Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education

Q2 Social Sciences
Bharat Mehra
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引用次数: 5

Abstract

The article discusses an instructor’s critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment requirements, tangible deliverables, student evaluations, and course opportunities and challenges. The courses explore a new theory- practice-impact discourse that is deliberate, systematic, rigorous, impact-driven, and action-oriented. Students’ “community-immersive” course projects integrated social justice contexts of learning, scholarship, engagement, and action. Responding to urgencies of moving beyond diversity lip-service and tokenism in LIS education, they disrupt traditional pedagogies and embrace critical information-applied activism in the white-privileged LIS academy. This is relevant, especially as we learn to aggressively confront racism in our ranks, re-establish cultural credibility situated in the recent epistemic waves protesting racially motivated police hostilities (e.g., Black Lives Matter movement), and confront political lethargy in redressing past wrongs.
社会公正的设计与实施:创新教学法改造LIS教育
这篇文章讨论了阿拉巴马大学自2019年春季以来教授的三门与图书馆和信息科学(LIS)相关的研究生课程中一名讲师的批判性教学法和反思实践,这些课程涉及社会正义和包容性倡导、信息组织中的多样性领导力以及社区参与奖学金。直到最近,美国主流的LIS教育一直拒绝在教学、学习和实践中采用社会正义词汇,以及由于摒弃过时概念的专业文化惯性而导致的研究(例如,学术或图书馆的中立性和被动性,纯粹以英国/欧洲为中心的研究根源,后实证主义范式的特权地位等),通过提供学生学习成果、作业要求、实际可交付成果、学生评估以及课程机会和挑战的一瞥,促进社区参与。这些课程探索了一种新的理论-实践影响话语,它是深思熟虑的、系统的、严谨的、影响驱动的和行动导向的。学生的“社区沉浸式”课程项目整合了学习、学术、参与和行动的社会正义背景。为了应对LIS教育中超越多样性口惠而实不至和象征性的紧迫性,他们打破了传统的教学法,在白人特权的LIS学院中接受了批判性信息应用激进主义。这是相关的,尤其是当我们学会积极对抗我们队伍中的种族主义,在最近抗议出于种族动机的警察敌对行动(例如“黑人的命也是命”运动)的认知浪潮中重新建立文化信誉,并在纠正过去的错误时面对政治上的懒散。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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