1.
Imagining the Future of
Library Instruction:
How Feminist Pedagogy Can
Transform the Way You Teach and
How Students Learn
Maria T. Accardi, Indiana University Southeast
Emily Drabinski, Long Island University-Brooklyn
Alana Kumbier, Wellesley College

2.
Agenda
• Think/Pair/Share: What is feminist
pedagogy?
• Overview of feminist pedagogy theory
• Contexts
• Think/Pair/Share: Feminist strategies in
the classroom
• Questions/Answers/Discussion

3.
Think/Pair/Share
• Think about what you think feminist
pedagogy is.
• Turn to your neighbor and discuss.
• Share with the group.

4.
Defining Feminist Pedagogy
“a perspective on teaching which is anti-
sexist, and anti-hierarchical, and which
stresses women’s experience, both the
suffering our oppression has caused and the
strengths we have developed to resist it”
(Fisher, 1981, p. 20).

5.
Recurring Themes
• Raising consciousness about gender
injustice, sexism, and social change
• Privileging student voice
• Fostering Collaboration/ Cooperation/
Democracy/ Community
• Transforming teacher-student
relations/authority/empowerment
• Ethics of care

6.
Contexts
• Maria
• Emily
• Alana

7.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Makes use of the seminar discussion- Promotes active participation when
based format, which fosters active discussing possible research topics,
participation and values student voices database searching strategies, or other
(Broidy, 2007; Chow et al., 2003). information literacy learning activities.
Is characterized by the absence of Relies on student input for database
lecturing and assertion of authority. demonstration, keyword brainstorming,
Instead, the teacher asks for student input and search query formation.
(Carillo, 2007).
Emphasizes on hands-on or interactive Employs hands-on learning activities that
learning, field trips, service or community require students to engage with library
learning (Chow et al., 2003). research tools.

8.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Facilitates cooperation, class Makes use of group work or partner work
participation, group work; builds for information searching or evaluation.
community; involves students in decision Develops learning activities that solicit
making; elicits personal responses to and validate students’ experiential
material (Duncan & Stasio, 2001). knowledge.
Employs consciousness-raising (Fisher, Raises awareness of sexism and other
1981). forms of oppression through library
research content and examples (e.g. using
“women in engineering” for a search
topic in a career research class.)

9.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Is attentive to language as a way of Takes care to explain how keywords
constructing reality and knowledge; and/or subject terms often fail to take
acknowledges central role of language in into account or adequately describe
teaching, learning, and theory formation marginalized people or topics.
(Giroux, 1989). Demonstrates how to rephrase search
language in order to retrieve satisfactory
results.
Uses egalitarian classroom practices, Makes use of learning activities that
encourages student development of validate learners’ talents and strengths
personal strengths, and fosters social and invite students to share or
relations that challenge patriarchy demonstrate skills for class. Fosters an
(Giroux, 1989). anti-hierarchical classroom environment
where student input is sought, utilized,
and valued.

10.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Fosters an environment in which all Collaboratively develops goals and
individuals work together to achieve goals learning outcomes for library session with
collectively (Hayes, 1989). students. Invites suggestions from
students on how to achieve goals.
Encourages students to define key terms Seeks student input on keyword
for class discussion (Maher, 1985) brainstorming. Encourages students to
help set the agenda for learning activities
and goals for the session.
Supports students in achieving mastery Develops learning activities that allow
on their own or in collaborative group students to improve and hone library
exercises (Parry, 1996). research skills individually or with
partners/groups.

11.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Makes use of reflective personal journals Employs learning activities or assessment
(Parry, 1996). instruments that promote student
reflection on learning and research
process and facilitate metacognition.
Employs networked computerized Uses computer classroom in a way that
classrooms, which can shift power empowers individual learners and
relationships and promote active learning promotes hands-on kinesthetic learning.
(Parry, 1996).
Focuses on interaction, such as Keeps the classroom interesting and lively
impromptu speaking, group exercises, ice- by encouraging students to speak, work in
breakers, keeping people meeting new groups, and move around the classroom.
people, changing physical environment
(Torrens & Riley, 2004).

12.
What feminist pedagogy looks
like
The feminist teacher The feminist instruction librarian
Makes use of think/pair/share, team work Develops learning activities that require
and team reports, and group problem- students to work individually, then share
solving (Webb et al., 2004) with a partner, and then share with the
group. Provides problem-based research
scenarios for students to solve together.

13.
Think/Pair/Share
• Think about how your responses to the
first question have changed, if at all.
• Turn to your neighbor to discuss.
• Share with group.

14.
Bibliography
• See http://mariataccardi.com for a full
bibliography

15.
Questions/Answers/Discussion