A pedagogy of care for information literacy and metaliteracy asynchronous online instruction

Greer, Katie

doi:10.1016/j.acalib.2023.102676

Cited by 5 publications

(7 citation statements)

References 18 publications

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“…Pedagogies of care garnered more attention and adoption by university faculty during the Covid-19 pandemic (Hess et al ., 2022; Gelles et al ., 2020; Goin Kono and Taylor, 2021). In academic libraries, there is a small body of literature (including Founds, 2024; Greer, 2023; Nelsen et al ., 2022; White, 2022), that document successful adoption of this pedagogical approach, spurred on by the pandemic, with most of them taking the form of case studies.…”

Section: Literature Reviewmentioning

confidence: 99%

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

Bury

2024

RSR

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PurposeThis article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.Design/methodology/approachThrough semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.FindingsThis study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.Originality/valueThis study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.

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Section: Literature Reviewmentioning

confidence: 99%

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

Bury

2024

RSR

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“…A one-time workshop or seminar will not be sufficient to navigate the complexity of this work. Finch and Real (2023) was the only work in this study to explicitly discuss the preparation of the library workforce through more formal means in education and hiring expectations to implement a trauma-informed frame (Greer, 2023;Miller, 2018;Norman, 2020) work in libraries. To adequately prepare librarians for the roles they will fill in the libraries of the future, library and information schools may need to create courses or embed trauma-informed principles into course instruction.…”

Section: Library Workforce Concernsmentioning

confidence: 99%

“…Greer's “A pedagogy of care for information literacy and metaliteracy asynchronous online instruction,” discusses the combination of “elements of critical pedagogy, culturally responsive pedagogy, trauma-informed pedagogy and feminist pedagogy in order to create educational spaces wherein the learner feels seen as an individual and cared for” (2023, p. 1). An example of this is the use of a trauma-aware teaching checklist which has adapted some of SAMHSA's trauma-informed principles to course design such as “encouraging trustworthiness and transparency through discussing pedagogical decisions and providing opportunities for students to offer feedback” (Greer, 2023, p. 4).…”

Section: Trauma-informed Librarianshipmentioning

confidence: 99%

Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries

Founds

2023

RSR

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PurposeThe goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice.Design/methodology/approachThe author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor.FindingsTwenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce.Practical implicationsTrauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic.Originality/valueWhile librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.

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“…This study also did not show the significant influence of blended learning on improving meta-literacy [ 2 ]. The study which focused on determining the pedagogy method of care for information literacy and meta-literacy asynchronous online instruction [ 3 ]. He suggests some cooperative learning models that can be incorporated to promote the student's meta-literacy.…”

Section: Introductionmentioning

confidence: 99%

The analysis of the implementation of RBL-STEM learning materials in improving student’s meta-literacy ability to solve wallpaper decoration problems using local antimagic graph coloring techniques

Dafik

Kadir

Maryati

et al. 2023

Heliyon

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A pedagogy of care for information literacy and metaliteracy asynchronous online instruction

Cited by 5 publications

References 18 publications

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries

The analysis of the implementation of RBL-STEM learning materials in improving student’s meta-literacy ability to solve wallpaper decoration problems using local antimagic graph coloring techniques

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