Instructional Identities and Information Literacy, Volume 1: Transforming Ourselves—eEditions PDF e-book

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  • Description
  • Table of Contents
  • About the author

Are librarians teachers? Many academic librarians enter teaching roles with limited experience or education in instruction, discovering how to engage students in learning from their own observations, trial-and-error, or professional learning opportunities.
Grappling with this potentially unexpected identity comes amid a time of significant transition for higher education itself. Academic librarians must figure out how to counter mis-, dis-, and malinformation, address shrinking funding for collections while costs increase, and establish meaningful partnerships in diverse, data-driven environments.  And writ large, librarianship as a profession continues to grapple with its responsibility to challenge information illiteracy across contexts, its support of systemic systems of oppression under the guise of neutrality, and its value to a society flooded with information.
In three volumes, Instructional Identities and Information Literacy uses transformative learning theory—a way of understanding adult learning and ourselves—to explore the ways librarians can meaningfully advance how we think about our identities, instructional work, and learning as transformation. Three volumes explore:

  • Transforming Ourselves
  • Transforming Our Programs, Institutions, and Profession
  • Transforming Student Learning, Information Seeking, and Experiences 

Chapters include transforming a critical, feminist pedagogy with antiracist pedagogy; becoming an advocate for library instruction to promote student success; the intersection of reluctant professionals and the academy; transforming STEM learning and information-seeking experiences; using the Framework to reshape student responses to media narratives; and much more. Instructional Identities and Information Literacy contains many ways to consider the programming, dispositions, behaviors, and attitudes we can use as we continue to advance information literacy instruction and reshape our profession.

Amanda Nichols Hess
Part I: Personal Identities and Perspective Transformation
Chapter 1. Centering BIPOC: Transforming a Critical, Feminist Pedagogy with Antiracist Pedagogy
Anna Boutin-Cooper
Chapter 2. From the Classroom to the Stacks: Creating Contexts for Transformative Practice
Abigail Mann
Chapter 3. Uncovering the Intersections of Personal, Professional, and Instructional Identities
Donna Harp Ziegenfuss
Chapter 4. There is Power in Vulnerability: Leading with Self-Acceptance and Embracing Inclusive Pedagogies in Visual Literacy Instruction
Jacqueline Huddle
Part II: Professional Practices and Instructional Identity Development
Chapter 5. Instructional Identity Development Through Narrative Discovery
Addison Lucchi
Chapter 6. Post-Instruction Reflections: An Analysis After Three Years
Elena Azadbakht
Chapter 7. Against All Odds: Becoming an Advocate for Library Instruction to Promote Student Success
Camille Abdeljawad
Chapter 8. Shaping the Science Librarian: Building Teaching Competency and Critical Practice
Megan Bresnahan
Chapter 9. Build on What You Have: Developing Strategic Information Literacy Through Curriculum Mapping
Alicia G. Vaandering
Part III: Collaborative Experiences for Instructional Identity Development
Chapter 10. Compounded Trauma and the Teaching Librarian: Reflections on Trauma-Informed Approaches and the Practice of Radical Empathy
Sheila García Mazari and Maya Hobscheid
Chapter 11. Transforming Together: Developing a Professional Learning Community of Information Literacy Educators
Rachel Dineen, Stephanie Evers, Natasha Floersch, Darren Ilett, and Brianne Markowski
Chapter 12. Transformative Role Playing: Embracing Non-Library Instructional Opportunities to Enrich Professional Identities
John Stawarz and Sebastian Modrow
Author Biographies

Amanda Nichols Hess

Amanda Nichols Hess is the e-learning, instructional technology, and education librarian at Oakland University in Rochester, Michigan. She holds a PhD in educational leadership, an Education Specialist certificate in instructional technology, and an MS in information. Her research focuses on information literacy, instructional design, online learning, and the intersections of these topics, particularly in library-centric professional learning. Her work has been published in College and Research Libraries, Communications in Information Literacy, Journal of Academic Librarianship, and portal: Libraries and the Academy, among other venues. Amanda also authored Transforming Academic Library Instruction: Changing Practices to Reflect Changed Perspectives (Rowman and Littlefield, 2019).