Abstracts
Abstract
This article focuses on a form of embedded instruction, wherein library employees work weekly within a student space, in this case the Indigenous Student Centre at Simon Fraser University in what is colonially known as British Columbia, Canada. As we continued to learn together and deepen our appreciation of Sḵwx̱wú7mesh scholarship and theory -- scholarship and theory Indigenous to the lands we occupy -- we recognized deep resonance with our understandings and approaches. In particular, Denise Findlay’s (Sḵwx̱wú7mesh) sharing about eslhélha7kwhiwsm and imperfect friendship have shaped our understandings of both our friendship and our role as teachers. Writing in an epistolary form, we dialogue about the time we spend together in the Indigenous Student Centre and how that time has allowed us to develop and appreciate a friendship-grounded approach to teaching and learning. This article invites readers into a dialogue between the authors, whose relationship initially developed through work collaborations and grew into a real-life friendship. By sharing stories, questions, and connections with what we are reading and learning, the authors encourage one another, and simultaneously the reader, to consider the possibilities of imperfection, humility, friendship, and radical care in academic library instruction beyond the classroom.
Keywords:
- academic libraries,
- Indigenous librarianship,
- information literacy instruction,
- reference,
- writing support
Résumé
Cet article se concentre sur un mode d’enseignement intégré lors duquel les employés de bibliothèques travaillent chaque semaine dans un espace étudiant. Dans le cas présent, le lieu désigné est le Indigenous Student Centre de l’Université Simon Fraser en Colombie-Britannique, au Canada (appellation coloniale). En continuant à étudier en tandem et à apprécier l’érudition et la théorie Sḵwx̱wú7mesh (savoirs autochtones des terres que nous occupons), nous avons reconnu que ces concepts font écho à nos propres connaissances et démarches. Notamment, le partage des savoirs de Denise Findlay (Sḵwx̱wú7mesh) sur l’eslhélha7kwhiwsm et le concept de l’amitié imparfaite a influencé notre compréhension de l’amitié et de notre rôle comme professeures. Sous format épistolaire, nous nous entretenons du temps que nous avons passé ensemble au Indigenous Student Centre et en quoi cette expérience nous a permis de développer et d’apprécier une approche d’enseignement et d’apprentissage basée sur l’amitié. Cet article invite les lecteurs au dialogue entre les auteurs, dont la relation s’est à la base développée au sein de collaborations professionnelles avant de se développer en amitié concrète. En partageant des histoires, des questions et des connexions quant à ce que nous lisons et apprenons, nous encourageons à la fois les lecteurs et nous-mêmes à considérer les possibilités d’imperfection, d’humilité, d’amitié et de radical care dans l’enseignement au sein des bibliothèques universitaires, et ce, au-delà de la salle de classe.
Mots-clés :
- aide à l'écriture,
- bibliothéconomie autochtone,
- bibliothèques universitaires,
- enseignment de la culture de l’information,
- référence
Appendices
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