How do we move beyond the well-worn path of information discovery and evaluation in our instruction? Join librarians and archivists from Western University and Huron University College, as we share stories that explore teaching civic engagement as an IL learning outcome

Adam, Tom

Burgess, Colleen A

McPhee, Kim

Olson, Leanne

Sich, Christy

English

Scholarship@Western

Stories of Active Teaching: Embedding Civic Engagement in our Practice

Western UniversityScholarship@WesternWestern Libraries Presentations Western Libraries6-6-2018Stories of Active Teaching: Embedding CivicEngagement in our PracticeTom AdamWestern University, tadam@uwo.caColleen A. BurgessHuron University College, Western University, caburges@uwo.caKim McPheeWestern University, kmcphee5@uwo.caLeanne OlsonWestern University, lolson3@uwo.caChristy SichWestern University, csich@uwo.caFollow this and additional works at: https://ir.lib.uwo.ca/wlpresCitation of this paper:Adam, Tom; Burgess, Colleen A.; McPhee, Kim; Olson, Leanne; and Sich, Christy, "Stories of Active Teaching: Embedding CivicEngagement in our Practice" (2018). Western Libraries Presentations. 62.https://ir.lib.uwo.ca/wlpres/62STORIES OF ACTIVE TEACHINGAs you settle in, please think about…What comes to mind when you read “civic engagement” in the context of higher education?STORIES OF ACTIVE TEACHINGEMBEDDING CIVIC ENGAGEMENT IN OUR PRACTICETom Adam Copyright Librarian, Western UniversityColleen Burgess Teaching & Learning Librarian, Huron University CollegeKim McPhee Head, Teaching & Learning, Western UniversityLeanne Olson Digitization & Digital Preservation Librarian, Western UniversityChristy Sich Teaching & Learning Librarian, Western UniversityWestern’s Information Literacy Learning OutcomesCivic Engagement Western graduates will be active and aware citizens who examine and critique their own information privilege.Civic Engagement Western graduates will be active and aware citizens who examine and critique their own information privilege.They will engage in discussions about how and why some people may be marginalized within systems that produce and disseminate information.Civic Engagement Western graduates will be active and aware citizens who examine and critique their own information privilege. They will engage in discussions about how and why some people may be marginalized within systems that produce and disseminate information. They will seek out the perspectives of others who challenge their own views and will address information needs through collaboration and cross-cultural connections.Stories of Embedding Civic Engagement in our TeachingInformation PrivilegeWestern graduates will be active and aware citizens who examine and critique their own information privilege. Image: Imus City Library: Beyond Literacy Project. CC BY SA Available on FlickrInformation PrivilegeACCESS ASSESSASSIMILATE APPLYInformation PrivilegeASSESSASSIMILATE APPLYACCESSBarriers to Information Access(Laura Saunders, 2017)▪ Physical▪ Social ▪ Cognitive/IntellectualQuestions: Information PrivilegeAre you currently incorporating the concept of information privilege in your teaching?If so, how are you doing it? If not, what would you like to be doing?Sarah Hare and Cara Evanson (2018)Information Privilege Outreach for Undergraduate Students...upcoming September issue of College and Research LibrariesStory: Marginalized PeopleWestern graduates will engage in discussions about how and why some people may be marginalized within systems that produce and disseminate information.The Library of Congress Classification & Research 1. CONTROLLED VOCABULARY2. HEGEMONIC LIBRARY CLASSIFICATION3. THE MYTH OF NEUTRALITY4. AND IMPLICATIONS FOR RESEARCHLearning Outcomes By the end of this session, students will:1. Identify examples of hegemony in the Library of Congress Subject Headings2. Engage in a discussion: why is the research I seek invisible in the structure?3. Use resources that will assist in accessing the research they seek within the structureLibrary of Congress ClassificationInvented by Herbert Putnam in 1897 to organize the collections of the Library of Congress.Global Studies are relatively ‘new’ in academia, and because it so interdisciplinary, there isn’t a classification category for GS. Instead, let's look at:Subclass H – Social Sciences HQHQ1-2044 The Family. Marriage. WomenLet's take a look – notice the structure of the hierarchy.http://www.loc.gov/catdir/cpso/lcco/Controlled VocabularyControlled vocabularies provide a way to organize knowledge for subsequent retrieval.The goal of organizing for later retrieval signals the “neutrality” of the structure: “I have to call it something and place it somewhere in order to find it again later”Controlled vocabulary schemes mandate the use of predefined, authorized terms that have been preselected by the designer of the vocabulary, in contrast to natural language vocabularies, where there is no restriction on the vocabulary. –WikipediaControlled Vocabulary: for Transgender, use TranssexualismLook at the hierarchy of the scheme and the number range that transsexualism falls within:HQ71-72 Sexual deviationsHQ74-74.2 BisexualityHQ75-76.8 Homosexuality. LesbianismHQ77-77.2 TransvestismHQ77.7-77.95 TranssexualismHQ79 Sadism. Masochism. Fetishism, etc.The Myth of NeutralityAssuming a body : transgender and rhetorics of materiality / Gayle Salamon.HQ77.9.S25 2010 : Weldon LibraryThe English vice : beating, sex, and shame in Victorian England and after / Ian Gibson.HQ79.G45 1978 : Weldon LibraryHegemonic ClassificationDefinition of Hegemony: the social, cultural, ideological, or economic influence exerted by a dominant group.What is the hegemony informing the placement of transsexualism in the subject heading scheme?HQ71-72 Sexual DeviationsHQ77.7-77.95 Transsexualism▪ Transsexualism is listed below sexual deviations, and therefore reflects and reinforces the social ideology of heteronormativity: that heterosexuality is normal and all “other” expressions of sexuality and gender are deviations from the norm.Hegemonic ClassificationYour turn!Exercise #1 on the handout:Take a look at the letter classification H representing the social sciences and identify examples of hegemony in the classification scheme related to your research.http://goo.gl/Zh3aSBThe Myth of NeutralityWhat did you find? ...And why are we doing this again?Question: why is the research you seek by name invisible in the structure?Names & Naming: Controlled VocabularyNatural language: Transgenderism (limited results – 23 books)Controlled Vocabulary & the Library Catalogue: Transsexualism (better – 52 books)Now what? I don’t know what I don’t know! How can I find more?Resources: Indexes, Thesauri, Handbooks, …and Librarians!Names & NamingImplications for research : we need synonyms to describe our research interests beyond the limits of our own vocabulary or subject knowledge.Catalogue: Subject headingsDatabases: Theasauri & IndexesAll Research: Thesauri, Indexes, Handbooks, …and Librarians.Names & NamingResearch Interest: TransgenderismControlled Vocabulary and Subject Heading: TranssexualismIndex: Transgender, Transvestism, TranssexualThesauri: Intersexuality, Bisexuality, Lesbianism, Performativity, Homosexuality, Queer, and Heterosexism...and Librarians: gender variant people, two-spirit, uranianNext: Use the Tools!Your turn! See Exercise #2 on the handoutYou will be handing these exercises in at the end of class. Please fill out the sheet to the best of your ability! Thank you!Citation:Drabinski, Emily (April 2013). “Queering the Catalog: Queer Theory and the Politics of Correction”. The Library Quarterly: Information, Community, Policy Vol. 83, No. 2 (April 2013) , pp. 94-111. goo.gl/iq8FVnStory: Marginalized PeopleWestern graduates will engage in discussions about how and why some people may be marginalized within systems that produce and disseminate information. MLIS Introduction to Metadata ClassesMLIS Introduction to Metadata ClassesPeople of the longhouse means...a group of people and a philosophy and a way of life.It's a word that we hope everybody embraces.Today what we’re so delighted about is that you can research our people using the word Haudenosaunee.MLIS Co-op Student ExperiencesMLIS Co-op Student ExperiencesMLIS Co-op Student ExperiencesQuestions: Marginalized PeopleAre you currently incorporating the concept of marginalization in your teaching?If so, how are you doing it?If not, what would you like to be doing?Story: Challenging PerspectivesWestern graduates will seek out the perspectives of others who challenge their own views and will address information needs through collaboration and cross-cultural connections.Image by Karl JK Hedin on unsplash.comBursting Bubbles LessonBursting Bubbles Learning OutcomesBy the end of the lesson, students will be able to:▪ Seek out perspectives that challenge their own views▪ Understand the importance of identifying multiple perspectives.Image: Joshua Reddekopp on Unsplash.comThe Filter Bubble"Most of us assume that when we google a term, we all see the same results.."Google uses "fifty-seven signals-everything from where you were logging in from to what browser you were using to what you had searched for before – to make guesses about who you were and what kinds of sites you'd like to see."-Pariser, The Filter BubbleCan you burst out of the filter bubble?▪ Have students work in small groups for 5 min. Supply a search string, or have them develop one. Questions: Challenging PerspectivesDo you currently teach students to challenge their own perspectives?If so, how do you do this?If not, what would you like to be doing?One last question…Thinking back to the question we asked at the beginning: What comes to mind when you read “civic engagement” in the context of higher education?What do you see missing in our discussion so far?  How else might you incorporate civic engagement into your teaching?QuestionsAre you currently incorporating the concepts of privilege, marginalization, or challenging perspectives in your teaching?If so, how are you doing it?If not, what would you like to be doing?Thanks for Listening!▪ References & Image CreditsSTORIES OF ACTIVE TEACHINGEMBEDDING CIVIC ENGAGEMENT IN OUR PRACTICETom Adam  Copyright Librarian, Western University Colleen Burgess Associate Librarian, Huron University CollegeKim McPhee  Head, Teaching & Learning, Western University Leanne Olson  Digitization & Digital Preservation Librarian, Western UniversityChristy Sich Teaching & Learning Librarian, Western University 

https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1065&amp;context=wlpres

Stories of Active Teaching: Embedding Civic Engagement in our Practice

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