Key Points Think about a time when you had a meaningful learning experience. Bringing the Critical Librarianship Movement into the Classroom • Were there any critical elements? • Keep experience in mind. Samantha Bise, MLIS @Sam_Bise
Reference & Instruction Librarian, Central Penn College
Goals for Today Who knows what “critical” librarianship is? Who is using it with students? 1. Quick theory 2. Putting theory into practice 3. Resources 4. Group discussion
Sam’s explanation Critical Theory
Critical Theory Critical Theory • Critique drives growth • Values human concern Critical Pedagogy Critical Pedagogy • Values are human construct Critical Librarianship Critical Librarianship
Critical Information Critical Information Literacy Literacy Instruction Instruction
(Kohil, 1996)
1 Critical Pedagogy Critical Librarianship
Critical Theory Critical Theory • Critiques relationship between education & social Critical Pedagogy Critical Pedagogy • Historical, social, & political values influences on information Critical Librarianship • Knowledge is not neutral Critical Librarianship • Creation, storage, retrieval, access, etc. Critical Information Critical Information Literacy Literacy • Systems of oppression & power Instruction Instruction
(“Pedagogy/Critical Pedagogy,” 2007)
Critical Information Literacy Examples of Critical Issues & Methods
Critical Theory Issues Methods Critical Pedagogy • Bias in info. creation • Student-focused dialogue
Critical Librarianship • Bias in info. organization • Inquiry-based • Missing perspectives • Less instructor authority Critical Information • How do we educate our Literacy communities to be critical of • Control over info. • Problem-solving Instruction information? • Access and barriers • Self-reflection • Critical content AND methods
Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD
1. Read “The Lopsided Geography 1. What has gotten your attention of Wikipedia” (Friedman, 2016) Issue: Internet does not Issue: Information control & today? problematic algorithms 2. Three groups discuss & share equal access 2. Discuss FB & IG algorithms. access issues related to: Methods: Dialogue, self- a. Technology Method: Dialogue 3. Google Image Search reflection b. Language professional vs. unprofessional hair. c. Government
(California State University San Bernardino, 2018)
2 Theory to Practice Theory to Practice
Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD 1. What are your college’s values? 1. Are you an author? Issue: Bias in academic 2. What does your favorite Issue: Author vs. authority sources 2. What qualifies somebody as an professor care about? author? 3. Describe a neutral institution. Methods: Dialogue, self- Methods: Dialogue, inquiry, 3. Discuss author vs. authority. reflection 4. Can we be neutral in our less instructor authority work/research? 4. Who is authority on your topic?
(Espinel, 2016, pp. 21-26)
Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD
1. Make list of words for Issue: Language is a 1. Research “climate change” at Issue: Public research & marijuana. product of culture current EPA site vs. archived site. power dynamics 2. Discuss impact on: 2. Put star by words scholars Methods: Dialogue, less a. Research & science instructor authority b. Lives of scientists Method: Inquiry might use. c. Education
3 Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD
How could these things influence 1. Find paper with writing on it. the study? Issue: Bias in research Issue: Historical context of 2. Exchange, analyze, & share. a. Grant funding studies a. What did you learn about person? our primary sources b. Institution values & resources b. Is writing style different for c. Discipline’s trends Methods: Dialogue, inquiry different audiences? Self vs. prof? Methods: Dialogue, inquiry, d. Author’s interests c. Time or location specific language? less instructor authority
(Franks, 2010, p. 49) (Browndord, 2016, pp. 163-168)
Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD
1. Discuss Dewey Decimal System & 1. Create your own quality Library of Congress. Issue: Bias in Issue: Peer-review is not control process. organizational systems perfect 2. Be anthropologist from 500 years from today. 2. Discuss strengths & Method: Dialogue, inquiry Methods: Problem-solving, 3. What are this society’s values? weaknesses of peer-review. inquiry
(Tewell, 2018)
Theory to Practice Theory to Practice
INSTRUCTION CRITICAL ISSUE & METHOD INSTRUCTION CRITICAL ISSUE & METHOD
1. Pull out minimal background Issue: Data has 1. How do you feel? Issue: Images have context info. & raw data from study. constructed meaning 2. What do you (visual literacy) 2. Have students analyze data. know? Methods: Inquiry, less 3. Have students compare their Methods: Dialogue, inquiry instructor authority 3. How can you analysis to study’s conclusion. research?
V-J Day in Times Square (Eisenstaedt, 1945)
4 Theory to Practice Theory to Practice “Diamonds weigh, my teeths is sore. I got homies…My money thick, won’t ever fold. She said, INSTRUCTION CRITICAL ISSUE & METHOD “Can I have some to hold?” And I can’t ever tell you no.” –Psycho, by Post Malone & Ty Dolla $ign (2018)
Austin Post and Tyrone Griffin Jr., professionally known as Post Malone and Ty Dolla $ign, wrote and released the song Psycho with the help of Psycho, released in digital format in 2018 on 1. Annotate lyrics from hip hop song. songwriter, Louis Bell. Psycho, released in digital format in 2018 on the the album titled Beerbongs and Bentleys, Issue: Language & jargon album titled Beerbongs and Bentleys, aligns with most of Post’s work in rap and hip-hop. In the final lines of the first verse, Post Malone, Ty aligns with most of Post’s work in rap and 2. Discuss language as a cultural Dolla $ign, and Bell discuss diamonds so heavy in weight that their teeth as a barrier are in pain, implying that they have so much money they can afford to hip-hop. In the final lines of the first verse, identity. put large diamonds on their teeth; these are often referred to as grillz, teeth gems, or teeth jewelry in other songs in this genre. The authors of Post Malone, Ty Dolla $ign, and Bell discuss the song go on to say that their money is stacked so thick they are unable diamonds so heavy in weight that their teeth 3. Discuss ways academic language to fold their piles of dollar bills, providing more evidence that they have Method: Self-reflection large amounts of wealth. They quote a female asking to have some money are in pain, implying that they have so much can be challenging without context. to hold. In the song, Post Malone responds by stating that he could never tell her no, implying that this female has some type of unstated control money they can afford to put large over his will. These lyrics make two points well. Firstly, the authors diamonds on their teeth; these are often appear to have large amounts of money. Secondly, there is a female who Post Malone is willing to give some of his money to. Although no hard referred to as grillz, teeth gems, or teeth evidence has been given to support these claims, the approach and language used is appropriate for this source type. jewelry in other songs in this genre. Activity inspired by Ellenwood & Berger (2016, pp. 197-205)
Why is it important? What challenges exist?
• Users & creators of information • Time & one-shots • Identify problems outside own perspective • Difficult topics are difficult • Connect info. lit. to real world • Addressing own bias • Action begins with knowledge • Reputation with instructors • Instructor passion • Reputation with students • Critical overkill
Resources Group Discussion
1. Raise your hand if you have used critical methods or topics before.
5 Group Discussion Group Discussion
1. Raise your hand if you have used critical methods or topics before. 1. Raise your hand if you have used critical methods or topics before. 2. Did the learning experience you thought of in the beginning have 2. Did the learning experience you thought of in the beginning have any critical elements? How so? any critical elements? How so? 3. How have you implemented critical approaches to your own library work?
Group Discussion Group Discussion
1. Raise your hand if you have used critical methods or topics before. 1. Raise your hand if you have used critical methods or topics before. 2. Did the learning experience you thought of in the beginning have 2. Did the learning experience you thought of in the beginning have any critical elements? How so? any critical elements? How so? 3. How have you implemented critical approaches to your own library 3. How have you implemented critical approaches to your own library work? work? 4. What critical methods or topics are you considering introducing into 4. What critical methods or topics are you considering introducing into your work and how? your work and how? 5. What else can library workers do to challenge power dynamics in information and educate our communities?
References
Badke, W. (2014). Research strategies: Finding your way through the information fog, 5th edition. Bloomington, IN: iUniverse. Browndorf, M. (2016). My primary sources: Using student personal history as a gateway to historical context. In N. Pagowksy, & K. McElroy (Eds.), Critical library pedagogy: Lesson plans, volume 2 (pp. 163-168). Chicago, IL: Association of College and Research Libraries. Burke, K. (1974). The philosophy of literary form. Oakland, CA: University of California Press. California State University San Bernardino. (2018). Critical information literacy laboratory for faculty: An online toolkit for teaching and learning. Retrieved from http://library.csusb.edu/cillab/?page_id=112 Downey, A. (2016). Critical information literacy: Foundations, inspiration, and ideas. Sacramento, CA: Library Juice Press. Eisenstaedt, A. (1945). VJ Day in Times Square [Photograph]. [1945]. Houston, TX: The Museum of Fine Arts. Retrieved from https://www.mfah.org/art/detail/5336 Ellenwood, D., & Berger, A. (2016). Fresh techniques: Hip hop and library research. In N. Pagowksy, & K. McElroy (Eds.), Critical library pedagogy: Lesson plans, volume 2 (pp. 197-205). Chicago, IL: Association of College and Research Libraries. Espinel, R. (2016). Question authority and be an authority: The future belongs to us. In N. Pagowksy, & K. McElroy (Eds.), Critical library pedagogy: Lesson plans, volume 2 (pp. 21-26). Chicago, IL: Association of College and Research Libraries. Franks, S. (2010). Grand narratives and the information cycle in the library instruction classroom. In M. T. Accardi, E. Drabinski, & A. Kumbier (Eds.), Critical library instruction: Theories and methods (pp. 43-54). Duluth, MN: Library Juice Press. Friedman, U. (2016). The lopsided geography of Wikipedia. The Atlantic. Retrieved from https://www.theatlantic.com/ Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York, NY: New York University Press. Post Malone, P., $ign, T. D., & Bell, S. (2018). Psycho [Recorded by Post Malone feat. Ty Dolla $ign]. On Beerbongs & Bentleys {digital audio]. New York, NY: Republic Records. Sittler, R.L, & Cook, D. (2009). The library instruction cookbook. Chicago, IL: Association of College and Research Libraries. Stonebraker, I., Maxwell, C., & Jerrit, J. (2016). Critical pedagogy for business and management undergraduates: Evaluation of marketing information. In N. Pagowksy, & K. McElroy (Eds.), Critical library pedagogy: Lesson plans, volume 2 (pp. 139-146). Chicago, IL: Association of College and Research Libraries. Swanson, T. A. (2010). Information is personal: Critical information literacy and personal epistemology. In M. T. Accardi, E. Drabinski, & A. Kumbier (Eds.), Critical library instruction: Theories and methods (pp. 265-277). Duluth, MN: Library Juice Press. Tewell, E. (2018). The practice and promise of critical information literacy: Academic librarians’ involvement in critical library instruction. College & Research Libraries, 79(1). doi: 10.5860/crl.79.1.10 Wallis, L. (2016). Mapping power and privilege in scholarly conversations. In N. Pagowksy, & K. McElroy (Eds.), Critical library pedagogy: Lesson plans, volume 2 (pp. 1-7). Chicago, IL: Association of College and Research Libraries.
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