Dear Librarians: Analyzing Librarian Perception of Students through a Critical Lens
How we talk about students matters in and out of the classroom, on and offline. Librarians are uniquely positioned to set an example of how to best advocate for our students, especially marginalized students. While some colleagues may view disparaging remarks as “venting” or “harmless jokes,” derogatory comments about students are often based on harmful assumptions about the “ideal” student. These assumptions tend to normalize the experiences of white, male, middle-class students, ignoring how other socioeconomic, racial, and gender backgrounds impact students’ behaviors and mindsets in the higher education setting. Critical librarianship calls upon us to recognize the ways in which systems of oppression impact student experiences and behaviors as well as faculty/staff expectations and perceptions of undergraduate students. Presenters will discuss preliminary findings from their research on librarians perceptions of first-year and undergraduate students and offer strategies to constructively challenge these comments and mindsets.
Lindsay Inge Carpenter: University of Maryland, College Park; Pedagogy Librarian
Callie Branstiter: San Francisco State University; First Year Experience & Undergraduate Student Success Librarian
Charissa Powell: University of Tennessee, Knoxville; Student Success Librarian for Information Literacy
Critical Lessons from the War on Poverty
This paper will explore actions of libraries during the War on Poverty (1964-68) and its aftermath, as they responded to questions of poverty and urban turmoil, positing that most framed solutions in terms of individual attainment, and failed to address the systemic need they purported to confront. We will examine the promises and contradictions of this era, and examine their implications for today, asking how libraries might better serve collective resistance in addition to individual need.
Kate Adler, Director of Library Services, Metropolitan College of New York. Kate Adler is the Director of Library Services at Metropolitan College of New York, where, among other things, she oversees the information literacy and reference programs and has developed special collections focused on the history of poverty in New York City and on community organizing. Research interests pivot around the intersection of libraries & social justice and engage critical theories of race, gender, class, geography, disability, affect and biopower, and histories of poverty and labor and social movements. Her current research focuses on the history of poverty and particularly on libraries and anti-poverty movements. She’s written and presented on these topics and on Critical Reference. She is a co-editor of Reference Librarianship and Justice: History, Practice and Praxis, due out fall 2018. She MLIS and MA degrees from the City University of New York.
Haruko Yamauchi, Teaching Coordinator, Hostos Community College. Haruko Yamauchi is the library teaching coordinator and liaison to college transition programs at Eugenio María de Hostos Community College (CUNY). Her current research interests include urban public library history, and exploring challenges of/opportunities for supporting and empowering students new to research as they strengthen their critical research and analysis skills. A lesson plan of hers was published in the 2016 ACRL publication Critical Library Pedagogy Handbook (vol. 2). In 2016, she also chaired the planning committee of the ACRL/NY Annual Symposium: Money and Power.
Deconstruct to Reconstruct: Challenging Critical Librarianship
The practice of critical librarianship is often viewed and approached in segmented pieces, due to the nature of specializations within the profession. Those who engage and practice critical librarianship often may focus on certain areas like pedagogy, archival theory, classification or categorization, and scholarly communication, among other topics. This presentation will deconstruct the core values of librarianship and rhetoric within critical librarianship in order to begin reconstructing and reimagining how libraries can explicitly center marginalized communities. We want to build a broader framework that explicitly draws the connections/relationships between critical pedagogy (how we teach), critical information literacy (what we teach), and the infrastructure, policies, and practices of the libraries within which we work. We will challenge western knowledge practices and engage participants in collectively developing a new framework of librarianship that will inform and shape our pedagogy.
Jennifer Brown, Barnard College. Jennifer Brown is the Design and Technologies Librarian at Barnard Library & Academic Information Services; her role involves overseeing the library’s Design Center, and acquiring, teaching, and providing research support for makerspace technologies. She holds an M.S. in Information from the University of Michigan’s School of Information and a B.A. in Media Studies from the University of California, Berkeley.
Sofia Leung, MIT. Sofia Leung is the Teaching & Learning Program Manager and Liaison Librarian to the department of Comparative Media Studies/Writing at MIT Libraries. Sofia earned her MLIS and Master’s of Public Administration from the University of Washington. She holds a B.A. in English from Barnard College. Sofia is on the editorial board for In the Library With The Lead Pipe. She is interested in a collective reimagining of the library and information studies field from an anti-racist, anti-oppressive, and anti-colonial lens.
Annie Pho, UCLA. Annie Pho is Team Lead for Research Assistance and Inquiry & Instruction Librarian for Peer-to-Peer Services and Public Programming at UCLA Libraries. She received her MLS from Indiana University-Indianapolis and BA in Art History from San Francisco State University. Annie is co-editor of the forthcoming book, Pushing the Margins: Women of Color and Intersectionality in LIS, and a series editor of the Litwin Books/Library Juice Press Series on Critical Race Studies and Multiculturalism in LIS. She’s on the editorial board of In the Library with a Lead Pipe, a co-moderator of the #critlib Twitter chat, and a Minnesota Institute for Early Career Librarians 2014 alumnus. Her research interests are in intersectionality in LIS and student research behavior.
A Practice of Connection: Applying Relational-Cultural Theory to Librarianship
This discussion introduces Relational-Cultural Theory (RCT), which offers a model for an ethic of care, empathy, connection, and relationship-building. By adopting RCT in librarianship we bring the relational activity and affective labor inherent in our work front and center, where it can be appropriately emphasized, practiced, and valued. Participants will brainstorm the ways in which RCT can transform our work and foster a more feminist, egalitarian practice of librarianship.
Veronica Arellano Douglas is the Instruction Coordinator at the University of Houston. She is a 2005 Spectrum Scholar. Veronica’s research interests include feminized labor in libraries, intersections of work expectations and identity, applying relational-cultural theory to librarianship, and critical information literacy.
Joanna Gadsby, Instruction Coordinator & Reference Librarian. University of Maryland, Baltimore County
Lalitha Nataraj, Instruction and Reference Librarian. California State University, San Marcos
Anastasia Chiu, Cataloging and Metadata Librarian. Stony Brook University
Alana Kumbier, Associate Librarian for Knowledge Commons and Humanities. Hampshire College, Amherst, MA.
Whiteness: What we can do about it.
In this presentation I will explore how white librarians can confront oppression and enrich our work when we begin to acknowledge and understand the racism that is inherent in academic and other library spaces. By analyzing informally gathered stories from librarians doing different kinds of work, I consider the systemic biases that influence the role of academic librarians as educators, colleagues, and collaborators. For white people, this means acknowledging that the working spaces we inhabit – like classrooms and committees – can be oppressive spaces for colleagues, users, and learners of color; and that we often perpetuate racism through the sources we use and by positioning ourselves at the front of the class – by Just Being White, in other words. A zine will be available to all who attend that features resources and information for those interested in working on the effects of their whiteness in library spaces. This session is geared towards white people, but all are of course welcome to attend.
Lia Friedman, Librarian at UC San Diego. @piebrarian
Peers, guest lecturers, or babysitters: Constructions of power in the library classroom
In this presentation, we will explore the complicated power dynamics that influence the role of academic librarians as educators. We want to complicate bell hooks’ idea of the classroom as a transgressive space. This means acknowledging that for us, the classroom can be an oppressive space, one in which our pedagogy and content is subject to approval by individual faculty, departments, and the institution at large. Through our analysis of stories shared by teaching librarians, we will demonstrate the inherent educational value librarians bring to the classroom, the thought and planning librarians put into their teaching, and the ways in which they are constantly negotiating relationships with faculty and students.
Siân Evans, Information Literacy & Instructional Design Librarian. Decker Library, Maryland Institute College of Art
Joanna Gadsby, Instruction Coordinator & Reference Librarian. Albin O. Kuhn Library & Gallery, University of Maryland, Baltimore County
Veronica Arellano Douglas is the Instruction Coordinator at the University of Houston. She is a 2005 Spectrum Scholar. Veronica’s research interests include feminized labor in libraries, intersections of work expectations and identity, applying relational-cultural theory to librarianship, and critical information literacy.
Empathic Design at the Intersection of Critical Pedagogy and Neoliberalism
Through empathic design, we can create radically inclusive learning spaces and interactions that support all students, especially those who remain underserved and vulnerable. This includes (but is not limited to) DACA recipients, people of color, LGBTQIA+ students, differently abled and neurodivergent students, and students for whom many of these social constructs intersect. Doing so, we can destabilize the patriarchal, white, and neoliberal hegemonies that have traditionally governed higher education institutions and pedagogies. This workshop focuses on developing a self-reflexive practice through empathy mapping as a starting point for working with students in a variety of capacities. Empathy mapping allows us an opportunity to work through situational teaching scenarios in order to better anticipate and recognize students’ needs and act accordingly to each individual situation. It broadens our ability to approach vulnerable students, reduce harm, and increase equity with consideration of our own privilege and power within our institutions.
Amanda Meeks is a Teaching, Learning and Research Services Librarian at Northern Arizona University. Her instruction and outreach efforts center critical social justice issues through thoughtful and reflective collaboration with faculty and students. She is interested in pushing herself, and the profession, to intentionally reflect on power, privilege, and implicit biases and put intersectionality into practice.
catherine lockmiller is a health science librarian at Northern Arizona University’s Phoenix Biomedical Campus. She leverages her position as a biomedical informatics specialist by promoting health education that focuses on identifying health and healthcare disparities and social determinants that arise from power imbalances and inequities in underserved populations. She is particularly focused on achieving health equity for transgender populations.
Practicing Digital Pedagogy Librarianship: Building Critical and Queer Feminist Communities
This workshop, led by the Digital Pedagogy Librarians at the University of Michigan Libraries, aims to address the nature and nurturing of digital pedagogy librarianship beyond its relationship to digital tools to ask: what roles do critical and queer feminist principles play in enriching our approaches to digital pedagogy and how might we constitute mutually transformative communities of practice around those principles?
Kush Patel is an associate digital pedagogy librarian at the University of Michigan. Prior to joining the Library, he was a Postdoctoral Fellow at the Institute for the Humanities and the Michigan Humanities Collaboratory, a Public Humanities Fellow with Rackham’s Arts of Citizenship program, an Engaged Pedagogy Initiative Fellow with LSA’s Office of Community-Engaged Academic Learning, and a Mellon Public Humanities Summer Fellow at the U-M Detroit Center. Kush holds a Ph.D. in Architecture from the University of Michigan. Nationally, he is the co-director of Imagining America’s Publicly Active Graduate Education (PAGE) Fellows Program and co-convenor of IA’s Hybrid-Hyphenated Group.
Anne Cong-Huyen is associate librarian of digital pedagogy at the University of Michigan. She was previously the digital scholar and coordinator of the Digital Liberal Arts Program at Whittier College, and a Mellon visiting assistant professor of Asian American studies at UCLA. She holds a PhD in English from the University of California, Santa Barbara. She is a co-founder of #transformDH, and serves on the steering committee of HASTAC and Situated Critical Race + Media committee of FemTechNet.
Teaching CRAAP to Robots: Artificial Intelligence, False Binaries, and Implications for Information Literacy
Researchers studying artificial intelligence and semantic computing are developing algorithms capable of processing large amounts of textual data and rendering judgment on its contents. Specifically, the field of sentiment analysis is focused on creating code that applies what programmers call “common sense” to evaluate whether writing is factual or opinionated, as well as how emotional the author was. This presentation will argue that these algorithms rely on false binaries, over-simplification, and poorly-constructed checklists, similar to the approach often used when discussing information literacy with first-year college students. Instead of employing this approach, this session will argue that librarians must recognize that human interpretation lies at the core of information literacy, and that we need to embrace that complexity rather than depend on algorithmic evaluation.
Kevin Seeber. Auraria Library, University of Colorado Denver. Kevin Seeber is Head of Education and Outreach Services at Auraria Library, where he was previously the First-Year Teaching and Learning Librarian. Prior to coming to Auraria he was Library Instruction Coordinator at Colorado State University-Pueblo and Library Operations Supervisor at Florida State University. His research interests include information literacy and theories of bias and interpretation.
The authority of personal experience: Examining feminist pedagogical practices that affirm unlikely voices
A tenet of feminist pedagogy is that personal experience is, or enhances, knowledge. The presenters have created an IL curriculum which includes three classes with graded assignments where students evaluate different types of authority including scholarly, personal experience, journalism and others. Overwhelmingly our students identify personal experience as their most sought-after type of authority which is in opposition to traditional academic expectations, and yet which feminist pedagogy compels us to consider. We want to encourage a connection among authorial voices and we have concerns that, despite these intentions our work is moving students away from “unlikely voices” (Framework) to academic ones. In this roundtable, participants will explore questions related to authority that we plan to continue after the conference in an easily accessible online format.
Martinique Hallerduff is the Instructional Services Librarian (coordinator) at Dominican University located in the Chicago area. She holds an MLIS, an MA in English, and a graduate certificate in Women’s and Gender Studies. Martinique co-hosts a podcast about teaching in libraries called The Library Sessions and is currently researching feminist leadership in academic libraries and feminist critical pedagogy in information literacy. Her writing has been published in Mentoring in Librarianship, Feminist Collections, and Momentum, the magazine for self-propelled people.
Molly Mansfield is the Online Learning and Instruction Librarian at Dominican University located in the Chicago area. She holds a MLIS and is completing a EdM in Foundations of eLearning in Higher Education. She serves on a regional academic library instruction committee, and has presented her work at ACRL and ALA. Her research interests include integrating inclusive and culturally responsive practices into her teaching and library work.
Taking Risks, Sharing Power
While the Information Literacy Framework conveys a binary and unidirectional novice-expert trajectory, this workshop invites participants to engage in individual reflective inquiry and small-group activities to share approaches that acknowledge not just our own power and privilege in the classroom, but also our own ongoing processes as developing learners. We will explore how mindfully and intentionally questioning our expertise and biases can guide us toward taking greater risks of self-examination and power sharing with students, in order to shape our pedagogy toward more engaging teaching and more relevant learning outcomes.Marjorie Lear has worked as an Instruction and Reference Librarian at Sonoma State University for the past three years, serving as a liaison to the School of Education and as an embedded librarian within the interdisciplinary Second Year Research and Creative Experience (SYRCE) program. She has also coordinated programs supporting students in the Educational Opportunity Program (EOP) and First Gen learning community.
Contested Sites of Critical Library Pedagogy
In this presentation we will explore critical library pedagogy in relation to different physical places and dialogic spaces. Using the idea of the library as a “third space” as a point of departure, we will consider whether alternative spatial contexts or modes of analysis might enable new forms of critique that are embodied, culturally grounded, and creative.
Nora Almeida, Instruction and Reference Librarian, New York City College of Technology (CUNY). Nora researches and writes about critical librarianship, digital pedagogy, neo-liberalism, performance, and community. She is a volunteer at Interference Archive.
Ian Beilin, Humanities Research Services Librarian, Columbia University. Ian’s scholarship includes articles and chapters on critical information literacy, critical librarianship, and the history of academic librarianship. Together with Kate Adler and Eamon Tewell, he edited Reference Librarianship and Justice: History, Practice, & Praxis (Library Juice Press, 2018).
Disrupting Traditional Power Structures in Academic Libraries: Saying No, How to do it, and Why it Matters
Many academic libraries face austerity measures, personnel reductions, or compression; the weight of increased workloads results in diminished mental health, increased precarity, and an inability to engage in critical teaching and learning practices. These challenges sit at the intersection of resilience, precarity, and neoliberalism. Within academic libraries, resilience is endorsed as a means of negotiating precarious employment by encouraging non-permanent staff to continually prove their value to the institution or risk not being retained. The neoliberal perspective endorses an environment where individual culpability is assigned at the cost of challenging institutional practices. This session seeks to interrogate our position as library staff within this construct, both in terms of how we are influenced by this intersection and how we support it. Participants will share experiences, develop best practices, and establish a “resilience taxonomy” to provide support in resisting overwork, precarity, and other negative side-effects of the neoliberal academic library.
Melanie Cassidy, Learning & Curriculum Support Librarian, University of Guelph – Melanie is a Learning & Curriculum Support Librarian at the University of Guelph, where she spends most of her time on instruction and research support. Melanie’s research interests lean toward areas addressing systemic power imbalances and comic books, two very different areas that unfortunately overlap far too often. In her spare time Melanie enjoys eating popcorn, hanging out with cats, and talking smack on twitter (@BooksCassidy).
Erin Menzies, Ontario Ministry of Health and Long-Term Care, Strategic Planning and Policy Divison, Capacity Planning and Priorities Branch – Erin Menzies is a health sciences librarian turned policy wonk. She spent many years as an academic librarian embedded in three faculties of medicine, and now works to shape policy for the health system. Erin is interested in strengthening collaborative relationships between labour and management, diminishing unnecessary power structures, and in fostering workplace practices that are respectful of library staff as human beings, not simply resources. She previously acted as workplace representative on her former institution’s Librarians and Archivists Committee as part of the Faculty Association.
Ali Versluis, Open Educational Resources Librarian, University of Guelph – Ali is a Open Education Librarian at the University of Guelph, in the traditional territory of the Attawandaron/Neutral People. In this role, she educates and liaises with the university community on open content, licensing, and student-centred pedagogy. Her research interests, while constantly multiplying at shocking rates, are focused on precarity, labour, and early career librarianship. Ali and her occasionally sassy commentary can be found at @aliversluis.
Design Thinking in an Hour? Or, Design Thinking: A Cautionary Tale
Design thinking (DT) is a methodology that has become popular across many sectors due to its iterability and flexibility. As its adoption spreads throughout higher education settings, DT is now starting to appear in library literature and conferences. As teaching librarians, we may be tempted to adapt popular methodologies in the hope of increasing the reach of our work, considering how undervalued and misunderstood our work can be, but we should also consider whether DT is a potentially harmful practice. By discussing DT, what it can do, and where it can be most useful, I will present a case for why librarians who teach need not engage in a practice that treats learning as something that needs a solution and appears to sideline students and their lived experiences. Those who practice critical librarianship would be better served by adopting a student-centered pedagogy that shifts power and agency to the students, while simultaneously educating others on the work they do, why they do it, and how it contributes to student learning.
Roberto A. Arteaga, Pacific Lutheran University. Roberto is an Instruction and Reference Librarian at Pacific Lutheran University. His research interests include critical information literacy, instructional design, and e-learning. Off work, he listens to a lot of music and tries to find time to play video games, watch anime, and read. He can be found on Twitter at @irobarte.
‘Start Thought From Marginalized Lives’: Teaching About Research Using Standpoint Epistemology
According to Sandra Harding, Standpoint Epistemology begins with the understanding that, “…in societies stratified by race, class, ethnicity, gender, sexuality…the activities of those at the top both organize and set limits on what persons who perform such activities can understand about themselves and the world around them” (p. 442). This presentation will advocate for the use of Standpoint Epistemology in our research and teaching to complicate and challenge the ethnocentric, androcentric, and ableist (among others!) philosophies that can undergird research. Using this approach, our teaching focuses on examining researcher positionality and pushes us to ask different questions about the design of research projects, including critiquing research questions and chosen methods.
Jessica Critten is newly the Pedagogy and Assessment Program Lead at Auraria Library in Denver, CO which serves University of Colorado Denver, Community College of Denver, and Metropolitan State University of Denver. Her current research examines the rhetoric of ‘value’ initiatives and evidence-based practice in LIS and hermeneutics and information literacy instruction. She is a graduate of Florida State University, where she received her MLIS and an MA in Interdisciplinary Humanities.
Student privacy & third-party apps : Examining a university’s Terms of Service
When contracting with a third-party educational technology vendors, university representatives are charged with “redlining” terms of service (ToS) to ensure compliance with laws and policies. Universities are transparent with their institutional privacy policies, but not with specific negotiation processes and final contracted ToSs. In this session, the facilitators will brief the process of university negotiations of third-party app contracts, and the experience of procuring copies of university contracts. Participants will examine and synthesize the most meaningful information from several university ToS examples and collaboratively devise suggestions for what students and instructors should know about their use of third-party apps.
Lindsay Hansen, Assistant Professor of Practice, University of Arizona. Lindsay helps instructors integrate instructional technologies into their courses, with a focus on teaching and learning online. She is also an MLIS student at UA. She/her.
Mark Felix, Director of Instructional Support, University of Arizona. Mark is a D2L and instructional technologies administrator who focuses on helping the academic departments meet their online learning needs. He/him.
Resisting capitalist and neoliberal conceptions of information literacy
This roundtable discussion explores the alignment of information literacy with neoliberal and capitalist conceptions of labor and corporate interests, in which the ability to use information efficiently to complete specific tasks is a crucial business practice and necessary job skill; wherein the independent, efficient worker, is a prized commodity. Critical information literacy suggests a shift from expediency toward a theoretically informed practice that seeks to transform oppressive structures. Questions participants may explore include: What language do we use in information literacy and library instruction that reinforces immersion in neoliberalism? What connections to neoliberalism and/or capitalist systems do you see in your current teaching practices and teaching models? How do these connections disempower our students? What strategies do we use in the classroom, in one-on-one consultations, in our online guidance, to resist perpetuating expediency, efficiency, and self-sufficiency as the goals of library use/resources? How might we reject participation in neoliberal projects within our universities and in higher education generally, without losing what power we have within the system?
Lua Gregory, First Year Experience, Education & Humanities Librarian, University of Redlands
Shana Higgins, Instruction Coordinator, Interim Library Director, Interdisciplinary & Area Studies Librarian, University of Redlands
Take Back the Cite!: Connecting Conscientious Citational Practices and Feminist Pedagogy in Library Instruction
Aliza Elkin, Senior Assistant Librarian, San José State University. Aliza Elkin is the liaison librarian for Art and Art History and Design at San José State University. She has a bachelor’s degree in gender and women’s studies from Hampshire College and Master of Science in Information from the University of Michigan. Aliza’s research interests revolve around the politics of citation, feminist pedagogy, and information ethics.
Queering Pedagogies: Radical Approaches to Library and Archival Instruction
Critical library pedagogy focuses on giving students the tools to learn various forms of literacy, analysis, and the possibility of seeing themselves reflected in education and society at large. Many students might feel like their lives are ignored or erased from mainstream narratives within and outside the academy. I propose using José Esteban Muñoz’s concept of ‘disidentification’ as a methodology that extends beyond Latinx cultural studies and can also be used as a pedagogical library tool. Muñoz defines “[…] disidentification [as] a step further than cracking open the majority; it proceeds to use this code as a raw material for representing a disempowered politics or positionality that has been rendered unthinkable by the dominant culture” (30). To disidentify can mean simultaneously working within and against an institution. In other words, to disidentify within the context of critical pedagogy is to make interventions or disruptions by consciously teaching and facilitating spaces of knowledge creation within a structure not meant to preserve and be inclusive of non-dominant groups. This presentation also explores the impact of tatiana de la tierra’s work in librarianship and her expression of sexual desire not only as a tool to disrupt library literature but as a radical pedagogical tool that disidentified with conventional modes of instruction as a practice void of sexuality. While tatiana de la tierra’s spoken word and poetry voiced Latina lesbian desire, her work in library sciences makes sexual desire explicit to challenge the silences and censoring of queer Latinx experiences. I argue that de la tierra’s work within the archive and library fields, with zines and instructional texts like “Serving LGBTIQ Library and Archives users,” questioned normativity and recognized queer Latinx experiences to subvert the notion of compulsory heterosexuality and heteronormativity in teaching users and/or library professionals. The focus on “neutrality” within the Library and Information Science profession, for example, has been another way to uphold “whiteness” and heterosexuality as the norms and has undoubtedly aggravated the exclusion of queers, people of color, and especially queer people of color from the historical narrative. Through the work of Muñoz and de la tierra we can imagine and create spaces that take into account sexual and racial nuances where queer students of color are continuously part of the conversation on information sciences.
Greenblatt, Ellen, ed. Serving LGBTIQ library and archives users: essays on outreach, service, collections and access. McFarland, 2010.
Muñoz, José Esteban. Disidentifications: Queers of color and the performance of politics. Vol. 2. U of Minnesota Press, 1999.
Rich, Adrienne. “Compulsory heterosexuality and lesbian existence.” Signs: Journal of women in culture and society 5, no. 4 (1980): 631-660.
Lizeth Zepeda is a Diversity Resident Librarian and Research Assistant Professor at the University of Tennessee in Knoxville, Tennessee. She was formally an Outreach Archivist and Librarian at the Arizona Historical Society in Tucson, Arizona. Lizeth holds a Master of Library and Information Science with an emphasis in Archival Studies from the University of Arizona’s School of Information and a Knowledge River Scholar. She also holds two Bachelor of Arts degrees in Psychology and Women’s, Gender, and Sexuality Studies from California State University, Long Beach. Her research interests include working with traditionally under-documented communities, outreach programming, Spanish-language materials, and queer(ing) archives.
Resisting the Appeal of the Fake News Narrative
The weaponization of false information has been presented as both a threat to democracy and an opportunity for libraries to showcase their value during a time of crisis. While there is value in library programming that addresses the issue of fake news, too easily this conversation can turn into proscriptions for choosing the right sources of information rather than discussions of the ways in which information infrastructure makes it so easy for false information to spread. In this roundtable, we’ll discuss how libraries can navigate participation in the discussion around fake news while resisting the temptation to offer simplified solutions that ignore broader issues of information distribution and access.
Jessica Hagman Ohio University Libraries Jessica Hagman is the Ohio University Libraries’ Social Media Coordinator and Subject Librarian for Scripps College.
Emotional Labor of Librarians of Color
Recent trends in academic librarianship include topics of social justice, critical pedagogy, and critical librarianship, while our institutions continue to grapple with the concepts of diversity, equity and inclusion. Librarians of color are often called upon to do this work, but are not acknowledged or compensated for engaging in this challenging work. This invisible labor creates substantial emotional and professional burdens for librarians of color. This panel will share the experiences and research of four librarians of color from different institutions.
Naomi Bishop. Teaching, Learning and Research Services Librarian, Science and Engineering Liaison, Northern Arizona University Cline Library. Naomi is currently a Teaching, Learning, and Research Services Librarian supporting science and engineering at Northern Arizona University. Previously, she worked at the University of Denver, Roche Tissue Diagnostics, and as Librarian in Residence at University of Notre Dame. She received her Masters of Library and Information Science degree from University of Washington in 2010. Naomi holds a Bachelor of Arts degree in German Studies from the University of Arizona. She is a member of the Association of Tribal Archives, Libraries, and Museums, the American Indian Science and Engineering Society, and the American Indian Library Association. She is currently implementing a LSTA Grant called Thinking through Making to bring cultural making to the campus and community.
Kawanna Bright. PhD Candidate, University of Denver. Kawanna Bright is currently a PhD candidate in the University of Denver’s Morgridge College of Education Research Methods & Statistics Program, focusing on Institutional Research. Her research areas include library assessment, diversity in libraries, and the teaching and application of research methodologies. Ms. Bright is a 2003 graduate of the University of Washington, iSchool and a former academic librarian working in reference and instruction services, including four years managing reference departments.
Alanna Aiko Moore. Subject Specialist for Sociology, Ethnic Studies, and Gender Studies. University of California, San Diego. Alanna Aiko Moore is the Sociology, Ethnic Studies, and Gender Studies Librarian at University of California, San Diego (UCSD). She joined UCSD after completing her MLIS in 2003, and worked as a non-profit administrator and community organizer prior to entering the library profession. Alanna is the Chair of the ALA Council Committee on Diversity, an active APALA member, and served as the Program Chair for the 2012 Joint Conference of Librarians of Color. She was a 2003 Spectrum Scholar and served as chair the Spectrum Scholar Interest Group and the Spectrum Leadership Institute. She is a board member of UCSD’s Lesbian Gay Bisexual and Transgender Resource Center and a fellow in the Association of Research Libraries Leadership and Career Development Program. Her research focuses on cross-cultural mentoring, intersectionality, diversity and social justice in librarianship and breaking the barriers and the invisibility of marginalized people in our profession. She is a member of the American Library Association and the Asian Pacific American Librarians Association.
Moderator: Del R. Hornbuckle. Dean of Library Services at California State University, Fresno. Delritta Hornbuckle is dean of Library Services for Fresno State’s Henry Madden Library. Hornbuckle, served as the director of the Lasell College Brennan Library in Massachusetts, earned her Master of Library Science from the Pratt Institute in New York and her Bachelor of Arts in Political Science from Texas A&M University. She has previously served as the associate director of Library Information Services at the Harvard Business School.
Don’t make me think? The intersections and contradictions of critical pedagogy, IL, and UX
This interactive panel will provide an opportunity to consider the relationship between information literacy, critical pedagogy, and user experience in academic libraries. Does the focus in UX on creating experiences and happiness, on clean interfaces and single search boxes, undermine the goals of the critical library instruction or does it facilitate learning by allowing the student to attend to the conceptual rather than the procedural? Given that Lanclos and Asher (2016) describe the current state of UX work in libraries as “ethnographish,” that is to say, inspired by ethnographic methods but superficial in approach, does a critical interrogation of UX provide insights into a more empowering pedagogy for IL?
Maura Seale is History Librarian at the University of Michigan. She received an MA in American Studies from the University of Minnesota and an MSI from the University of Michigan.
Alison Hicks is Lecturer (Assistant Professor) in the Department of Information Studies at University College, London (UCL). Her research takes a sociocultural approach to information literacy, with a focus on transition, world language learning and intercultural settings. http://alisonhicks.weebly.com
Karen Nicholson is Manager, Information Literacy, at the University of Guelph and a PhD Candidate (LIS) at the University of Western Ontario.
Using synchronous posting in library instruction sessions to locate student pain points
The nature of undergraduate library instruction sessions means we often do not see the same students more than once. We rarely begin the class knowing students’ names, their majors, their confidence levels or how they’re feeling that day.I will discuss beginning my instruction sessions with a student activity featuring synchronous, anonymous posting in an effort to create a safe space and to empower students by centering their voices, particularly the voices of students from marginalized communities who may not feel safe in the typical classroom environment. I will discuss how I assess student needs, pain points, and confidence levels in the beginning of class rather than at the end.
Naomi Binnie is the Digital Education Librarian at University of Michigan Library in Ann Arbor. She supports undergraduate instruction through both online and in-person teaching, and leads e-learning initiatives throughout the university’s undergraduate and graduate libraries. Her interests include teaching and learning, serving non-traditional learners, critical pedagogy, and promoting peer-mentorship and professional development opportunities for early career librarians.