Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Inclusive Pedagogy for Library Instruction

Implicit Bias

In order to make our inquiry into critical theory and anti-racist pedagogy meaningful and personal, we also looked into implicit bias. Each librarian took Harvard's Project Implicit test on race, sexuality, disability, and gender/science. In conjunction with this, we read an article explaining some of the ramifications of this: Hahn, A., Judd, C. M., Hirsh, H. K., & Blair, I. V. (2014). Awareness of Implicit Attitudes. Journal of Experimental Psychology: General, 143(3),1369-1392. doi: 10.1037/a0035028, which is available in PubMed Central.

Tools for Preparation and Reflection

A key element to inclusive pedagogy is intentionality and reflection. To help us pilot these best practices in our own library instruction sessions, two guided worksheets were created. The first serves to encourage pointed consideration of inclusion in class preparation. The follow-up worksheet allows for reflection on the actual classroom experience.

Pre-Class Worksheet
Post-Class Reflection
The Inclusive Pedagogy for Library Instruction project (IP4LI) is a collaboration of librarians from several small, liberal arts colleges to discover resources and best practices for applying inclusive pedagogy in library instruction settings, particularly one-shot sessions. It is supported by a grant from the Associated Colleges of the South.
Birmingham-Southern College Davidson College Furman University Sewanee - The University of the South University of Richmond Washington & Lee University