Teaching as a Political Act: Critical Pedagogy in Library Instruction

Fritch, Melia

doi:10.4148/0146-9282.1868

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…This role is no less vital when it comes to the health sciences and other STEMM disciplines. Instructional librarians can play a vital role in supporting intersectionality's inclusion in the teaching and learning of every academic discipline (Fritch, 2018). Intersectional pedagogy can engage students to actively address oppressive social structures and legacies in the health sciences.…”

Section: Intersectional Library Instructionmentioning

confidence: 99%

“…Intersectional instruction centers active learner engagement in the research process. Instructional librarians empower students to ask critical questions, critically evaluate information authority, and understand the inequities in who creates and legitimizes knowledge (Fritch, 2018). Instructional librarians have created intersectionality-centered pedagogical tools to engage students in research.…”

Section: Intersectional Library Instructionmentioning

confidence: 99%

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Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Chase

2024

ISTL

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This article explores the topic of intersectionality and its applications in teaching graduate students at a health sciences university. The case study examined the creation of an asynchronous information literacy module that centered intersectionality in the research process. Summative assessment data indicated that students were able to critically reflect on gaps in their knowledge to address health inequities, learn the narratives of multiply-marginalized patients, and make connections between research and intersectional justice. The study also revealed areas for improvement such as restructuring the assessment component of the module to better evaluate student success, strengthening the module as a socially engaging learning space for students, and integrating other metrics to measure the student experience. Findings from this study demonstrate how instructional librarians can create equitable and engaging learning spaces through an asynchronous instruction model as well as teaching intersectionality in STEMM-specific disciplines.

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Section: Intersectional Library Instructionmentioning

confidence: 99%

Section: Intersectional Library Instructionmentioning

confidence: 99%

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Chase

2024

ISTL

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“…However, Critical pedagogy believed that academic institutions preserved the ideology and vested interest of dominant class of society because such sites were the place of struggle among different interest groups, and should make students aware about the anti-democratic forces of society by empowering and revitalizing the human agency for just society (Giroux, 2004 ).Similarly, Giroux (2015)Critical pedagogy considered education as a means of intervention to make learners' capable and strong enough to combat against the deeply imbedded social injustices, inequality, discrimination, and exploitation to create social transformation, and also suggested all the learners should conscious about their rights, recognized dominant force of neoliberalism and most importantly understand that learning was not only the passive process of receiving knowledge. Furthermore, Fritch (2018)opined that instructors'accountabilityin critical pedagogy was to create conducive atmosphere where a students could keenlyexperience their own learning, learnt skills to become a all-time critical thinker and collaborator to construct knowledge, and also understand that both instructors and an act of teaching was not free from politics. Moreover, Giroux ( 2004 ) neoliberalism that limits all the stakeholders of the society are the mere puppet of the market economy.…”

Section: Introductionmentioning

confidence: 99%

Democratic Values, Pedagogy and Henry Giroux

Devkota¹

2021

Madhyabindu J.

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The present study "Democratic values, pedagogy and Henry Giroux” is an attempt to explore the democratic values in the pedagogy particularly in critical pedagogy in regard to Henry Giroux's perspective. This qualitative research employed descriptive methodology along with using relevant secondary sources for the claim, supporting reasons, and finally develop argumentation based on themes since it is written in the form of argumentation. The finding of this study shows that critical pedagogy as a wider democratic project plays an amicable role to impart democratic values across the country including the classroom practices. However, this relatively new paradigm is also not free from criticism. It is criticized as impractical, misleading and conflict-oriented rather than actually solving the problem.

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“…Barr-Walker and Sharifi (2019) suggest using social justice topics as literature search examples in classes. Fritsch (2018) and Gosselin and Goodsett (2019) point out that efforts to incorporate critical approaches to information literacy classes are more likely to be effective if the course lecturer is also open to critical theory.…”

Section: Critical Librarianshipmentioning

confidence: 99%

“It's not just a professional development thing": Non-Māori librarians in Aotearoa New Zealand making sense of mātauranga Māori.

Oxborrow¹

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<p>Libraries in Aotearoa New Zealand have their roots in Western worldviews and understandings of knowledge which are distinctive from those of the Indigenous Māori population. These differences can lead to cultural clashes where traditional library approaches and values are incompatible with the needs of Māori stakeholders or collections, including approaches to access, cataloguing and classification and working with the Māori language. Given these differences, it is appropriate for non-Māori librarians to look for ways to extend their understanding of Māori knowledge systems to address some of these topics. The central focus of this research is how non-Māori librarians in Aotearoa learn about or engage with (make sense of) mātauranga Māori (a basic translation of which is ‘Māori knowledge’). To address this question, learning about and engaging with mātauranga Māori was conceptualised as a form of information behaviour, and a methodology based on Dervin’s Sense-Making was developed. Twenty-five non-Māori librarians in Aotearoa were interviewed about their own experiences of learning and engagement in terms of the key facets of Dervin’s model: Situations, Gaps, Bridges and Outcomes, and also with a particular focus on factors which helped or hindered them from bridging their knowledge Gaps (Helps and Barriers). Three focus groups of Māori librarians were asked about their experiences with their non-Māori colleagues’ engagement with mātauranga Māori in order to present a more balanced view of the current situation. As well as emphasising the large scale of their knowledge Gaps in relation to Māori knowledge, interviewees highlighted Gaps in the areas of Māori and Libraries and Language and Cultural Protocol. Bridges identified were Courses, Books and Text Resources and People and Situations. Both Helps and Barriers consisted of significant internal aspects, where elements of interviewees’ existing knowledge and experience or aspects of their personalities were either things that helped them proceed or acted as potential Barriers. These were in some cases closely related; for example, Fear was a potential Barrier in a lot of cases, but having the strength of character to push past that fear was also something that helped some interviewees. Focus group participants highlighted a number of similar Helps and Barriers that they had observed in their non-Māori colleagues. A significant finding of this research was the lack of external impetus for non-Māori librarians to engage with mātauranga Māori within their professional contexts. In the majority of instances discussed by interviewees, they spoke of not having any problems because of what they did not know. Alongside this, interviewees and focus groups pointed out a tendency for non-Māori librarians to rely excessively on their Māori colleagues for cultural support, even when they could use their own reference or searching skills to find answers for themselves or clients. Both interviewees and focus group participants were questioned on the topic of the Library and Information Association of New Zealand Aotearoa (LIANZA) Professional Registration scheme and the inclusion of mātauranga Māori as a mandatory element in the Body of Knowledge. None of the interviewees were deterred by the inclusion of mātauranga Māori as a mandatory element and many commented that it was important. However, in the view of both interviewees and focus group participants, LIANZA Professional Registration is not playing a major role in encouraging non-Māori librarians to engage with mātauranga Māori in a meaningful way. This study also had a methodological aspect, considering the appropriateness of Dervin’s Sense-Making as a suitable conceptual approach to the study of non-Māori librarians learning about and engaging with mātauranga Māori. Due to a number of factors including the strong Anglo-American orientation of the model and the differences between some interviewees’ conceptualisations of their journeys of learning and engagement and the Sense-Making approach, it is concluded that Dervin’s Sense-Making is not the most compatible framework for conceptualising non-Māori librarians’ processes of learning about and engaging with mātauranga Māori. This could not be resolved by suggesting an addition or alteration to the existing model, and so a practical model has been developed for non-Māori librarians who wish to find ways to move their engagement forward. </p>

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Teaching as a Political Act: Critical Pedagogy in Library Instruction

Cited by 4 publications

References 8 publications

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Democratic Values, Pedagogy and Henry Giroux

“It's not just a professional development thing": Non-Māori librarians in Aotearoa New Zealand making sense of mātauranga Māori.

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