Inclusive Pedagogy for Library Instruction

Based on readings, speakers, and experience, the IP4LI group identified a number of best practices for inclusive pedagogy which can be integrated into library instruction, including one-shot sessions.

Identify and partner with:

• National, consortial, and professional groups, such as:
  • ACS
  • ALA
  • ACRL
  • State Library Associations
  • AAUP
  • Educause
• Campus strategic initiatives
  • Quality Enhancement Plans
  • Strategic Plans/Goals
  • Diversity and Inclusion Offices
• Teaching and Learning Centers
• Faculty and Staff Educators
• Student Groups, such as:
  • Bonner Scholars
  • Student Government Association
  • Multicultural Student Groups
  • Peer Tutors

Incorporate reflection into planning & follow-up

• Guided worksheet that includes inclusive considerations for class preparation
• Reflect afterwards
• Prepare for the worst case scenario and what you can do to address it

Write your own diversity and inclusion statement

• Could include in introductions, classes, libguide about class dynamics and considerations

Ask instructor of record about class dynamics and accommodations

• Are you using IP in class?
• Are there special accommodations for students

Multimodal expression of class expectations

• Verbalizing, not just written statements on safety, accessibility
• TPS on the syllabus
• Class conduct agreements - does class already have one for one-shots? Possibly google forms or pre-activity. Librarians providing expectations. Convey our professional expectations.

Incorporate universal design, for example:

• LibGuides are visually accessible, responsive, download/size for loading
• Size for reading, alt text
• Visual AND textual explanations
• Color considerations
• Captioning on videos

Utilize diverse examples

• Using inclusive examples for catalog and database searching
• Acknowledging problematic examples
• Introducing critical questions about authority, exclusion
• Using examples that are critical of the scholarly ecosystem
• Using databases that focus on D&I
• Pulling in primary/special collections/archives for unique examples
• “Underrepresented groups” handout or tab

Time Use Strategies

• “Here’s what we didn’t cover”/these are the most important things handout or tab
• Flip the classroom

Recognize and acknowledge student expertise and experience

• What do you find challenging about the library?
• What confuses you?
• What is working for you?
• Could do a survey ahead of class
• Could do an anonymous card and redistribute in class to read aloud

Classroom

• Jargon
• Cultural assumptions
• Connect to the why
• Anonymous contributions

Utilizing active learning

• Students in control
• Students bringing their own experiences
• Think Pair Share
• Minute Papers
• Socratic Questioning

Follow-up

• Notecards for remaining questions, concerns with email for
• Socratic Questioning
• Providing content (worksheets, presentations) to professor or class to share afterwards
• LibGuides with more information and for follow-up

Using student’s names

• Ask the person to introduce themselves everytime they speak
• Use the time before class when folks are first entering to introduce yourself
• Name tents
• Go around
• Stress why you are asking - it’s important for me to know you
• Getting roster from faculty before students arrive - and also possibly pronouns

Introduce ourselves

• Acknowledge your experiences and positions
• Putting information on syllabi/LMS/LibGuides/Email signatures etc.