Increasing Faculty-Librarian Collaboration Through Critical Librarianship Adrienne Gosselin Cleveland State University, [email protected]

Increasing Faculty-Librarian Collaboration Through Critical Librarianship Adrienne Gosselin Cleveland State University, A.Gosselin@Csuohio.Edu

View metadata, citation and similar papers at core.ac.uk brought to you by CORE

provided by University of Denver

Collaborative Librarianship

Volume 11 | Issue 2 Article 5

7-26-2019 Increasing Faculty-Librarian Collaboration through Critical Librarianship Adrienne Gosselin Cleveland State University, [email protected]

Mandi Goodsett Cleveland State University, [email protected]

Follow this and additional works at: https://digitalcommons.du.edu/collaborativelibrarianship

Recommended Citation Gosselin, Adrienne and Goodsett, Mandi (2019) "Increasing Faculty-Librarian Collaboration through Critical Librarianship," Collaborative Librarianship: Vol. 11 : Iss. 2 , Article 5. Available at: https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5

This From the Field is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in Collaborative Librarianship by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Gosselin and Goodsett: Faculty-Librarian Collaboration through Critical Librarianship Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

From the Field

Increasing Faculty-Librarian Collaboration through Critical Librarianship

Adrienne Gosselin ([email protected]) Associate Professor, English, Cleveland State University

Mandi Goodsett ([email protected]) Performing Arts and Humanities Librarian, Michael Schwartz Library, Cleveland State University

Abstract

Through the lens of critical librarianship, librarians are becoming increasingly involved in social justice, civic engagement, and human rights issues. This paper examines the collaboration between a subject librarian and a faculty member in an assignment that engaged in Public Sphere Pedagogy (PSP), a teaching strategy with the goal of increasing students’ sense of civic agency and personal and social responsibility by connecting their classwork to public arenas; and project-based learning, wherein students develop a question to research and create projects that reflect their knowledge, which they share with a select audience.

Keywords: critical librarianship, civic engagement, social justice, project-based learning, public sphere pedagogy, library instruction, collaboration, information literacy

Introduction project-based learning, a teacher-facilitated, student-driven approach to learning that incorpo- Through the lens of critical librarianship, librari- rates multiple group-learning strategies. Incor- ans are becoming increasingly involved in criti- porating Public Sphere Pedagogy and project- cal pedagogy, one aspect of which is increasing based learning, the authors worked together to civic engagement and student empowerment. engage students with a public issue: lead poi- This paper explores collaboration between a soning. Building on a literature assignment that subject librarian and a faculty member in an as- targeted lead poisoning in poor urban areas, stu- signment designed to examine social justice and dents created research projects that not only ex- human rights issues. The collaboration involved plored the ramifications of lead poisoning, but two relatively unexplored methods for civic en- also the ways in which their chosen disciplines gagement: Public Sphere Pedagogy, which in- addressed issues surrounding lead poisoning. creases students’ sense of civic agency by con- The final result was a formal presentation of stu- necting their classwork to public arenas, and dent-designed, discipline-specific posters held in

Collaborative Librarianship 11(2): 100-109 (2019) 100 Published by Digital Commons @ DU, 2019 1 Collaborative Librarianship, Vol. 11 [2019], Iss. 2, Art. 5 Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

the Michael Schwartz Library at Cleveland State process of teaching students to undergo re- University (CSU). search. Rather than having students write an annotated bibliography or research paper, the fac- Librarianship and Critical Pedagogy ulty member helped her students develop a product that reflected their own capacity to call Librarians have been promoting critical peda- out and shape the power structures in their gogy in library instruction for over a decade. fields of study. This approach both allowed and The combination of information literacy and encouraged the librarian collaborator to step critical pedagogy is often referred to as “critical outside the typical method of teaching infor- information literacy.” Tewell defines critical in- mation literacy and, instead, empower students formation literacy as “ways librarians may en- to direct their own learning and research pro- courage students to engage with and act upon cess. the power structures underpinning infor- 1 mation’s production and dissemination.” An Critical pedagogy informed the impact of the important aspect of critical information literacy collaboration, in addition to guiding the collabo- is its emphasis on student-centered learning, rative process. In this case, it gave the students and the encouragement of students to take an and collaborators the opportunity to see various 2 active role in their own education. Students are disciplines through the same lens—that of criti- asked to consider what is happening in their cal information literacy. It also helped the stu- world, ask questions, and take action to make dents see the role of research in questioning and necessary changes. While higher education is in- dismantling hegemonic social structures in their creasingly focused on producing students who own future professional communities. Finally, it will have specific job skills and be primed to en- allowed womanism (explained later in this pa- ter the workforce, critical information literacy per) to take center stage in the activities of the tries to promote education that has a purpose course. The result was a class project that was beyond the production of perfect workers. In more meaningful to students and more impact- critical information literacy, students are encour- ful to the campus community. aged to acknowledge problems in society and work for social change.3 For librarians, this Public Sphere Pedagogy means introducing dialogue and social issues into the information literacy session—a goal that Public Sphere Pedagogy (PSP) describes a aligns with both Public Sphere Pedagogy and method of teaching that adds a public compo- project-based learning. nent to instruction in an effort to address contemporary public issues and help students gain Critical pedagogy, by definition, withdraws fo- a deeper sense of civic engagement and respon- cus from the individual and instead examines sibility.4 PSP uses critical theory by helping stu- the larger social context. For this reason, it dents question authority and take control of the makes an ideal platform for collaboration in democratic process for themselves.5 Rather than teaching information literacy. In this collabora- serving in the role of observers in the classroom, tive project, critical pedagogy provided a frame- PSP asks students to engage in their communi- work for shared understanding and purpose be- ties, take the initiative to learn about issues that tween the librarian and the English Department affect them, and take action based on what they faculty member. The collaborators hoped to have learned. This approach was first intro- question both the traditional content of an aca- duced by First-Year Writing instructors at Cali- demic research project, as well as the typical fornia State University-Chico (CSU-Chico),

Collaborative Librarianship 11(2): 100-109 (2019) 101 https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5 2 Gosselin and Goodsett: Faculty-Librarian Collaboration through Critical Librarianship Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

where Thia Wolf, Sofie Burton, Chris Fosen, Jus- place in government buildings in the commu- tin Gonder, and Jill Swiencicki used PSP to help nity, students make speeches, give panel presen- students develop the dialogue and research tations, engage in debate, and conduct an skills necessary to be more civically engaged. “expo” of sorts with displays and activities to Their idea builds on the work of John Dewey, engage participants.11 The topics of the all-day who argued that students should be active par- event are usually controversial and relevant to ticipants in their learning, and that education the community, and they require students to should reflect the “life activities” in which stu- conduct research in preparation. Assessments of dents participate.6 It also builds on the idea of these events show that participants in the events “communities of practice” developed by Lave tend to be more academically engaged after- and Wenger in the 1990s. In communities of ward, and they often demonstrate (through their practice, student groups engage with shared is- reflections) changes in thinking habits and sues and are driven by a common purpose.7 higher levels of self-esteem.12 The success of Both of these theorists, while not explicitly refer- these events has inspired other instructors to encing the relationships between their ideas and begin adopting the principles of PSP in their the development of an active democratic com- own teaching. munity, support the premise of PSP: that students should be actively involved in their learn- At Cleveland State University, Adrienne ing with others in their communities such that Gosselin, Associate Professor in the Department they become informed participants in a democ- of English, is one of two faculty in the College of racy. Liberal Arts and Social Sciences (CLASS) to in- corporate PSP in classroom curriculum. Ed Hor- One PSP method introduced by CSU-Chico (first owitz, Associate Professor in the School of Com- in 2006 and continuing to this day) is called the munication, used PSP to help his journalism stu- “Town Hall Meeting.” As part of this event, students explore public issues in 2014 through in- dents are required to conduct individual re- terviews of the public and poster presentations. search projects on controversial topics of inter- In conjunction with another one of Dr. Horo- est, a project that involves writing annotated witz’s classes, CSU also conducted a Town Hall bibliographies, working on peer research teams event in 2015. This event had the CEO of a local to answer their assigned questions, and explor- grocery store chain as its keynote speaker, and ing potential action plans.8 Then all 1,200-1,400 engaged students in dialogue about food and students come together to discuss the issue in their community.13 These events have met with groups of twenty-five, including subject experts success and continue to be offered. from the community and moderators.9 With the help of the subject experts, students then de- The PSP topic for the Fall 2016 semester at CSU velop action plans that some go on to implement was issues surrounding lead in the students’ through Office of Civic Engagement intern- communities (a significant problem in the city of ships.10 The event ends with students writing re- Cleveland, where lead paint continues to be a flections about the experience of having dia- risk factor in urban areas). In keeping with this logues with others about these challenging is- theme, Dr. Gosselin incorporated PSP into the sues. curriculum of her class, ENG 208: Woman- ism/Feminism. The PSP component built on a Another PSP method employed by CSU-Chico reading assignment featuring a detective novel instructors is called the “Great Debate.” At this by award-winning author Barbara Neely. The event, which is open to the public and takes fourth in a series, the book Blanche Cleans Up tar-

Collaborative Librarianship 11(2): 100-109 (2019) 102 Published by Digital Commons @ DU, 2019 3 Collaborative Librarianship, Vol. 11 [2019], Iss. 2, Art. 5 Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

gets lead poisoning in poor urban areas by fore- the curriculum that involves higher-level read- grounding the story of a single black mother ing using a core assignment to explore for whose child has been imprisoned for violent be- deeper learning. A study based on a qualitative havior, and her campaign for the city to investi- review of articles on project-based learning iden- gate effects of lead on violence. Because conflict- tified five characteristics for best-practice in ing course schedules prohibited participation in post-secondary education.19 According to the Dr. Horowitz’s Town Hall event, the students in authors, such projects: ENG 208 conducted original research that culmi- nated in a poster presentation that could be 1) involve the solution of a problem, often, shared with the CSU community. though not necessarily, set by the student him- self (or herself); Designed by Dr. Gosselin in 1996, ENG 208 is a general education course that meets require- 2) involve initiative by the student or group ments in both the Black Studies and Women’s of students, and necessitate a variety of educa- Studies programs. Grounded in black feminist tional activities; theory, womanism is a social change perspective 3) require work over an extended length of rooted in the experiences and methods of prob- time; lem-solving as experienced by African American women and other women of color.14 Unlike fem- 4) involve teaching staff in an advisory, ra- inism, womanism is not confined to issues of ther than authoritarian, role at any or all of the gender or sexism. Instead it considers all sites stages – initiation, conduct and conclusion; and forms of oppressions that derive from social and categories of gender, race, or class as targets of equal concern and action for all individuals, re- 5) commonly result in an end product. gardless of gender or race. Womanism shares While the larger topic—issues surrounding lead pedagogical goals with critical thinking and crit- – was the selected PSP topic for the semester, the ical pedagogy,15 and as a general education project-based learning component in ENG 208 course, ENG 208 provides a platform for foster- built on student research about lead poisoning ing proficiencies that span all fields of study issues and the ways in which their individual wherein students will encounter issues “as citi- disciplines addressed these issues. The three- zens in a globally engaged democracy.”16 credit class met three times a week in the fifteen- Project-Based Learning week semester. Coursework was divided into five units, each with individual learning objec- Project-based learning is a model for instruction tives. The PSP/project-based learning compo- that engages complex tasks based on challeng- nent was part of a four-week unit that included ing questions or problems; involves students in one week for reading and discussion of the text design, problem-solving, decision making, and three weeks for research activities coordi- and/or investigative activities; allows students nated with library instruction. During the week to work relatively autonomously over extended reserved for reading and critical discussion, stu- periods of time; and culminates in realistic prod- dents organized themselves into eight self-se- ucts or presentations.17 It is important to note lected groups. Three groups represented various that project-based learning is not a supplemen- majors within the Colleges of Business, Science, tary activity to support learning.18 Rather, like and Engineering. Three groups represented de- PSP, project-based learning is an integral part of partments within CLASS. Of these, two represented social sciences, with the other composed

Collaborative Librarianship 11(2): 100-109 (2019) 103 https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5 4 Gosselin and Goodsett: Faculty-Librarian Collaboration through Critical Librarianship Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

of interdisciplinary majors within the college. To address the interdisciplinary make-up of the The remaining two were interdisciplinary course, prior to the library instruction session groups representing majors across the univer- the English Department liaison librarian created sity, including CLASS, the College of Engineer- a research guide in collaboration with other de- ing, the College of Urban Affairs, and the Col- partment librarians to help students from vari- lege of Science (See Table 1). ous disciplines find relevant sources about lead poisoning (http://re- Project-based learning requires multiple sup- searchguides.csuohio.edu/eng208). Although ports for students as they conduct their inquiry. none of them had co-created a research guide Such supports should consider a range of scaf- before, all of them were eager and willing to folds, including technology that can aid students provide suggested resources in their specialty in determining the viability of their questions, areas for students to use. All of them also ex- the merits of their designs and data collection, pressed a willingness to help students in the the adequacy of their investigation, and the ac- class should subject-specific research questions 20 curacy of their data analysis. The second week come up. of the unit focused on information literacy, where partnership with the library enabled multiple strategies for scaffolding.

Table 1. Student Colleges, Disciplinary Focus, and Poster Titles

Poster Title College Discipline

Effects of Lead on People, Ani- College of Science Environmental Studies, Pre-Vet, mals, and Plants Pre-Med, Biology

Contemporary Effects of Leaded College of Engineering Computer Science, Mechanical Gasoline Engineering

News Coverage on Lead CLASS, College of Science Journalism, Mathematics

Effects of Lead Poisoning on CLASS Black Studies, Women’s Studies, Mothers and Children in Black Political Science Communities

Sherwin-Williams Controversy: College of Business Marketing, Economics Lead and the Business Commu- nity

Effects of Lead on Psychological Sciences Psychology Development

Effects of Lead on Urban Envi- CLASS, College of Urban Affairs Urban Studies, Civil Engineer- ronments ing, Anthropology, Pre-Social Work

Lead and Criminal Behavior CLASS Criminal Justice

Collaborative Librarianship 11(2): 100-109 (2019) 104 Published by Digital Commons @ DU, 2019 5 Collaborative Librarianship, Vol. 11 [2019], Iss. 2, Art. 5 Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

The library session itself was held in one of the students who, by then, were able to discuss ele- library instruction rooms where tech support in- ments using fundamental terms of graphic de- cluded a Smartboard, laptops for all students, sign. She ended the session by giving the stu- and access to the library’s online resources. The dents a link to a PowerPoint template they were session began with instruction on navigating the to use for their designs. library’s website and an overview of library resources, followed by hands-on exercises involv- In project-based learning, while tasks are di- ing the fundamentals of research that intro- vided among participants, the aim is to con- duced initial steps to develop topics for critical struct a shared outcome. Work involves ele- inquiry and allowed ample time for students to ments of both cooperative learning, determined find sources. Because this was a 200-level, gen- by the extent of shared activity, and collabora- eral education course, most students were not tive learning, which requires participants to 22 familiar with research as a process and even solve a problem or perform a task together. In fewer were familiar with the mechanics of criti- the week following the instruction on poster de- cal thinking involved in formulating a research sign, students were given individual and collec- question. In the third class, students worked in- tive assignments. Individually, they were to dis- dependently in the library’s computer lab, with cuss the project with at least one professor in the instructor and the librarian available for their respective discipline. During this inter- questions and directions. They were then review, they were to explain the broad goal for the quired to post at least three findings to group group topic and ask for any additional material discussion boards in the learning management and/or direction. They were also to take notes system (LMS), Blackboard. and bring the information to class by the end of the week. In class, they worked collectively. As a Following the library workshop, a staff member group they produced a rough draft of their from Instructional Media Services spoke to the poster design and rough drafts for content to be class on designing posters for professional developed, with the understanding that group presentation. To prepare, students were as- work in class would be followed up by individ- signed to read and take notes on Colin Purring- ual work outside of class. Next, the class met in ton’s website, Designing Conference Posters,21 to the library instruction classroom to work in become familiar with principles of poster de- groups on the provided laptops. In this session, sign. The instruction lecture was led by one of they transferred rough drafts to the given Pow- the library’s Digital Production Unit staff mem- erPoint format, working on design components, bers, who began the session by surveying stu- as well as researching potential graphic images dents to assess their experience with poster de- and how those would be incorporated into the sign. She found that while some students had design. They also discussed results of the inter- presented hand-made posters, none had experi- views with their classmates and determined if ence with digital production. She then ad- any feedback could be useful to the design com- dressed components and mechanics for poster ponents. By the end of the class, each group had design. Her discussion of best practices was un- assigned which student would be responsible derscored by references to several example post- for the content designated to particular design ers she selected in advance so that students components. could see and better understand the design principles. She also engaged the students in a cri- Project-based learning must be complex in order tique of a “What-Not-To-Do” poster, which she to motivate students to generate questions on designed for the session. The critique engaged their own. Once the end product is defined, stu-

Collaborative Librarianship 11(2): 100-109 (2019) 105 https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5 6 Gosselin and Goodsett: Faculty-Librarian Collaboration through Critical Librarianship Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

dents must work as a team to complete their cre- As a result of this activity, students were able to ation. The process requires task-oriented interac- connect classroom curriculum with a public is- tion where students are forced to think as a team sue, explore the ways in which their majors in- in order to execute steps in an orderly fashion.23 teract with public problems, conduct research The PSP project included multiple opportunities using library sources in the discipline of their for group feedback in the week following the li- major, learn how to produce and design an aca- brary instruction sessions. The first week fo- demic poster, and gain experience in poster cused on feedback on rough drafts. All three presentation. Attendees of the poster session classes were held in the library instruction class- also benefited by learning about lead poisoning room. Students were given the first class to com- in various contexts and becoming more aware of plete work on rough drafts begun in the previ- this serious issue. ous class. The next two classes were allocated to feedback on these drafts. It was made clear that Role of Collaboration these were ongoing reports, and that the work A class research project like this one, which re- didn’t have to be finished but rather reflect the lies on student autonomy, encourages creative direction of the design and content for each indi- research output, and includes research topics vidual component. In each class, using the mas- that vary widely in their subject matter, benefits ter computer and projection screen, four groups greatly from collaboration. The collaboration were given ten minutes to present their drafts to that allowed for the success of this project can be their peers. Students not presenting were given described in terms of theories from of a compre- review forms soliciting comments on strengths, hensive study on collaboration in higher educa- weaknesses, and suggestions for improvement. tion,24 which defines faculty collaboration as “a Their forms were given to each individual stu- cooperative endeavor that involves common dent and their feedback given to each group. goals, coordinated effort, and outcomes or prod- For the next two weeks, coursework moved on ucts for which the collaborators share responsi- 25 to successive units, with different reading as- bility and credit.” As authors of the study note, signments and learning objectives. However, their definition of collaboration is intentionally group-work on the posters continued outside of broad in order to be flexible enough to accom- class. The fourth week was reserved for feed- modate collaboration in both research and teach- back on the posters. Once again, these classes ing, which they further define by purpose, or- were held in the library instruction classroom. ganizational structure, team composition, and Each group presented poster designs that were duration. far more detailed, all incorporating suggestions Of significance to this report are the ways in from the earlier session. On this occasion, feed- which the study’s findings underscore the role back came from group responses with evalua- of common commitments and consensus building. tions completed collectively by members of each These factors, in turn, determine whether the ac- presenting group. These written critiques were tivity will be one of "complementary collabora- given to the groups for final changes before sub- tion" or "supplementary collaboration." Comple- mitting the PowerPoint files to the Digital Pro- mentary collaboration is highly participatory and duction Unit the following week, with poster- decentralized, engaging more give-and-take printing costs sponsored by the Office of Civic communication than do other types of research Engagement. teams. As the authors describe, in complementary collaboration, collaborators with similar interests and qualifications work closely on a joint

Collaborative Librarianship 11(2): 100-109 (2019) 106 Published by Digital Commons @ DU, 2019 7 Collaborative Librarianship, Vol. 11 [2019], Iss. 2, Art. 5 Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

endeavor to “provoke one another's thinking dents gain the necessary research skills, appreci- and arrive at original insights together that nei- ate the importance of civic engagement, and pre- ther one could achieve independently.”26 sent their work in a public forum. Here are some recommendations for librarians hoping to be- In terms complementary collaboration for this come more involved in critical information liter- project, the framework of and shared interest in acy, project-based learning, and/or public critical pedagogy allowed for a common under- sphere pedagogy. standing and purpose between the librarian and the English Department faculty member. Critical ● Involve other librarians in your endeavor. pedagogy also encourages provocative and orig- The research guide created for this course inal approaches to teaching, and, in this case, the was a group effort by librarians from all of collaboration inspired ideas from both parties. our subject areas. Students also received Pedagogically, the collaboration of project-based valuable training in poster design from a learning allowed students to hone skills, such as staff member in our Digital Production cooperation and active listening, which Austin Unit. & Baldwin characterize as collaborative learning. ● Many general education courses are In this type of learning, knowledge develops taught to students from a wide variety of from ongoing dialogue and interaction as partic- majors, many of which may not be the ipants (in this case, the students) share talents subject being taught. Allowing students to and abilities in ways that offer effective criti- draw connections between the course con- cism, benefitting the group.27 tent and their own majors, especially with the support of their subject librarian, was Austin & Baldwin’s idea of supplementary collabo- a positive experience that librarians might ration involves a more formal structure of coop- consider trying in general education eration. In this regard, coordinated efforts be- courses on their own campuses. tween the College of Liberal Arts and Social Sci- ● Encourage students to make their research ences, the Michael Schwartz Library, and the Of- topics personally inspiring. One important fice of Inclusion to fund and promote the event way to inspire students to make changes provided the opportunity for student work to be in their society is to make the social issues viewed by a larger audience, and for faculty to relevant to their experience and interests. witness the role of critical librarianship in pro- ● Provide space in the library as a public fo- ject-based learning, as well as to become familiar rum for student work. Students were with Public Sphere Pedagogy. Both complemen- thrilled to have various members of the tary and supplementary collaboration improved campus community stop by to see their the outcomes of the project beyond what would posters, which was the result of their have been possible by any single collaborator. placement in a busy, campus hub (the library). Recommendations and Conclusions ● Consider providing specialized research Librarians have an important role to play in help for students who are working on PSP promoting critical information literacy in their projects, or other projects involving com- instruction. Fortunately, some faculty already munity issues. Often these projects require prioritize critical pedagogy and subjects of social special research that can be difficult be- change in the classroom. In those cases, librari- cause it is so specific. Librarians can be ans can provide valuable support in helping stu- particularly helpful here.

Collaborative Librarianship 11(2): 100-109 (2019) 107 https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5 8 Gosselin and Goodsett: Faculty-Librarian Collaboration through Critical Librarianship Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

The PSP/project-based learning experience was very positive. The authors would recommend the use of PSP and project-based learning in the classroom as a way to promote critical pedagogy

and civic engagement. Moreover, the librarian’s involvement can be an important component of success for both PSP projects and/or project- based learning. Whether by providing help find- ing specific resources, poster design training, or

a public space to share ideas for improving society, librarians can promote social justice through their support of student PSP work, leading to a more engaged campus and increased awareness about issues that affect the community.

1 Eamon Tewell, “A Decade of Critical Infor- 8 Jill Swiencicki et al., “The Town Hall Meeting: mation Literacy: A Review of the Literature,” Imagining a Self through Public-Sphere Peda- Communications in Information Literacy 9, no. 1 gogy,” Liberal Education 97, no. 2 (2011): 40–45. (2015): 2. 9 Wolf, “Public Sphere Pedagogy". 2 Tewell. 10 Wolf. 3 Tewell. 11 Wolf. 4 E Horowitz, “Bringing Public Sphere Pedagogy 12 into Your Course--A Beginners Guide--060616 Swiencicki et al., “The Town Hall Meeting.” (002).Pdf,” 2016, 13 Horowitz, “Bringing Public Sphere Pedagogy http://www.csuohio.edu/sites/de- into Your Course--A Beginners Guide.” fault/files/Bringing%20Pub- lic%20Sphere%20Peda- 14 Layli Phillips, “Womanism: On Its Own,” in gogy%20into%20your%20Course--A%20Begin- The Womanist Reader, ed. Layli Phillips ners%20Guide--060616%20%28002%29.pdf. (Routledge, 2006), xix-iv.

5 Thia Wolf, “Public Sphere Pedagogy: Engaging 15 Mary Bruenig. “Turning Experiential Educa- Students as Participants in Democracy,” Diver- tion and Critical Pedagogy Theory into Praxis,” sity & Democracy, 2014 Journal of Experiential Education 28, no. 2 (2005): 106-22. 6 John Dewey, Education and Democracy (New York: Macmillan, 1916). 16 Paul Gaston, “Introduction” in General Educa- tion Transformed: How We Can, Why We Must, 7 Jean Lave and Etienne Wenger, Situated Learn- (Association of American Colleges & Universi- ing: Legitimate Peripheral Participation (Cam- ties, 2015), https://www.aacu.org/publica- bridge University Press, 1991). tions/general-education-transformed.

Collaborative Librarianship 11(2): 100-109 (2019) 108 Published by Digital Commons @ DU, 2019 9 Collaborative Librarianship, Vol. 11 [2019], Iss. 2, Art. 5 Gosselin & Goodsett: Increasing Faculty-Librarian Collaboration

21 “Designing Conference Posters,” Colin Purr- 17 John W. Thomas. A Review of Research on Pro- ington, accessed March 29, 2018, ject-Based Learning (PBL Works: Buck Institute https://colinpurrington.com/tips/poster-de- for Education, 2000), https://docu- sign. ments.sd61.bc.ca/ANED/educationalRe- 22 sources/StudentSuccess/A_Review_of_Re- Helle, Tynja’La, and Olkinuora. “Project- search_on_Project_Based_Learning.pdf. Based Learning,” 296.

23 18 Stephanie Bell. “Project-Based Learning for the Helle, 291. 21st Century; Skills for the Future,” The Clearing 24 Ann E. Austin and Roger G. Baldwin. “Faculty House 83 (2010): 39-43. doi: Collaboration: Enhancing the Quality of Scholar- 10.1080/00098650903505415. ship and Teaching.” ASHE-ERIC Higher Educa- 19 Laura Helle, Pa’Ivi Tynja’La, and Erkki Olkin- tion Report, no. 7 (1991). uora. “Project-based Learning in Post-Secondary 25 Austin. “Faculty Collaboration.” Education – Theory, Practice and Rubber Sling Shots,” Higher Education 51 (2006): 287-314. doi: 26 Austin. 10.1007/s10734-004-6386-5. 27 Austin. 20 Thomas, A Review of Research on Project-Based Learning.

Collaborative Librarianship 11(2): 100-109 (2019) 109 https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss2/5 10