This document discusses critical pedagogy and its application in library practice and the ACRL Framework. It defines critical pedagogy as allowing students agency to engage with and intervene in the world through literacy. Critical pedagogy is important for identity development, relationships, and educational action. The presenter argues the ACRL Framework can foster critical pedagogy by creating conversations about student learning. Potential sites for critical pedagogy in libraries include the physical library space, working with faculty, and student staff. The presentation concludes by asking how libraries as a whole can engage in pedagogy.

1. “EVERYTHING WE DO IS
PEDAGOGY.”
CRITICAL PEDAGOGY,
THE FRAMEWORK
AND
LIBRARY PRACTICE
JEREMY MCGINNISS
SUMMIT UNIVERSITY LIBRARY DIRECTOR
@JMYMCGINNISS
LOEX 2016 PITTSBURGH, PA CC-BY-NC

2. QUESTIONS

3. HOW DOES THE
LIBRARY,
AS A WHOLE,
ENGAGE
IN PEDAGOGY?

4. “PEDAGOGY IS PRESENT
WHEREVER
KNOWLEDGE IS PRODUCED.”
H. GIROUX

5. WHERE ARE WE GOING?
• Definition and discussion of critical pedagogy
• Critical pedagogy and the ACRL Framework
• Three sites of application

6. Critical
Pedagogy
Library
Practice
ACRL
Framework

9. WHAT IS
CRITICAL
PEDAGOGY?

10. “Critical pedagogy…
affords students the opportunity
to read, write and learn from a
position of agency-to engage in
a culture of questions…
imagining literacy
as a mode of intervention,
a way of learning
about the word as a basis
for intervening in the world….”
Henry A. Giroux, On Critical Pedagogy.

11. THREE REASONS FOR
CRITICAL PEDAGOGY
•Identity

12. “…the experience of the learning self is
invented in and through its
engagement with pedagogy’s force.
This self emerges along with the new
concepts that its participation in a particular
pedagogy helps to create and the new
challenges that its participation helps to pose.”
Elizabeth Ellsworth, Places of Learning

13. THREE REASONS FOR
CRITICAL PEDAGOGY
•Identity
•Relationships
•Mode of educational action

14. CRITICAL
PEDAGOGY
AND THE
ACRL
FRAMEWORK

15. “CREATE WIDER CONVERSATIONS
ABOUT STUDENT LEARNING, THE
SCHOLARSHIP OF TEACHING AND
LEARNING, AND THE ASSESSMENT
OF LEARNING ON LOCAL CAMPUSES
AND BEYOND.”
www.ala.org/acrl/standards/ilframework

16. AUTHORITY IS
CONSTRUCTED
& CONTEXTUAL
INFORMATION CREATION
AS A PROCESS
INFORMATION HAS VALUE
RESEARCH AS INQUIRY
SCHOLARSHIP AS CONVERSATION
SEARCHING AS STRATEGIC EXPLORATION

17. ENGAGING
CRITICAL
PEDAGOGY

18. SITES OF PRACTICE
Library Space

19. “WHAT IS FAMILIAR
TENDS TO BE
TRANSPARENT.”
MICHAEL BUCKLAND

20. SITES OF PRACTICE
Library Space
Faculty

21. “…WE TEACH
WHO WE ARE.”
Parker Palmer

22. SITES OF PRACTICE
Library Space
Faculty
Student Staff

23. HOW DOES THE
LIBRARY,
AS A WHOLE,
ENGAGE
IN PEDAGOGY?

24. REFERENCES
Beilin, I. (2015). Beyond the Threshold: Conformity, Resistance, and the ACRL Information
Literacy Framework for Higher Education. In the Library with the Lead Pipe. Retrieved from
http://www.inthelibrarywiththeleadpipe.org/2015/beyond-the-threshold-conformity-resistance-
and-the-aclr-information-literacy-framework-for-higher-education/
Blum, S. (2016). “I love learning; I hate school” : an anthropology of college. Ithaca, NY: Cornell
University Press.
Budd, J. (2012). Informational education: Creating an understanding of justice. Education,
Citizenship and Social Justice, 0(0), 1–12.
Burgess, C. (2015). Teaching Students, Not Standards: Threshold Crossings for Students and
Instructors Alike. Partnership: The Canadian Journal of Library and Information Practice and
Research, 10(1). Retrieved from https://journal.lib.uoguelph.ca/index.php/perj/article/view/3440
Drabinski, E. (2014). Toward a Kairos of Library Instruction. ACALIB The Journal of Academic
Librarianship, 40(5), 480–485.
Ellsworth, E. (2005). Places of learning: media, architecture, pedagogy. New York:
RoutledgeFalmer.
Elmborg, J. (2006). Critical Information Literacy: Implications for Instructional Practice. Journal
of Academic Librarianship, 32(2), 192–199.
Elmborg, J. K. (2002). Teaching at the desk: Toward a reference pedagogy. Portal: Libraries and
the Academy, 2(3), 455–464.

25. REFERNCES, CONT.
Fister, B. (2004, September). Common Ground: Libraries and Learning.
Retrieved May 4, 2016, from
http://homepages.gac.edu/%7Efister/LIcommonground.html
Giroux, H. A. (1992). Border crossings: cultural workers and the politics of
education. New York; London: Routledge.
Giroux, H. A. (2011). On critical pedagogy. New York: Continuum International
Publishing Group.
Hicks, A. (2015). Drinking on the Job: Integrating Workplace Information
Literacy into the Curriculum. LOEX Quarterly, 9–15.
Jacobs, H. L. M. (2008). Information Literacy and Reflective Pedagogical
Praxis. Journal of Academic Librarianship, 34(3), 256–262.
Kincheloe, J. L. (2008). Knowledge and critical pedagogy: an introduction.
Montreal: Springer.
Library Juice » Mandy Henk’s Hikuwai Event: What is Critical Librarianship?
(n.d.). Retrieved from http://libraryjuicepress.com/blog/?p=5252
Liston, D. P., & Garrison, J. W. (2004). Teaching, learning, and loving:
reclaiming passion in educational practice. New York: RoutledgeFalmer.