The fave is problematic: Leaving one-shots through a feminist approach to designing an instruction program

The University of Arizona Libraries has a coordinated instruction program for its 13 liaisons on a campus of over 40k. Various iterations of instructional approaches have cycled throughout the years, with one-shots sessions often dominating. Rather than continue the one-shot cycle, the program is intended to center feminist, collaborative approaches with faculty; incorporate critical pedagogy into philosophy and practice; and provide liaisons with more agency to have greater instructional partnerships. This presentation will provide background and discuss planning and documentation of the program, and share successes, challenges, and thoughts for the future

Just-in-Time or Just-in-Case? Time, Learning Analytics, and the Library

In this essay, we explore the timescapes of library learning analytics. We contend that just-in-time strategies, a feature of late capital modes of production, New Public Management, and future-oriented risk-management strategies inform the adoption of learning analytics. Learning analytics function as a form of temporal governmentality: current performance is scrutinized in order to anticipate future performance and prescribe just-in-time interventions to mitigate risk—not only for the student but also for the institution. Ultimately, we argue that using time as a lens to examine discourses surrounding library learning analytics reveals the temporalities reproduced in this discourse, which obscures questions of power, politics, and history. In describing what the future is, rather than what it could or should be, this discourse erases our ability to shape our futures, and our responsibility for so doing

Introduction

Critical Library Pedagogy Handboo

Making Publishing Less Painful: Shifting to a Relational Peer-Review Process

Navigating confusing peer-review structures in publishing can be daunting for librarians at all stages of their career. In this paper, the authors will differentiate peer-review models and reflect on their experiences with these formats in the context of the [redacted] special issue of [redacted]. Additional discussion will include the hidden curriculum of publishing; areas for growth in peer-review related to diversity, equity, and inclusion; and peer-review as an individual and collective form of professional development that shapes how we engage with scholarship in LIS

Effectiveness of Academic Library Research Guides for Building College Students’ Information Literacy Skills: A Scoping Review

Academic library research guides, ubiquitous tools for teaching information literacy, lack robust evidence for their effectiveness. This scoping review considered 1,724 publications, ultimately reporting on findings from 61 studies meeting inclusion criteria. Studies reviewed were highly individualized and primarily exploratory and correlational, with most using mixed methods designs analyzing data from student surveys and web traffic sources. Most studies focused on student satisfaction or guide usability as indicators of learning effectiveness, with few assessments of skills acquisition. We undertook this scoping review to assist practitioners in developing more impactful learning tools and practices as they create and assess guides

Reader Response [to Eric Jennings, “The librarian stereotype: How librarians are damaging their image and profession C&UL 23:1, 93-100]

Response to an opinion piece by column editor Eric Jennings in Volume 23, Issue 1 in College & Undergraduate Libraries entitled, The librarian stereotype: How librarians are damaging their image and profession

Rebuttal to "The librarian stereotype: How librarians are damaging their image and profession"

This article is a letter to the editor submitted in rebuttal to an earlier editorial regarding librarian stereotypes

Information literacy in a global context: Incorporating the ACRL framework into preservice education for information professionals

This panel presentation will provide a brief overview of the Framework, followed by four presentations that explore theoretical and practical concerns that will be of interest to LIS educators. These presentations will serve as a foundation for a large group discussion of the implications of the Framework for LIS programs and the pedagogical challenges it represents. Heidi Julien will convene the session and lead the large group discussion. The panel presentations include the following: • An Introduction to the Framework. Melissa Gross and Don Latham • Teaching Librarians to Teach with the Framework, Yvonne Mery, Nicole Pagowsky, and Carla Stoffle • Reference Course Redesign Using the Integrated Threshold Concept Knowledge Framework, Susan Rathbun-Grubb • Framing Information Literacy Instruction: Preparing Pre-service Librarians PK-20, Elizabeth Burns • Integrating the Framework into a Diversity Course For the Benefit of Praxis, Bharat Mehra and Keren Dali

A Pedagogy of Inquiry

Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which the Framework can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators