus on ways to ensure that multicultural sensitivity and a commitment to diversity are central to all instructional programs.
Library instruction demands creativity.
Instructors need to think about the examples used in handouts or how to explain a particular source in social, political as well as bibliographic terms. We send critical messages about our collections and services whenever we instruct a class. Taking the time to choose examples that highlight the diversity within our collections is one positive way to acknowledge the diversity in our classrooms and communities. We do a disservice to the students and to the library if we assume that lectures incorporating diversity examples are solely the responsibility of librarians teaching to or about ethnically diverse groups. When, where, and how librarians can attain the skills and sensitivity needed to interact with an ethnically and culturally diverse faculty and student body are questions needing immediate attention.