Lately I’ve been thinking a lot about pedagogy. To tell you the truth, throughout graduate school I thought very infrequently about pedagogy, assuming that even as an instruction librarian, something as theoretical as pedagogy would be outside of my professional bounds. Though the instruction course offered at my university did touch on the aspects of designing an information literacy curriculum, it was a far cry from being a course in pedagogy. In fact, as librarians, we often become so overworked in our day-to-day tasks of making sure our resources and services are accessible, we can forget that first and foremost, we are educators. And like any highly skilled educators, having a strong grounding in pedagogy is essential to our job.
Pedagogy is, simply, the art of education. It is how we teach, how we connect students to the curriculum, and how we position students to be learners. Pedagogy is the beating heart of the teaching professions. I come from a strong social science background, particularly one poised to challenge and investigate systems of the status quo. I spent all of my undergraduate years studying the prison industrial complex from a gender perspective and my favorite courses in library school were on the politics of classification and knowledge production. Not surprisingly, then, I tend to frame my own librarian practice within a framework of social progress and have only recently begun to consider how to use this framework in library instruction. Yes, I want my students to be skilled in information seeking, but I also want them to be willing and able to think critically about information and the politics through which it’s produced. I take my pedagogy cues from the likes of Freire, hooks, Zinn – in other words, I want my students to be rabble rousers.
I am extremely lucky to be part of an institution with which I share these strong social convictions. My university’s commitment to social justice and radical learning is at the core of all it does, including its library instruction. I, along with the library director, have recently begun developing a comprehensive information literacy curriculum for the library. How can we reframe the ACRL Information Literacy Standards to a more critical perspective? We always have and will continue to have the one-shot in-class library workshops, but we are starting to strategically envision what skills and concepts we want to consistently deliver. In addition to the traditional keyword-forming, full-text finding skills, how can we give students the skills to think critically about the information they both find and can’t find? How can I open the discussion about the problematic nature of academic publishing? Where is the room for this agenda? It’s a lot to fit in the 50-minute one-shot.
I am in no way the first person to think about this. Many, many books have been published on this topic and continue to be published. And, indeed, many of the student-centered, critical strategies involve very few bells and whistles. A few ideas that have left me inspired:
- include critical reading skills in every workshop. As simple as that! It is as important as knowing how to properly cite a resource or construct a search term.
- Have students search for articles on a purposefully controversial topic, like the link between autism and vaccines. Have them note what information is in the peer-reviewed literature, what stance it tends to take, the methodologies it tends to employ, and where alternatives may exist.
- Show students how to find and use open-access journals and repositories. The few times I’ve done this, I’ve vetted these sources to ensure they are of high quality and repute (and explain that I’ve done so, using which criteria).
- Change the way I organize my lessons. Instead of PowerPoints, I try to structure the lesson according to student suggestions and examples.
- Leave the more traditional information literacy skills to Lib Guides and other digital learning objects. I’d rather spend my precious face-to-face time on the more nuanced aspects of information seeking and point them to videos and other online resources to do the more mundane tasks, like how to find full-text.
Where do you draw your pedagogical inspiration? Does your library have an comprehensive information literacy curriculum? Share your thoughts, resources, and inspirations in the comments section, or tweet me @beccakatharine.
3 thoughts on “Building a Pedagogy”
Thank you for this, and especially for making the point about critical reading. Not much point teaching them how to find scholarly articles if they can’t do anything with them. I’m now teaching workshops in some courses just on reading academic literature.
In terms of pedagogical inspiration, I tend to use information from conferences and colleagues and we do a fair bit of peer observation here, which is very useful for getting ideas about what works and getting feedback on how to make it work better.
Thanks again for a thought-provoking post!
I’m thrilled to have come across this piece! As a public librarian concerned with the dearth of a social justice and even an educational orientation in the so called “people’s universities,” the public libraries, I have been wondering how these issues are being addressed in academic settings. Is the incorporation of “radical” pedagogies becoming more widespread and accepted among academic librarians as I would hope it might be? It certainly does not seem to be the case in most public institutions. I commented on this in a recent piece:
Thank you for this!