R E VA LU I
N G LIBRARIES: c o n t e n t , c o n t a i n e r , o r c o n c e p t ?

A L S O K
N O W N A S : h ow b a r b a ra f i s t e r stole my thunder

@ c h a r
b o o t h

N A R R AT
I V E S

N A R R AT
I V E S

3
2
1

3
2
1 DESTRUCTION

3
2 DECLINE
1 DESTRUCTION

3DISPLACEMENT
2 DECLINE
1 DESTRUCTION

1 DESTRUCTION

1 DESTRUCTION

1 DESTRUCTION

2 DECLINE

2 DECLINE

2 DECLINE

3DISPLACEMENT

3DISPLACEMENT
2 DECLINE

C O N T E
N T

C O N T E
N T C O N T A I N E R

C O N T E
N T C O N T A I N E R C O N C E P T

reed

✓ C O M I
S S E R AT I O N

✓ C O M I
S S E R AT I O N ✓ GRAFFITING

✓ C O M I
S S E R AT I O N ✓ GRAFFITING ✓ MAKING OUT

✓ C O M I
S S E R AT I O N ✓ GRAFFITING ✓ MAKING OUT ✓ SLEEPING

OWNERSHIP

R I T U A
L

COMMUNITY

E N G AG E
M E N T

I N T E N
T I O N E N G AG E M E N T

I N T E N
T I O N D I S C I P L I N E E N G AG E M E N T

I N T E N
T I O N L E A R N I N G D I S C I P L I N E E N G AG E M E N T

I N T E N
T I O N L E A R N I N G E X P E R I E N C E D I S C I P L I N E E N G AG E M E N T

I N T E N
T I O N L E A R N I N G K N O W L E D G E E X P E R I E N C E D I S C I P L I N E E N G AG E M E N T

C U L T U
R E

M E M O R
Y

M E M O R
Y

C O N T E
N T C O N T A I N E R

C O N T E
N T C O N T A I N E R

C O N T E
N T C O N T A I N E R

C O N T E
N T C O N T A I N E R C O N C E P T

a c c e s
s

a c c e s
s freedom

a c c e s
s freedom advocacy

a c c e s
s freedom advocacy i n q u i r y

a c c e s
s freedom advocacy i n q u i r y openness

a c c e s
s freedom advocacy i n q u i r y openness

C O N T E
N T

C O N T E
N T C O N T A I N E R

C O N T E
N T C O N T A I N E R C O N C E P T

O P E N SCHOLARSHIP
AS P E DAG O G Y

p a u l o
f r e i r e

p a u l o
f r e i r e

j o h n d
e w e y

j a c k m
e z i r o w

b e l l h
o o k s

CONTENT

C O N TA I
N E R

CONCEPT

CHAR BOOTH instruction services M
A N A G E R & e - l e a r n i n g L I B R A R I A N c l a re m o n t c o l l e ge s L I B R A R Y c h a r b o o t h @ g m a i l i n f o m a t i o n a l . c o m @ c h a r b o o t h t i ny u r l . c o m / p e a b o d y p o s t e r s slideshare.net/charbooth

SUGGESTED READING: 1 of 2
bennett, s. (2009). libraries and learning: a history of paradigm c h a n g e. p o r t a l : l i b r a r i e s a n d t h e a c a d e m y 9 ( 2 ) , 1 8 1 - 1 9 7 . r e t r i e v e d 1 0 o c t o b e r 2 0 1 1 , f r o m p r o j e c t m u s e d a t a b a s e. knuth, r. (2006). burning books and leveling libraries: extremist v i o l e n c e a n d c u l t u r a l d e s t r u c t i o n . w e s t p o r t , c o n n : p r a e ge r. knuth, r. (2003). libricide: the regime-sponsored destruction of books and l i b r a r i e s i n t h e t w e n t i e t h c e n t u r y . w e s t p o r t , c o n n : p r a e ge r. troll, d. (2001). how and why are libraries changing? digital librar y federation website, retrieved 10 october 2011, f r o m h t t p : / / o l d . d i g l i b . o r g / u s e / w h i t e p a p e r. h t m .

SUGGESTED READING: 2 of 2
accardi, drabinski, & kumbier. 2010. critical library instruction. dewey, john. 1916. democracy and education. freire, paulo. 1970. pedagogy of the oppressed. hooks, bell. 1994. teaching to transgress: education as the practice of freedom. mezirow, jack. 2009. transformative learning in practice: insights from community, workplace, and education.

I M A G E
C R E D I T S y o u r s t r u l y o p e n c l i p a r t . o r g h u f f i n g t o n p o s t w i k i m e d i a c o m m o n s . o r g a l l e g r a g o n z a l e z h i s t o r y o f i n f o r m a t i o n . c o m s i l i c o n a n g l e . c o m u s g . e d u w w w. f l i c k r. c o m / p h o t o s / b a r t k i n g e p h e s u s t o u r s . c o m