Critical Pedagogy And Library Instruction


Published on

Published in: Education
  • Be the first to comment

Critical Pedagogy And Library Instruction

  1. 1. CRITICAL PEDAGOGY AND LIBRARY INSTRUCTION Maria T. Accardi Assistant Librarian, Coordinator of Instruction IU Southeast February 23, 2010
  2. 2. Coming in March 2010 to a library near you!
  3. 3. Critical Pedagogy <ul><li>Paulo Freire, Pedagogy of the Oppressed (1970) </li></ul><ul><ul><li>Education for social change </li></ul></ul><ul><ul><li>Rejection of the “banking theory” of teaching </li></ul></ul><ul><ul><li>Critical consciousness ( conscientização ) </li></ul></ul>
  4. 4. Critical Pedagogy <ul><li>bell hooks, Teaching to Transgress (1994) </li></ul><ul><ul><li>“ Given that our educational institutions are so deeply invested in a banking system, teachers are more rewarded when we do not teach against the grain.” (p. 203) </li></ul></ul><ul><ul><li>“… the courage to transgress those boundaries that would confine each pupil to a rote, assembly-line approach to learning” (p. 13) </li></ul></ul><ul><ul><li>“ To teach in a manner that respects and cares for the souls of students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin” (p. 13). </li></ul></ul>
  5. 5. Information Literacy and Library Instruction <ul><li>Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (ACRL) </li></ul><ul><li>One of General Education Student Learning Outcomes at IUS </li></ul><ul><li>IUS Library Instruction program seeks to instruct students in these skills. </li></ul>
  6. 6. Critical Pedagogy + Information Literacy/Library Instruction <ul><li>Librarians must focus less on information transfer and more on developing critical consciousness in students. (Elmborg, 2006) </li></ul><ul><li>Information literacy is not neutral. (Kapitzke, 2003) </li></ul><ul><li>Information literacy is a broader educative project. (Jacobs, 2008). </li></ul>
  7. 7. Critical Assessment <ul><li>Critical perspectives on assessment in higher education focus on its function as a regulator of the hierarchical structures that govern the university.  (Reynolds & Trehan, 2000) </li></ul><ul><li>Assessment validates and institutionalizes power relations. (Leathwood, 2005) </li></ul><ul><li>Critical assessment of student learning outcomes disrupts the power relationship and challenges the way learning is defined, measured, and evaluated. </li></ul>
  8. 8. Participative Assessment <ul><li>Participative assessment: “a process in which students and tutors share, to some degree, the responsibility for making evaluations and judgments about students' written work, gaining insight into how judgments are made and finding appropriate ways to communicate them” (Reynolds & Trehan, 2000, p. 270) </li></ul><ul><li>Informed by social constructivism </li></ul>
  9. 9. Critical Assessment of Information Literacy <ul><li>Focus group, rubric development, and portfolio assessment </li></ul><ul><li>Participative assessment: is it really empowering? </li></ul>
  10. 10. Shortcomings and Challenges <ul><li>Scalability </li></ul><ul><li>Demands of accreditation and institutional requirements </li></ul><ul><li>Librarians in the margins </li></ul>