CFP: [Rhetoric-Composition] Critical Pedagogy and Library Instruction: An Edited Collection

full name / name of organization: 
Maria Accardi
contact email:

Critical Pedagogy and Library Instruction: An Edited Collection

Maria Accardi, Coordinator of Instruction, Indiana University Southeast:

Emily Drabinski, Reference Librarian, Sarah Lawrence College:

Alana Kumbier, Reference and Instruction Librarian, Wellesley College:

Critical pedagogy seeks to identify, critique, and disrupt the inequalities
of the dominant culture, thus equipping learners to transform oppressive
social, cultural, and economic conditions. While many theorists, critics,
and practitioners have considered how critical pedagogical strategies and
perspectives might be employed in higher education, the academic library
remains mostly absent in these discussions. There have been few
interventions in the library literature with specific reference to critical
pedagogy, but these perspectives mostly consider critical literacy
applications. Other forms of critical pedagogy, such as feminist, queer,
and critical race theory, have yet to be fully explored in the context of
the library instruction classroom. We intend for this book to intervene in
this gap in the literature.

Objective of book

This book, to be published by Library Juice Press in September 2009,
proposes to consider the following questions: How might library
instruction benefit from exploring critical pedagogical strategies? What
challenges are posed by the unique requirements of library instruction?
And how might our use of critical pedagogical strategies help us embed
library instruction in the critical classrooms on our campuses? We invite
proposals that 1) investigate intersections between critical pedagogy and
the library instruction classroom and 2) identify pedagogical applications
that can be adopted in library instruction programs.

Target audience

The target audience for this book includes librarians who teach, library
instruction program coordinators, faculty and instructors interested in
bringing librarians into the classroom, and librarians interested in
developing liberatory and anti-oppressive professional practices.

Suggested topics

Suggested topics include, but are not limited to:

*Envisioning what critical pedagogy might do for the library instruction
*Examination of specific types of critical pedagogies–-such as queer,
feminist, or critical race theory-–and their implications for the library
instruction classroom
*Discussions of particular theories/theorists (e.g. Paulo Friere, Lisa
Delpit, Peter Mclaren, Henry Giroux, Deborah Britzman, etc.) and their
relevance for library instruction
*Illustrations of how critical pedagogy works in practice
*Examples of instruction sessions taught from a critical pedagogy framework
*Explorations of how critical pedagogy intersects with student and faculty
*Considerations of how critical pedagogy can inform selection and
collection development decisions
*Imagining how critical pedagogy can be useful in other teaching contexts —
e.g., during the reference interview, in workshops, when librarians teach
in community spaces

Submission procedure

Please submit abstracts and proposals of up to 500 words and a short
author's statement to by
September 15, 2008, with notification by November 15. Final manuscripts of
between 1500 and 5000 words will be due February 15.

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Received on Tue Jul 08 2008 - 16:03:49 EDT

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