Faculty and Staff Biography
is an assistant professor of library and information science (LIS) at Wayne State University, Detroit, MI, where she teaches in the areas of school library media, urban librarianship, multicultural services and resources and research methods. A Laura Bush 21st century scholar, she holds a PhD from Indiana University, Bloomington and a master's degree in LIS from Wayne State. Her research interests revolve around issues of literacy, equity and diversity, particularly in urban educational environments spanning K12 and graduate school contexts. Her publications include book chapters, and journal articles in (among others) Journal of Education for Library and Information Science, The Journal of Research on Libraries and Young Adults, School Libraries Worldwide, School Library Media Research, and Urban Library Journal.
Alongside teaching school library (LIS 7320) and research methods (LIS 7996) courses, Dr. Kumasi has helped to develop the new graduate certificate in urban librarianship (ULC).
During a recent interview on WDET, Dr. Kumasi discusses the emerging role of urban librarianship in the revitalization of inner city communities.
Below are other recent pieces of thought leadership Dr. Kumasi created in the field of school and urban libraries.
- What's in a Name: Unpacking the Term Urban Librarianship (blog posting for SLIS ideas blog)
- How do school library programs contribut to the development of the whole child? (30 second video for Knowledge Quest)
Degrees and Certifications
- B.S. in Education from the University of Michigan, 1999
- MLIS from Wayne State University, 2003
- Ph.D. in Curriculum and Instruction from Indiana University, 2008
Kumasi, K. (Feb 2014). Connected learning: Linking Academics, popular culture, and digital literacy in a young urban scholars book club. Teacher Librarian, 41 (3), 8-15.
Kumasi K. (in-press). Educating urban librarians in a 'post racial' era: A Counternarrative. Urban Education.
Braun, L., Hartman, M., Hughes-Hassell, S., & Kumasi, K. (2014). The Future of Library Services for and with Teens: a Call to Action. A YALSA report. Retrieved from http://www.ala.org/yaforum/project-report.
Kumasi, K.D., Charbonneau, D.H., Walster, D. (June 2013). Theory talk in the library science scholarly literature: An exploratory analysis, Library & Information Science Research, 35 (3), 175-180.
Kumasi, K. & Hill, R. F. (March 2013). Examining the hidden ideologies within cultural competence discourses among library and information science students: Implications for school library pedagogy. School Libraries Worldwide, 19 (1), 128-139.
Kumasi, K. (August 2013). "The Library is Like Her House": Reimagining youth of color in LIS discourses. In Bernier, A. (Ed) Transforming Young Adult Services: A reader for our age (pp.103-113). Chicago, Il: Neal Schuman.
Hughes, Hassell, S., Kumasi, K. Rawson, C. Hitson, A. ( Sept 2012). Building a bridge to literacy for African American male youth: A call to action for the library community. [ Federal Grant Report ] Retrieved from http://sils.unc.edu/sites/default/files/news/Sandra%20hughes-hassel%20projectFinal.pdf
Kumasi, K. (May/June, 2012). Roses in the concrete. A critical race perspective on urban youth and libraries. Knowledge Quest, 40 (5), pp. 32-37.
Kumasi, K. (March 2012). Double consciousness: The context and consequences of Black identity in the Obama Era. In Thomas, E.E. & Tatum S.R. (Eds.) Reading African American Experiences in the Obama era: Theory, advocacy, and action (pp 51-67) New York: Peter Lang; Black Studies and Critical Thinking Imprint.
Franklin Hill, R. & Kumasi, K. (December 2011). Bridging the gaps: Measuring cultural competence among future school library and youth services professionals [electronic resource]. School Library Media Research, 14, 16 pp print.
Kumasi, K. (November 2011). The impact of libraries on young adults: Toward a critical research agenda [electronic resource]. The Journal of Research on Libraries and Young Adults, 2 (1) 4 pp print.
Kumasi, K. & Franklin Hill, R. (October 2011). Are we there yet? Results of a gap analysis to measure LIS students' prior knowledge and actual learning of cultural competence concepts. Journal of Education for Library and Information Science, 52 (4). 251-264. Paper Received 2011 ALISE Best Conference Paper Award.
Carter, S. & Kumasi, K. (April 2011). Double reading: Young Black scholars responding to whiteness in a community literacy program. In Kinloch, V. (Ed). Urban Literacies: Critical Perspectives on Language, Learning, and Community (pp72-90). New York: Teachers College Press.
Kumasi, K. (Mar 2011).Critical race theory and education: Mapping a legacy of scholarship and activism. In Levinson, B. A.U. (Ed). Beyond Critique: Critical Social Theories and Education (pp 196-219). Boulder, CO: Paradigm Publishers.
Kumasi, K. ( November 2010). Cultural inquiry: A framework for engaging youth of color in the library[electronic resource]. The Journal of Research on Libraries and Young Adults, 1(1). 8 pp print
Kumasi, K. (April 2010). Urban public school libraries and educational reform: The case of the Detroit Public Schools[electronic resource]. Urban Library Journal, 16 (1). 15pp print
Kumasi, K. (2008) Seeing White in Black: Examining racial identity among African American adolescents in a culturally centered book club. Ph.D. dissertation, Indiana University, United States -- Indiana. Retrieved May 9, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3344582).
Carter, S., Damico, J. and Kumasi, K. (2008). The time is now!: Talking with Black youth about college. Voices from the Middle, 16(2),47-53.
Kumasi-Johnson (2007) Critical Inquiry: Library Media Specialists as Change Agents. School Library Media Activities Monthly, 24(7). 42-45.
Awards and Honors
2011 Best Conference Paper Award Association for Library and Information Science Education (ALISE)
2009 Exemplary Dissertation Award University of Michigan, National Center for Institutional Diversity (NCID)
2008 Mentoring Fellowship Award-National Council of Teachers of English Cultivating New Voices Among Scholars of Color, (NCTE-CNV)
2005 Doctoral Fellowship Award-Institute of Museum and Library Services Laura Bush 21st Century Librarians Program-(IMLS-LB21)
2001 Master’s Scholarship Award -Institute of Museum and Library Services National Leadership Program for Libraries- (IMLS-NLP)
School Library Media; Urban Libraries and Education; Multicultural Education; Issues and Trends in Children's and Young Adult Literature; Social and Cultural approaches to Adolescent Literacy Development.
Areas of Expertise
School Library Studies; Adolescent Racial Identity Development; Teaching Research Literacy; Multicultural Education for Librarians; History of Library Education for Blacks
Research TitleCultural Competence and Library and Information Science Education
This pilot study was conducted to examine library and information science (LIS) students' perceptions of their level of preparation for becoming culturally competent LIS professionals. Aproximately 130 LIS 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. 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. The results of this study were published in the Journal of Education for Library and Information Science, 52 (4). 251-264. This paper also received the 2011 ALISE Best Conference Paper Award.
Second Research TitleTeaching Research Literacy
Second Research Project
A study the offers a conceptual model that represents the structural and socio-cultural barriers to attaining research literacy, or the ability to effectively find and critically read reports of research.
Third Research TitleMulticultural Curriculum Transformation in LIS
Third Research Project
A study that explores ways to integrate cultural competence and social justice learning outcomes into the core courses of 37 American Library Association (ALA) accredited master’s of library and information science (MLIS) degree programs. The key concepts covered in the core LIS classes are mapped against emergent social justice and cultural competence vocabularies found in top ranked LIS journal articles. The findings suggest content areas where social justice and cultural competence themes can be meaningfully woven into the LIS core curricula.