Below, please find a list of readings related to the goals of Mix IT Up!  These readings cover topics related to community engagement, race, inequity, access to technology, theoretical underpinnings of library and information sciences, diversity initiatives, and youth advocacy. Additional summaries of resources coming soon.

Brehm-Heeger, Paula. (2008). “Partnerships and Outreach.” in Serving Urban Teens. Westport: Libraries Unlimited, p.191-219.

Brown, R. N. (2009). Black Girlhood Celebration: Toward a Hip-Hop Feminist Pedagogy. Peter Lang.

Brown, R. N. (2013). Hear Our Truths: The Creative Potential of Black Girlhood. University of Illinois Press.

Buckingham, D. (2007). Introducing Identity, in Buckingham, David (ed.), Youth, Identity, and Digital Media. MacArthur Foundation/MIT.

Cammarota, J. & Fine, M., eds. (2008). Revolutionizing Education: Youth Participatory Action Research in Motion. Routledge.

Clint, W. (2011). Overcoming Barriers in the Media Center. Library Media Connection, 29(6), p. 38-9.

Cox, A. (2009). The BlackLight Project: Performing Through and Against the Boundaries of Anthropology. Transforming Anthropology, 17, pp. 51-64.

Cummings, E. (2011). Assistive and Adaptive Technology Resources. Knowledge Quest, 39(3), 70-3.

Dilevko, J. (2008). An Alternative Vision of Librarianship: James Danky and the Socio-cultural Politics of Collection Development.” Library Trends, 56, pp. 678-704.

A celebration of the work of James P. Danky, librarian at theWisconsin Historical Society, provides a springboard for a pointed critique of current collection development practices.  Dilevko takesparticular issue with centralized selection, approval plans, and serials vendor selection policies, all of which he connects to the uniformity of library collections and non-representation of diverse viewpoints.

Eubanks, V. (2012). Digital Dead End: Fighting For Social Justice in the Information Age. The MIT Press.

Newman, A., McLaughlin, M., Scott, R., et. al, (2009). Between Movement and Establishment: Organizations Advocating for Youth. Stanford University Press.

Friere, P. (2000). Chapter 1. In, Pedagogy of the Oppressed, 30th Anniversary Edition. Continuum.

In the first chapter of his landmark “Pedagogy of the Oppressed”, Freire establishes a framework in which pedagogy not only can, but is direly needed, to challenge oppressive social structures.  This pedagogy is not a process of systematically filling empty vessels, but a participatory, empowering process that gives oppressed groups the tools needed to transform dehumanizing power structures.

Frostick, Cary Meltzer. (2009). The Myth of Equal Access: bridging the Gap with Diverse Patrons. Children and Libraries, 7(3), p. 32-37.

Ginwright, S. A. (2010). Black Youth Rising: Activism and Radical Healing in Urban America. Teachers College Press.

Ginwright, S., Noguera, P., and Cammarota, J., eds. (2006). Beyond Resistance! Youth Activism and Community Change. Routledge.

Gray, M. (2009). Out in the Country: Youth, Media, and Queer Visibility in Rural America. NYU Press.

Harris, C. (1995) Whiteness As Property. In, Crenshaw, K. et al (Eds.). Critical Race Theory: The Key Writings That Informed the Movement. New York: The New York Press.

In this article, Harris reframes whiteness as a type of property, allowing her to contextualize early American race laws within property laws of the time, and to demonstrate how these racialized conceptions of property influenced the formation of racial identities in the United States.

hooks, b. (1994). Chapter 3: Embracing Change & Chapter 6: Essentialism and Experience. In, Teaching to Transgress. Routledge.

Kaiser Family Foundation. (2004). Children, The Digital Divide, and Federal Policy. Retrieved from

Kwon, S. (2013). Uncivil youth: Youth, activism, and affirmative governmentality. Durham: Duke UP.

Owens, D. C., & Jones, K. T. (2004). Adapting the youth participatory action research model to serve LBGTQ youth of color. Practicing Anthropology, 26, pp. 25-29.

Pawley, C. (2006). “Unequal legacies : Race and multiculturalism in the LIS curriculum,” The Library Quarterly, Vol. 76, pp. 149-168

Stoecker, R. (2005). Research methods for community change: A project-based approach.  Thousand Oaks, CA: Sage Publications.

Sunaina, M. and Soep, E., eds. (2004). Youthscapes: The Popular, the National, the Global. University of Pennsylvania Press.

Tuccillo, D. P. (2010). “Why Teen Library Participation in the First Place?” in Teen-Centered Library Service: Putting Youth Participation into Practice. Westport: Libraries Unlimited, pp. 1-17

Wajcman, J. (2009) Feminist Theories of Technology. Cambridge Journal of Economics.

In this overview, Wajcman introduces numerous feminist viewpoints towards technology. Key questions include whether technology, through its history, has been inherently defined as masculine; how female gender identities are navigated in the masculine cultures of technology and engineering; and whether the virtuality of cyberspace challenges the embodied basis for sex differentiation. Wajcman concludes the article by noting that technology both shapes and is shaped by its cultural context, and that the inclusion of feminist discourses in Science and Technology Studies (STS) can positively shape both technology and society as a whole.

Winter, C. (2011). Overcoming Barriers in the Media Center. Library Media Connection, 29(6), p. 38-9.

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