Recommended Reading
Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction (2021)
“Many of our institutions do not mirror the populations of surrounding communities. Librarians, therefore, must endeavor to recognize the realities of students who enter the classroom.”
- Preparation: deepening self-awareness, exploring the cultural landscape and beliefs of the instructor; how implicit biases affect our perception; critical self-reflection
- In Practice: The Cultural Artifact; Identifying Your Cultural Background; Identifying Your Approach to Teaching; Identifying Assumptions; Mindful Reflection
- Communication: effective expression; culture affect how we talk, see, think, and interact with each other
- In Practice: Prioritize Introductions; Use Simplified, Clear Expression; Vary Types of Communication; Employ Active Listening
- Facilitation: decentering the instructor and empowering culturally diverse students to draw from their own backgrounds and experiences; instructor assumes role of facilitator
- In Practice: Incorporate Think-Pair-Share; Create Authentic Learning Environments; Utilize Problem-Based Learning; Teach to Empower
Seaman, P., Cowden, C., Copeland, S., & Gao, L.(2021). Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction. Links to an external site. University Libraries Faculty Scholarship. 141.
Raising Awareness of Diversity and Inclusion in One-shot Information Literacy Classes (2021)
When practicing critical-inclusive assessment in one-shot IL sessions the focus is on sharing power and activation of student voice.
- Strategic use of an introductory survey to recognize classroom diversity: both individual and group/social differences; spend a few minutes interpreting survey results with students to emphasize diversity in prior knowledge and information needs.
- Create an IL curriculum based on threshold concepts: sessions not opportunity for librarian to impart their knowledge on a slew of topics; microlearning is a part of threshold concepts
- Examine the power dynamics between students and instructors: they collectively determine how, when, and the extent to which pre-determined topics need to be covered; the shift in instructional tone encourages students to speak up and stay engaged.
- Structure small group for equitable participation for learner-centered approach: in Il sessions small groups allows for hands-on experience, collaborative problem solving, learn different approaches, and internalize certain concepts.
Megwalu, A. (2021). Raising Awareness of Diversity and Inclusion in One-shot Information Literacy Classes. Links to an external site. ASEE Annual Conference and Exposition, Conference Proceedings.