For Radical Educators and Librarians

Name: Roa, Molly.

Topic: E.T.

Citation: Keer, G. (2016). “Barriers to critical pedagogy in information literacy teaching.” In N. Pagowsky & K. McElroy (Eds.), Critical Library Pedagogy Handbook  (pp. 65–74). Chicago: Association of College & Research Libraries.  Retrieved from https://www.researchgate.net/profile/Gr_Keer/publication/319945161_Barriers_to_Critical_Pedagogy_in_Information_Literacy_Teaching/links/59ee28c6a6fdcc32187daeff/Barriers-to-Critical-Pedagogy-in-Information-Literacy-Teaching.pdf

Summary: This entire book was featured previously on this blog, but I wanted to highlight this chapter in particular. Keer reflects all the ways in which librarians must confront our limits as critical pedagogues and how we can work to rethink our roles in the air or neutrality demanded by librarians. While Keer doesn’t come to any firm conclusions, his work challenges the reader to assess critical pedagogy as a theory in contrast with our roles in the library, ways in which we can work effectively and our limitations. This chapter is essential for radical anti-neoliberal educators and librarians to better assess our roles in the classroom, library, and library profession.

Opinion: As a queer woman, I found this work very helpful. I have been interested in critical pedagogy since undergrad, and have struggled to find a way to combine my library profession with my ethics of anti-authoritarianism and liberation for marginalized communities. In fact, this ethical issue can at time be a persistent issue for me in my day-to-day at work in a public library. Keer acknowledges this difficulty and also the overall lack of research and resources that are librarian specific on critical pedagogy.

ESEA, Librarians, and Advocacy


       Journalist Christina Vercelletto writes about education, politics, and libraries. She suggests that during a recent education bill, libraries weren’t included which resulted in cuts in school libraries nationwide. This is the first new education bill since No Child Left Behind (Vercelletto, 2015). In that act, school libraries were left out, which resulted in widespread cuts to school library staff and resources (Vercelletto, 2015).  This article suggests that it’s imperative for librarians to come forward and persuade politicians to vote in favor of a bill that will establish school libraries to meet education standards. In Common Core practices, many standards support the pursuit of information literacy and the use of the library for research and technology interests. A new bill is scheduled for review with the Senate. President Obama could sign a new ESEA—one that gives school librarians the support they need and deserve—before Christmas (Vercelletto, 2015).  The ESEA stands for the Elementary and Secondary Education Act. This bill demands a complete education offered to every student. Vercelletto stresses the importance for librarians to speak up and advocate for their programs during the progress of the ESEA bill.
Please visit the American Library Association’s action page for directions on how to call your state senator to advocate for libraries in schools. Stress the importance of voting yes for the ESEA! Visit the ALA here for more information: http://cqrcengage.com/ala/app/make-a-call?3&engagementId=126198
While there are just a few days left, it’s not too late for librarians to make a difference.
References:
With ESEA Action Imminent, Advocates Maintain Pressure on Inclusion of School Libraries
By Christina Vercelletto on November 20, 2015                                                           
American Library Association

Standards: Who, What, Where, and Why

Jolene Nechiporenko

ET, CA

McClure, p. (2005). Where standards com from. Theory into practice, 4(1),4-10.
     doi:  10.1207/s15430421tip4401_2

Have you ever wondered where educational standards come from?  If so, start by reading this article in which the author does a nice job of simplifying and explaining the history and current development of standards. 

She explains that common standards are “rooted in the struggle for equal education.”  Keep in mind that several different factors can contribute to inequality: socioeconomic conditions, minorities, etc.

In the early 1990s an achievement gas was recognized and addressed by a congressionally mandated study that suggested “There was a clear difference in standards, expectations, and curriculum” between states and schools.

in 1993 federal grants were given to state departments to develop curriculum and/or content standards.

In 1995 brought about the reform of professional development and teaching.  “The inequalities in the delivery of funding of educational and the achievement gasp between school and among groups of students could not be seriously addressed without setting uniform guidelines and regulations for the teaching profession.

McClure also mentions the implementation of Title 1 programs.