"HANDS-OFF" TEACHING: FACILITATING CONVERSATION AS PEDAGOGY IN LIBRARY INSTRUCTION

Campbell, Renee

Reale, Michelle. (2016). “Hands-off “ teaching: facilitating conversation as pedagogy in library instruction. Digital Pedagogy Lab. Digital Pedagogy Lab. Retrieved from http://www.digitalpedagogylab.com/hybridped/hands-off-teaching/

Summary:
Discussion on the theory and practice of conversation-led, instead of librarian-led, inquiry. Based on the pedagogy of the radical educator, Paulo Freire, Reale outlines a librarian’s role to not just front-load inquiry “tools”, but to first join in conversation with students to find out what their information needs really are. She emphasizes the importance of creating a safe place, oftentimes by meeting them in their classrooms, “to lay a foundation for students to create their own process, to show them a way to begin, and to reassure them that it is okay not to know what you don’t know”.

Evaluation:
Reale’s article was the perfect balance of inspirational pedagogy and practical application. Coming from a MEd. program ten years ago that focused on social justice education, her article reminded me of why I love teaching. The organic methodology is what I have hoped librarianship could be.

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A Pedagogy of Inquiry

Pegowsky, N. (2015) A pedogogy of inquiry. Communications in Information Literacy9(2), 136-144.
Summary: This article discusses the ACRL’s Framework for Information Literacy for Higher Education (2015) and how teacher librarians can use the Framework to push pack against neoliberal agendas in current pedagogy to reinvent the teacher-librarian role. The article expresses that neoliberalism, which creates a false sense of urgency for changes in higher education, turns education into an economic exchange and vocationalizes education, which the author calls “trickling up.” The author further states that teaching, and librarianship becomes devalued in this economy because librarians do not have clearly defined roles. Pegowsky suggests that we move away from exclusively skills-based instruction and make our pedagogy more explicit, thus enhancing student learning and outcomes.

Evaluation: This article doesn’t provide practical applications for teaching or librarianship, as most research in the field does. Rather, it focuses on underlying ideology that has affected pedagogy and how we teach, to education’s detriment. A philosophy of education drawn out to some interesting conclusions.