24/7 Library-- extend your library's reach and transform your role using digital tools and resources. Presented at the 2011 Assoc. of Independent Librarians (AISL) Conference in San Francisco.
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The cloak of invisibility: Mind-reading, magic & other librarian superpowersSenga White
Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
Creating an Information Literate CommunitySenga White
Presentation at the SLANZA 2017 Conference in Auckland, New Zealand July 17th describing why and how to establish and embed information literacy skills through the curriculum
Lilac 2019 Making the Invisible Visible: Developing collaborative practice mo...Senga White
Presentation on the collaborative practice between teachers and librarians in New Zealand and the place of information literacy and critical thinking skills in this practice
Libraries, learning, and leadership: a librarian perspectiveSenga White
Presentation to the Information LIteracy Spaces research team about the barriers and opportunities for librarian leadership in education in New Zealand
The Beating Heart of the School? Teacher and Librarian Perspectives on the Sc...Senga White
Presentation on initial survey results of the relevance and use of secondary school libraries in New Zealand at the RLL-2 (Research by Librarians for Librarians) Symposium in Auckland, May 2018
Based on a True story. A young girls personal account. .... If he is watching then its very likely that this is what He might be thinking!! .. Written by her... "This has always been my idea of what God might be thinking
The cloak of invisibility: Mind-reading, magic & other librarian superpowersSenga White
Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
Creating an Information Literate CommunitySenga White
Presentation at the SLANZA 2017 Conference in Auckland, New Zealand July 17th describing why and how to establish and embed information literacy skills through the curriculum
Lilac 2019 Making the Invisible Visible: Developing collaborative practice mo...Senga White
Presentation on the collaborative practice between teachers and librarians in New Zealand and the place of information literacy and critical thinking skills in this practice
Libraries, learning, and leadership: a librarian perspectiveSenga White
Presentation to the Information LIteracy Spaces research team about the barriers and opportunities for librarian leadership in education in New Zealand
The Beating Heart of the School? Teacher and Librarian Perspectives on the Sc...Senga White
Presentation on initial survey results of the relevance and use of secondary school libraries in New Zealand at the RLL-2 (Research by Librarians for Librarians) Symposium in Auckland, May 2018
Based on a True story. A young girls personal account. .... If he is watching then its very likely that this is what He might be thinking!! .. Written by her... "This has always been my idea of what God might be thinking
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"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Seeking the Meaning of the School Library Dr. Ross Todd, chef för Center for international Scholarship in School Libraries vid Rutgers University, New Jersey
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
Similar to What's With All the Owls: Critical Pedagogy and Student Staff Development (20)
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14. Resources
Articles
• Drabinski, Emily. "Toward a Kairos of Library Instruction." The Journal of
Academic Librarianship 40, no. 5 (2014): 480-485.
• Elmborg, James. "Critical information literacy: Implications for
instructional practice." The Journal of Academic Librarianship 32, no. 2
(2006): 192-199.
• Jacobs, Heidi LM. "Information literacy and reflective pedagogical
praxis." The Journal of Academic Librarianship 34, no. 3 (2008): 256-262.
Books
• Freire, Paulo, Ana Maria Araújo Freire, and Paulo Freire. 1994. Pedagogy
of hope: reliving Pedagogy of the oppressed. New York: Continuum.
• Freire, Paulo. 2000. Pedagogy of the oppressed. New York: Continuum.
• Giroux, Henry A. 2011. On critical pedagogy. New York: Continuum
International Publishing Group.
• Horton, Myles, Brenda Bell, John Gaventa, and John Marshall Peters. 1990.
We make the road by walking: conversations on education and social
change. Philadelphia: Temple University Press.
• Shor, Ira. 1992. Empowering education: critical teaching for social change.
Chicago: University of Chicago Press.
Editor's Notes
Pic of owls in the stacks.
P. 218 Border Crossings Giroux
Pedagogy occurs whenever knowledge is produced…” So that any method of training or working with student staff is a pedagogy. Embracing a critical approach then is deliberately adding a critical perspective and practice to how the library is engaging in the pedagogy of its student staff.
Page 150 Giroux Resistance and critical pedagogy
"In short an essential aspect of radical pedagogy is the need for student to critically interrogate their inner histories and experiences. It is crucial for them to be able to understand how their own experiences are reinforced contradicted and suppressed as result of the ideologies mediated in the material and intellectual practices that characterize daily classroom life.”
If everything we do is peadgogy or pedagogical in nature, therefore we should be as good as teachers as is possible. WE should also recognize that in any of the settings we find ourselves, that there is opportunity for pedagogical engagement. Critical pedagogy comes into play here because what this does not mean is that we spout off founts of wisdom to the presuambly watiign, or thirsty ears. This being what Freire disparagingly referes to as banking. Rather that there are multiple opportunities for interaction that, in this context, library employment presents. Critical pedagogy provides a particular way of thinking about, planning for and constructing those opportunities in ways that are beneifical for both the student and the library.
Critical pedagogy questions both inward and outward simultaneously. Just as critical pedagogical practices provide frameworks for interacting with student staff development they also cause the librarian, that is us, to ask questions of how, why and what are we doing, who is it for and what is the end result.
As a profession we have spent sigifcant chunks of time trying spread information literacy particularly in the classrooom. The ties to pedagogy seem much overt inthat context but student staff is a particularly prime spot to employ pedagogical approaches.
This is especially true and crucial if the library is really going to be “…a place where students actively engage existing knowledge and shape it to their own current and future uses.” P. 193 Elmborg, James Critical Information Literacy: Implications for Instructional Practice
SIDENOte:
So often employing a critical approach or even critical studies come across as humourless and dour. There’s good reason for this at times but in the context of student staff and critical pedagogy there is significant room for joy in the exploration of applying critical pedagogy to our student staff approach.
Critical pedagogy is both confrottonation and aspirational. As a profession we have spent a significant amount of time focused on, with good reason, the development and spread of informaiton literacy initaitives.
P. 155 Giroux On Critical Pedagogy
“A way of thinking beyond seeming naturalness or inevitability of the current state of things, challenging assumptions…soaring beyond the immediate confines of one’s experience, entering into a critical dialogue with history and imagining a future that would not merely reproduce the present.”
This definition works both ways in that the library is seeking to help the student staff do this in the context of their work but also that the library as an instituitonal entity is attempting to do this as well.
Critical pedagogy calls us to look at the world differently than we are used to looking at it. To question what is stated as normal or accepted (Freire’s “common sense”) and extend that same practice to the students who are working for the library.
How does this definition help us see students differently?
This is a tall order. Franly it is intimidating because it asks a lot from and assumes a lot. WHat some of us may be thinking is that all I want is some students to reshelve books, assist in printing and direct basic front desk questions. Where’s the pedagogy in that?
A library’s response to this type of question proceeds out of that librayr’s ethos where ethos refers to the “characterisc customs, morals and spirit of an institution or community. “ (p. 62) The idea of mission or purpose could be added to this lsit with little quibble, I believe. Critical pedagogy must, if it is to be fully realized, be both vehicle and driver, of a library’s ethos.
This takes time. It takes time to figure out how to develop opportunities at the library to engage students in this. It takes time to figure out what criteria student staff should meet who are going to fit with the ethos of the library b/c as others have written this is not for all students. Critical pedagogy in the library employment context, just as in the classroom, presents the students up front with the expectatiosn and possibilities that are available to them through library employment.
Critical pedagogy sees all learners as active, hope-ful(l) agents, participating in the construction and understanding of their world. (Freire)
Again everything we do is, or has the potential to be peadgogy (pedagogical) in its impact.
Pearls before swine
P. 16 Liston/Garrison
That library employment is not simply a means of extracting work from willing students nor is it simply providing resume padding. Student employment in the librayr is a continuation, an ongoing part of the student’s educational journey/process, dialogue. It is distinctly possible that the student may have concversations or interactions with you or other people in the library that are going to change the way they interact/intervene in the world. However those conversations/dialogues must be pursued, set up and reflected upon in order to
This is not to say that you can’t do this w/o emplying critical pedagogical principels. However I think, and as freire writes, what you will find is that in pursuing viewing the student as a whole human being and constructing the student employment process accordingly you will in fact find yourself using critical pedaogicaly methods.
Something as basic as the student staff application for library employment. Does it give a chacne for the student to represent themselves fully?
This ties back to ethos where instead of seeing studnets as assests to be managed the library employment context is an educational one. My sense is that many librarians who are responsible for supervising student staff have limited to no experience with this and due to that, as people do, we look for help. However librarian literature has borrowed extensively and almost exclusively from the business world (approach, language) in trying to figure out what it looks like to “properly” work with student staff.
that seeks to provide an opprotunity for the student to tie in other aspects of what they are learning
Critical pedagogy cares for the students
Critical pedagogy employs love
Critical pedagogly does not abandon authority but uses it as necessary and in appropriate measure
Critical pedaoggy
So that this title immediately frames the relationship of the librarian and student into supervisor/employee. While this book does have some helpful aspects to it, this title does not represent a critical interaction between the librarian and the student. Additionally and I think this is true fairly consisntely employees are seen as needing to be supervised rather than viewing the library setting as a continuation of the learning process. The point is not disparage the need to supervise student staff but rather that only seeing the realtionship in this language is to see one dimension. This approach sees the academics and extracurricular items in a student’s life as things to be navigated not integrated as part of the overall student learning experience. Supervisors manage assets, teachers train, develop and challenge. Supervision cannot be the only input. We must also be reading and learning rom pedagogical methodologies.
education in general and particular literacies in particular, are necessary in order to prepare a qualified labor force; namely, that “students require[d] information literacy skills so that they would be prepared to work in an information literacy society…” P. 482 Drabinski, Emily Kairos
Much of the language in this text reflects the preparation for future work not so much future thinking.
P. 485 See Drabinski
If everything we do has pedagogical possiblities and this possibility is invested in all areas of student interaction, which should characterize the ethos of the library,
Kairos refocuses pedaogigcal attention on the teaching situation rather than the externally-defined standards that produce the pedagogical situation in the first place.” This type of approach expects the teaching situation to arise and that the librarian will have the pedagogical tools/training/were withal to engage with it. These are not supervisory skills, only, but expectation and provisions that teaching situations are going to arise.
An example: how do you respond when a student asks a procedural question or a troubleshooting question (This is broken, this is not working, I can’t do X?)
What’s our first response, typically?
At least for me, it is to fix it. I’m going to step in and do the thing. Step in, address the problem and done. Hopefully the student staff member has observed my expert troubleshooting skills while I semi-mumble an explanation and back I go to wahtever I was doing previously.
AT the end of the day it does come back to ehtos because I want my student staff to be as empowered as possible. And for some of my studnets that empowerment starts off by owning the troubleshooting process, creating that mental space from the problem so that they can view it and fix it. Their default is to revert to the authority (myself) before interrogating the problem. But if they are going to ever possibly intervene in the world, they need to practice even in context as mundance as fixing a gnarly printer jam.
My goal is then to treat each of these interactions dialogically. Before I get up from y chair-what have you tried so far, did you check the libguide (we do use libguides for staff documentations-sorry alyssa) IF they have not done those things go try that. Because each of these interactions is a teaching situation. Just as asking students how they are doing, what are you reading, what are you learning. Some students for various reasons resist others welcome it.
We acknowledge informaiton literacy but how does critical literacy apply to student staff development?
