Becoming a Critically Reflective Teacher by
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you? Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Critical Information Literacy by
Academic librarians are exploring critical information literacy (CIL) in ever increasing numbers. While a smattering of journal articles and a small number of books have been published on the topic, the conversation around CIL has mostly taken place online, at conferences, in individual libraries, and in personal dialogues. This book explores that conversation and provides a snapshot of the current state of CIL as it is enacted and understood by academic librarians. It introduces the ideas and concepts behind CIL and helps librarians make more informed decisions about how to design, teach, and implement programs. It also informs library science scholars and policy makers in terms of knowing how CIL is being taught and supported at the institutional level.
Critical Library Pedagogy Handbook by
This third volume in the successful ACRL Cookbook series showcases tested lessons by librarians and practitioners for teaching information literacy using a discovery tool. These "recipes" are sorted by lesson type and level of student preparedness, including all the information needed to replicate (or customize) each dish. The ACRL Framework for Information Literacy for Higher Education is infused in each of the 49 lessons, which suit a mix of abilities, learning outcomes, and patron types, including K-12 and ELL students. The cookbook highlights many options for Hipping instruction to maximize learning outside of the classroom. Ideal for all academic and school librarians wanting to create fun lesson plans that incorporate a discovery layer. 978-0-8389-8891-6 Book jacket.
Educating Librarians in the Contemporary University by
Library education is changing. At a time when librarianship is increasingly seen as part of the information industry, Library and Information Science is also searching for its place in a new and rapidly developing university landscape. This book analyzes the development of the contemporary university in light of present critical social theory, focusing on such aspects as academic acceleration, organizational accretion and the rise of an "entrepreneurial spirit," all of which have both epistemological and organizational consequences. Library and Information Science has proven well-suited to meet this development. One way has been through the rapid international growth of the iSchool movement, now counting close to a hundred member schools all across the world. iSchools not only meet the requirements of contemporary university development, but also contribute to a recontextualization of librarianship and library education. As the iSchool movement relates to a view of information as a commodity and the "iField" to increased economic growth, it recontextualizes the library sector, traditionally connected to democratic development based on the ideas of the Enlightenment. Educating librarians in the Contemporary University is written from a European perspective, and examples such as the EU research platform, Horizon 2020, Government Research Proposals, and policy documents from European iSchools are used in an attempt to understand the current development in Library and Information Science and its relevance for librarianship. As the European Research and Development Sector increasingly connects universities to the solution of various "social challenges" with emphasis on commercial collaborations, the view on knowledge and use of university resources are affected in a way which seemingly make critical analyses difficult. Questions are asked about the relation between iSchools, late capitalism and the development of Critical Librarianship. Is there a way of fulfilling the ambitions of the critical theory classics and achieve research and an education environment which encourage emancipatory goals within the iSchool movement? Joacim Hansson is professor of Library and Information Science at Linnaeus University in V xj , Sweden. He has done research in several subfields of LIS. His prime research interests have been on critical classification and studies on the institutional identity development of libraries. He has also done several studies on the epistemology and development of Library and Information Science as a scientific discipline.
Information Literacy and Social Justice by
Information Literacy and Social Justice: Radical Professional Praxis extends the discussion of information literacy and its social justice aspects begun by James Elmborg, Heidi L.M. Jacobs, Cushla Kapitzke, Maria T. Accardi, Emily Drabinski, and Alana Kumbier, and Maura Seale. Chapters address the democratizing values implicit in librarianship's professional ethics, such as intellectual freedom, social responsibility, and democracy, in relation to the sociopolitical context of information literacy. Contributors, ranging from practicing librarians to scholars of related disciplines, demonstrate how they construct intentional connections between theoretical perspectives and professional advocacy to curriculum and pedagogy. The book contributes to professional discourse on libraries in their social context, through a re-activation of the library neutrality debate, as well as through an investigation of what it means for a global citizen to be information literate in late capitalism.
Critical Library Instruction by
"A collection of articles about various ways of applying of critical pedagogy and related educational theories to library instruction"--Provided by publisher.
Feminist Pedagogy for Library Instruction by
Providing both a theoretical framework and practical guidance, this title introduces feminist pedagogy to librarians seeking to enrich their teaching practices in feminist and progressive ways. Drawing heavily upon the women's studies literature where the concept first appears, Accardi defines and describes recurring themes for feminist teachers: envisioning the classroom as a collaborative, democratic, transformative site; consciousness raising about sexism and oppression; ethics of care in the classroom; and the value of personal testimony and lived experience as valid ways of knowing. Framing these concepts in the context of the limits of library instruction--so often a 50 minute one-shot bound by ACRL-approved cognitive learning outcomes--Accardi invites a critical examination of the potential for feminist liberatory teaching methods in the library instruction classroom. This book is Number 3 in the Litwin Books Series on Gender and Sexuality in Information Studies, Emily Drabinski, Series Editor.
Information Literacy and Writing Studies in Conversation by
Since library instruction's very beginnings librarians and writing instructors have been natural partners. Library-writing program connections illustrate that both writing and information seeking and use (information literacy) share powerful links: both are central to posing and exploring problems and questions and to seeking informed and creative approaches to them. Thus, at the heart of writing and information literacy are inquiry and critical thinking, which many college educators across disciplines view to be at the center of learning. But despite these intersections, there is still a strong tendency for English composition and library instruction to be taught in relative separation, with the latter frequently being viewed as a course "add-on." Similarly, conversations about writing and information literacy pedagogy have tended to exist in professional silos. Fortunately, dialogue across our professions has begun to expand at what appears an unprecedented pace, as librarians become increasingly vocal about the need for information literacy to be an integral part of college education and as librarians expand their engagement with learning theories and conceptual frameworks for information literacy. This book is intended to help widen and deepen the conversations between librarians and compositionists. How can we further build and strengthen teaching partnerships that invite students to engage in writing and information seeking and use as processes of inquiry, critical reflection, and meaning making? And what sometimes stands in the way of doing do? Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including through explorations of: empirical research on student writing and information literacy development; intersections between and pedagogical implications of the ACRL Framework for Information Literacy for Higher Education and the WPA Framework for Success in Postsecondary Writing; interviews with librarian-compositionists partners about their collaborative experiences; historical, social, cultural, and structural contexts that influence librarians and writing instructors' work environments and cultures, and ultimately the potential for partnership; and the power of reflective pedagogical praxis. While considering the possibilities for and challenges to library-writing partnerships from these different vantage points, the author invite readers to continue exploring this area of inquiry in conversations and teaching at and beyond their local institutions. Andrea Baer is an Instructional Services Librarian at the University of West Georgia. She holds a Ph.D. in comparative literature from the University of Washington and a Masters in Information Sciences from the University of Tennessee. Andrea's work in libraries and education is deeply informed by her teaching background in writing and literature and by her interests in critical pedagogy and critical inquiry.
Metaliteracy in Practice by
In their earlier book Metaliteracy, the authors offered a framework for engaging in complex information environments through key skills such as media literacy, visual literacy, and digital literacy. Now, they move that comprehensive structure for information literacy firmly into real-world practice, highlighting the groundbreaking work of librarians and faculty who are already applying the metaliteracy model in distinctive teaching and learning settings. Representing multiple disciplines from a range of educational institutions, this book explores:*relationships among metaliteracy, digital literacy, and multimodal literacy;*incorporating the ACRL Framework for Information Literacy for Higher Education;*the metaliteracy model and emerging technologies;*flexible course design and social media;*students as creators of information;*application of metaliteracy in specialized environments, such as nursing education;*metaliteracy and institutional repositories;*LibGuides as a student information creation tool;*the metacognitive dimension of research-based learning;*metaliteracy as empowerment in undergraduate learning outcomes;*agency and the metaliterate learner;*metaliteracy, agency, and praxis.The case studies presented in this valuable resource demonstrate how librarians and educators can help students effectively communicate, create, and share information in today's participatory digital environments.
